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Our School Motto
Our school motto – "Love, Growth, Peace" – is the fabric of our School. We strive to live our Motto faithfully.
Mission Statement
Vision:
St Edward the Confessor School seeks to provide an environment where children are able to live and grow in faith, life and learning.
Mission:
To enable children to live and grow in faith, we aspire to create a community that:
Ø Witnesses its belief through prayer, worship and daily life
Ø Understands and uses Gospel Values to guide their actions in daily life
Ø Is immersed within our Catholic story, tradition and teaching
To enable children to live and grow in life, we aspire to create a community that:
Ø Values the self-worth of all members
Ø Strives to grow and improve relationships that value teamwork, loyalty, dedication and co-operation
Ø Maintains a happy, friendly school atmosphere, ensuring that everyone feels welcome
To enable children to live and grow in learning, we aspire to create a community that:
Ø Provides opportunities for the full growth & development of each child through inclusive, quality education
Ø Develops a curriculum that fosters productive partnerships and shared responsibility for learning
Provides a curriculum which is challenging, interesting and focuses on the development of each individual to their full potential.
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Welcome to Our School
Welcome to St Edward the Confessor Catholic Primary School!
As parents and caregivers you have many important decisions to make regarding the education of your children. You are encouraged to provide for them the most appropriate educational opportunities that will cater to them as individuals, each with their own specific needs. Our school aims at meeting student needs by providing a learning environment that is nurturing, safe and friendly.
Our dedicated and caring staff will always be concerned with the welfare of each child at this school and, you as parents, are invited to work with us in a spirit of openness and mutual respect. At present we provide quality education to 538 students in twenty-one classes. We have a range of specialist teachers and support staff employed to assist the classroom teachers in this holistic education. We have on staff a Physical Education teacher; Classroom Music teacher; Band & Instrumental teacher; Learning Support teacher; Languages Other Than English teacher; Guidance Counsellor; Teacher Librarian and Technology Support person.
Please enjoy browsing this Parent Handbook and I hope that it gives you more of an insight into what life is like at St Edward’s school. In addition to this booklet, please know that additional information about the school can be sourced from our website at www.stedwards.qld.edu.au or by visiting us in person.
Bronwyn Buckley
Acting Principal
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A little slice of our History
ST DECLAN’S
This small weatherboard building was built in 1865 by Irish migrants. It was relocated to Waterford and the church was renamed St James. The church was originally named after a hermit who lived near the Irish town of Waterford, where it was originally built. In the 1870's it was relocated to Waterford adjacent to the hotel. In 1949 it moved again to Eight Mile Plains and opened in 1950 as St Declan's. Then in 1949 it was relocated to Eight Mile Plains and finally moved 1963 to Daisy Hill. It was used as the local parish but as the parish grew in numbers and a new church built in 1963, the old timber church was placed at St Edward's school and used until 1978. In more recent years the de-consecrated building was used by the school’s Outside School Hours Care service until its final move to its current location beside the St Edward’s Parish Church in 2010. It now serves the Parish as a meeting place.
ST EDWARD’S CHURCH
As the population in Daisy Hill increased throughout the 1970s, a new church and school were in demand. A new church, built from logs with a concrete floor, was instigated by Fr Rollo Enright and built by the parishioners on the site now occupied by the St Edward Centre (Hall). The much appreciated new church was named St Edward the Confessor by the first parish priest – Fr Leo Burke and opened on 30 April 1978. In 1985 it was extended to accommodate four hundred people but was unfortunately destroyed by fire in 1988 and replaced by the present brick and glass church.
ST EDWARD’S SCHOOL
The school opened in 1978 with seventy-eight students in the lower school from Years 1-3. The present classroom buildings were constructed in a substantial building program in the early 1980's. The first Principal of the school was Sister Gabrielle (Gaye) Shears P.B.V.M., who left the school in December 1981 and was replaced by Mr. Brian Devitt who remained at the school until 1990. Mr. Peter Blundell was appointed Principal in 1991 and continued in that role until December 1998. Mr. Mike Norris commenced as Principal in 1999 and continued in that role until he retired in December 2005. Mr. John Spillane commenced in January 2006 and left in 2015. At present, in 2016, Bronwyn Buckley is Acting Principal.
With an enrolment of 538 students in 2016, St Edward the Confessor Primary School caters for both boys and girls from Prep to Year 6. The school seeks to provide a safe environment where children are able to live and grow in faith, life and learning through its motto of 'Love Growth and Peace'. Along with the various classroom buildings, the school also has a Library/Resource Centre and a recently constructed hall – named the St Edward Centre. This facility provides the school with a large all-purpose building, complete with a music room, additional student toilets, tuck shop and uniform shop. The most recent site additions saw the opening of the administration building and additional classrooms in 2013. In 2016, refurbishments throughout the school have ensured St Edward’s is asbestos-free and our library set to under-go a renovation later in the year.
