Fundamental to our welfare and discipline system are the following rights and responsibilities at Howick College:

We have the right to:

• Learn and teach without interruption
  
• Learn and teach in a safe environment
  
• Be treated with courtesy and respect
  
• Have pride in ourselves and our community
  
• Have a comfortable and stimulating learning environment

We have the responsibility to:

• Allow others to learn
  
• Keep our school a safe and healthy place
  
• Treat others with courtesy and respect
  
• Act in ways that build a good image
  
• Keep our school tidy and attractive

There are several important features of our college designed to support this philosophy.

   

House System

To help provide the best possible care and guidance for all students in our large school, great importance is placed on the House and vertical Tutor Group system. The college is divided into six Houses, each of which, under the leadership of a Dean, is like a ‘school within a school’. Students remain in their House and Tutor Group throughout their time at Howick College.

The Tutor group has a mix of Year 9-13 students and meets each day for roll checks, notices and organisational matters. The Tutor and House Dean, therefore, come to know the students very well and are the people who parents should contact with any concerns about progress or welfare.

The Howick College Discipline Plan

As in any large community, there are rules and expectations that are necessary for the well being of all the members of the College. The aim of the Howick College Discipline Plan is to ensure that there is a safe, orderly and positive school environment where effective teaching and learning can take place. Students are expected to make themselves familiar with the plan and to take responsibility for their own actions. The key elements of the plan are:

• Rules that students are expected to follow at all times, which include Classroom rules (displayed in all rooms) and School–wide rules (published in the student homework diary and displayed in Tutor rooms).
  
• Positive Recognition of students who meet expectations. This recognition may consist of certificates, notes home, ‘pink positive’ slips, prize draws at assemblies.
  
• Negative Consequences when students choose to ignore rules. These are represented by a clear, graduated set of punishments, including lunchtime and afterschool detentions which take precedence over any other activity. Serious breaches of discipline are referred to a member of the Senior Management Team and may result in stand-down or suspension.

Extensive Support Services

A wide range of services exist to support students who may need assistance at school:

• Personal counselling service provided by school counsellors and peer mediation by trained Year 13 student counsellors
  
• Medical Unit staffed by a registered nurse
  
• Learner Support to assist those with special learning needs, and a developing programme for gifted and talented students
  
• Language Support for those for whom English is a second language provided by a team of expert teachers in a newly expanded and refurbished facility
  
• Advice and guidance for decision making about further education and employment through the transition education programme and a full-time careers adviser

Communication

Good communication is essential if there is to be an effective partnership between home and school in relation to the education of our students. Formal communication occurs through term 1 interim reports and middle and end of year written reports, parent nights in Terms 1 and 3 and the Principal’s weekly newsletter, ‘Next Week @ Howick College’.

All the Deans are easy to contact by phone and have voicemail and email facilities. We welcome and encourage parent communication. Details of whom to contact for various matters are outlined in the first newsletter of each year, early in February.