Supportive school communities policy framework 2003 – 2007

This policy framework was developed to refocus the 1989 Supportive School Environments policy. Schools are being reconceptualised as a central component of the continuum of provision for lifelong learning that includes childcare at one end and a range of adult and community education provisions at the other. Interagency co-ordination, partnerships, clear pathways and collaborative action are imperative if educational provisions from birth to adulthood are to be effective for all participants.While the initial intention had been to develop a revised policy, it became clear that a framework was needed to bring together the numerous related departmental policies,statements, guidelines, programs and services which have been developed in the intervening years. The SSE framework promotes effort towards achieving goals identified in Learning Together and Tasmania Together which relate to improving the health and wellbeing of students in Tasmanian schools by: specifying the policy initiatives which exist to address the impact of significant educational changes seeking to achieve the goals of those key Departmental policies through a range of strategies providing a framework for schools and colleges to be able to develop a more coherent approach to the delivery of related services to students and staff providing a structure to allow future relevant initiatives to be incorporated in a coherent way providing a basis for improved efficiency in interagency tasks. Interagency protocols have been designed to assist with interagency cooperation and partnership. Examples are Sharing Responsibility (for cases of suspected child abuse or neglect) and Working Together (for children under care and protection orders) offering a means by which schools can reassess the supportiveness of their school culture. It provides a guide to action which can enhance the effectiveness of school communities as key contributors to social and community strength, through access, participation and achievement and which maximises the learning outcomes of all students