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Education Philosophy
Our school values every child as a learner. Learners learn in different ways, in different settings and at different rates. Learning is most effective when it involves active partnerships with parents and carers, peers, teachers, school and community members.
Our vision for teaching and learning (right), which underpins our curriculum, highlights the value of relationships and communication, promotion of excellence, building success and recognises the importance of our learning environment. For each child to reach their full potential, classrooms are organised to include individual, small group and whole class teaching and learning. A Support Teacher (Inclusive Education), Guidance Counsellor, Teacher Librarian, LOTE Teacher, an E.S.L. Teacher and a number of other specialist teachers and teacher aides work to support the classroom teachers in their work with the children.
Our teachers plan, teach and assess in accordance with the Australian National Curriculum. It sets out, through content descriptions and achievement standards, what students should be taught and achieve, as they progress through the school.
In accordance with our school’s Vision for Teaching and Learning – we believe that:
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Ø Relationships which support diversity, promote self-worth and respect are central to the learning process
Ø Communication is essential for lifelong learning Ø The learning environment caters for the cognitive,
physical, spiritual, emotional and social development of learners
Ø High quality schooling is essential to promote a culture of excellence that is reflected in standards achieved by students
Ø All learners can experience success by playing an active role in their own lifelong learning
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Inclusive Education
Inclusive Education ensures that St Edward’s School is a supportive and engaging place for all its members. Collaborative partnerships between staff, parents, community and government agencies, help us to respond to diversity for all. Specialist Personnel including the Support Teacher-Inclusive Education, Guidance Counsellor, Inclusion Teacher and School Officers work strategically with classroom teachers and administration staff to enhance student wellbeing and provide for all community members.
Learning Support personnel work in partnerships to achieve educational outcomes for all students in an evolving educational environment. This is achieved through the provision of a range of services at student, class and whole school levels. Specific curriculum and pedagogy are developed to meet these diverse needs. Intervention programs are facilitated with the flexibility to respond to student needs as required at any given time. Resources are prioritized and flexibly deployed to respond to the changing needs of the community.
Learning Behaviours
At St Edward’s we value, promote and provide opportunities for students to strengthen behaviours that allow them to learn to their maximum potential.
Our school has characters to represent each one of our six learning behaviours. These characters are:
• Creative – Crystal • Cooperative – Gabby • Persistent – Pete • Self-Managing – Oscar • Reflective – Connie • Resilient – Ricky
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Administrative Matters
ABSENTEE LINE
If your child is away from school or will be late, please ring our Absentee Line as early as possible on ph. 3208 0922 and select (option 2) to leave your details.
ANAPHYLAXIS
As a number of children within the school suffer from specific allergies related to nuts, we ask that you refrain from sending foods that contain any nut products to school. Our tuckshop does not stock or sell food items that disclose the inclusion of nut products. Our students are regularly addressed about the non-sharing of food at lunch times and of the importance of thorough hand washing.
BIRTHDAYS
Given the number of children these days with various allergies and food intolerances, we ask that you do not send in any food items when it is your child’s birthday. This decision was supported by the School Board at their September meeting in 2015. Please know that the teachers will certainly make your child’s day special and on the day of your child’s birthday, he/she will receive a special sticker or badge from a member of the school administration team. In addition, all birthdays for the week are acknowledged at our weekly Friday assembly.
DAILY TIMETABLE
Classes commence with the first bell at 8.40am and children are expected to be here at this time, ready to begin.
Teachers are on duty from 8.20am each morning and, where possible, parents are asked not to have their children at school prior to this time. Children who do arrive at school prior to 8.20am are required to be seated in the undercover area between the Library and “C” Block, or the covered walkway at the back of the school library.
For early arrivals, parents are reminded that Before School Care is available from 6.30am (see Outside School Hours Care Section for details).
When school finishes for the day at 3.00pm, children go to the pick-up zone (which is situated along the veranda outside the St Edward Centre) or may be collected by an adult at the amphitheatre in the junior playground. Children not being
Daily Timetable
8.20 am Morning Supervision commences
8.40 am Classes commence
10.40 am Supervised eating – Morning Tea
10.50 am Morning Tea play time
11.15 am Classes resume
1.15 pm Supervised eating – Lunch
1.25 pm Lunch play time
1.50 pm Classes resume
3.00pm Classes conclude
3.15pm Supervision ends
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collected by an adult are expected to make their way home, vacating the school grounds as soon as possible.
Children at the pick-up zone are supervised by teachers on duty. This duty concludes at 3.15pm. Children who are still to be collected at this stage are taken to sit at the front of the administration building where their parents/carers can collect them safely.
LATE SLIPS
Students who arrive for school after 8.40am need to check in at the school office for a ‘late slip’.
LEAVING EARLY
All students who leave the school site prior to the 3.00pm official finish are required to be signed out by parents/carers at the school office.
MEDICATION FORMS
If a child is to be administered any medication whilst at school, you are requested to complete a Medication Form – available at the school office.
NEWSLETTER
The school Newsletter is full of important school news and is issued each Wednesday in an eNewsletter format. To receive the eNewsletter to your nominated inbox/es, please subscribe via the quick links section on our web home page and click on the eNewsletter link.
ONE-TO-ONE LAPTOP PROGRAM
A 1:1 laptop program runs within our school for all students in Years 4-6. Each student is issued with a new personal laptop computer to assist them with their learning for the three-year period. Parents are asked to attend an information session regarding this program as their child completes Year 3. The costs associated with the laptop program are recovered through the school fees.
PARENT MESSAGING (SMS)
In the event of an unexplained student absence, the school will send an SMS message to your primary contact number asking for you to make contact with our office personnel.
SCHOOL ASSEMBLIES
Each Friday morning our entire school gathers in the St Edward Centre for our weekly assembly. These gatherings are approximately 30 minutes in duration and you’re more than welcome to come along each week. Classes are generally rostered throughout the year to lead assembly items and it’s also a time for us to acknowledge student achievements throughout the week, birthdays and the important themes happening within the life of the school.
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STUDENT BANKING
Students are welcome to open up a special savings account through our association with the Commonwealth Bank. Banking takes place each Thursday and application forms are available at the school office.
TUCKSHOP
The school tuckshop operates each Wednesday, Thursday and Friday. All ordering is via the online method known as flexischools. To set up a flexischools account, simply follow the link on the school website. To help the Prep teachers to establish good eating time routines and transitions with their classes, we discourage tuckshop ordering for children in Prep until Term 2.
UNIFORM SHOP
This facility operates in the room beside the school tuckshop. Apart from the designated opening times prior to the start of the school year, the shop generally operates each Wednesday and Thursday between 8.00am and 9.30am.
VISITING/VOLUNTEERING
Upon entering the school site, all volunteer parents/relatives are asked to sign in at the school office whereupon you will be issued with an Identification lanyard that should be returned our office personnel after your visit. To be eligible to volunteer you must undertake a brief training session and sign the school ‘Volunteer Register’.
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Our Religious Education Program
As a Catholic school, we seek to be a welcoming faith community where all are encouraged and empowered to live the Gospel of Jesus Christ. We believe that every person is created in the image and likeness of God and that we are continually being called into new ways of growing and renewing ourselves. We are challenged to examine who Jesus is and to live his message of serving in our daily life.
Religious Education here at St Edward’s promotes the knowledge, skills, attitudes and values that enable students to participate as active and informed members of the church and society. Students are actively involved in gaining knowledge and understanding of the Catholic tradition in the first instance. They are also given the opportunity to gain some awareness of other religious traditions and of the nature of religion and its place in human life and in Australian society.
Religious Education consists of two distinct but complementary dimensions; namely an educational dimension and a faith formation dimension. The first dimension, most commonly referred to as the classroom teaching of religion, is focused on Religious Education as an educational activity. We align quality Religious Education with the Archdiocesan vision, policies and guidelines.
The second dimension, faith formation, is reflected in the religious life of the school family and parish. As a Catholic school, we aim to effectively support our students in their faith development by providing opportunities for reflection, prayer and the celebration of liturgy. We acknowledge that the family is the first place where faith can be nurtured and strive to work in partnership with parents/carers and our parish.
OUR CELEBRATIONS
It is in the coming together to celebrate that we build relationships with our God and each other. Ritual is an essential component in any society and we ritualise all significant moments in various celebrations. These include our Assemblies and Liturgical Celebrations.
OUR SACRAMENTAL PROGRAM
The Sacramental Preparation Program is a Parish based program and parental involvement is essential. Special preparation classes are held prior to the children receiving any sacrament. These are periods of preparation for parents and their children before receiving the sacraments of the Eucharist, Reconciliation or Confirmation. Information on Sacramental preparation is available through the School Office. A very important aspect of this formal Religious Education Program is our Sacramental Preparation. The School’s responsibility is teaching the children the knowledge about these Sacraments.
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Covenants
SCHOOL COVENANT
Our school covenant has a philosophical basis which believes behaviour is part of our curriculum, based on a teaching / learning model. Appropriate consequences are determined for all behaviour. Our learning dispositions are evident within our school covenant. The inclusion of the school's learning dispositions provides a seamless and cohesive approach to learning inside and outside the classroom. At the beginning of each year, students address our school covenant (see below) and then classes develop a Class Covenant. The covenant is based on describing agreed behaviours in areas of Learning; Relationships; Safety and the Environment. The class covenant is continually referred to and revised throughout the year.
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the event of serious breaches of the School Covenant, parents will be contacted by either a behaviour notification letter or phone call which describes the incident and follow up intervention. Teachers record behaviour incidents on a recording form and will organise interviews with you should behaviour patterns prove problematic. The descriptors on the following page outline the level of intervention that has ta place to deal with the inappropriate behaviours that are described on the behaviour notification form.
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BEHAVIOUR NOTIFICATION INDICATORS
CLASS COVENANTS
At St Edward’s, each class spends the first 4 weeks of the school year devising their Class Covenant. The children are reminded of God making covenants with the people God loved and scripture from the Old Testament is studied. The covenants are written in consultation with the children to provide a platform for class behaviour and expectations for the upcoming year.
The covenants adopt a theme for the year. In 2016, our focus for the year is “Let Love Live”, in 2015 our focus was "Practise Peace, Change your World". Each class has developed their own unique covenant which is relevant to them. The covenants are displayed prominently in the sacred space in the classroom as a visible reminder to the students of their promises and aspirations for the year. These covenants are used throughout the year in celebrations- opening mass, liturgies, assembly sharing and within class prayer.
LEVEL ONE LEVEL TWO LEVEL THREE
A level one incident has been dealt with at the school level. A record of this behaviour is kept within the classroom. No formal parental notification is made.
A level two incident has been dealt with at school level by a member of the admin team. This behaviour notification letter is to inform you of the process that has taken place. Although this incident has been finalised, a record of this behaviour will be kept in the school office.
A level three incident has been dealt with at school level by a member of the admin team. Behaviours occurring at this level require a behaviour improvement process (BIP) to be implemented. A level three incident will have been accompanied by a phone call. A parent/ school interview will take place to set this process in action.
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Resource Centre
St Edward’s Resource Centre aims to provide each child with access to the most suitable and up to date reading materials and information resources, both textual and digital, in a friendly learning environment. We encourage the enjoyment of reading and strive to enhance children’s learning experiences by increasing their knowledge of new and familiar resources. The Teacher Librarian and teachers co-operatively plan modules of work. Informational text, visual resources and word processing skills are used to enhance experiences that will help build their lifelong learning skills taught in the classroom.
BORROWING PROCEDURES
Each week classes visit the library and borrow books for a period of one week for students from Prep to Year 7. Students in Prep and Year 1 usually borrow one book. Students in Year 2 borrow two books, students in Year 3 borrow three books, students in Years 4 and 5 borrow four books and students in Years 6 and 7 may borrow up to six books.
HOME READERS
Students in Years 1, 2 and 3 borrow levelled Home Reading books as part of their normal Library borrowing. Students borrow 4-5 books which are to be read during the week as part of their homework routine. The level the student reads is determined by the class teacher. Each student is responsible to return these readers on the day of their Library borrowing.
LIBRARY ACCESS
To allow students and teachers as much access to the library as possible, it is opened daily between 8.30am and 3.15pm.
LIBRARY DISPLAYS
The school library is one of the central places where classes can display work and children and visitors can enjoy the work of students in the school. Each year, during Book Week, the library fills with displays from every Year Level and parents are encouraged to visit the Library to witness the work their own and other children have completed to highlight the Book Week theme. Also during Book Week the children participate in activities relevant to the particular theme chosen for the year. Visiting authors and musical performances are also a Book Week feature.
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BOOK FAIR
We aim to hold Book Fairs yearly. The dates and times for Book Fairs are advertised via the School Newsletter.
LOST/DAMAGED BOOKS
Children are encouraged to care for and attend to their library borrowings. Children who lose, or for whatever reason destroy books, are expected to reimburse the school library financially. Since the aim of such an activity is to develop responsibility in children, the students are encouraged to replace lost books from their own financial resources.
Physical Education, Health and Sport
St. Edward’s encourages children to participate in sporting activities. As a School, we offer a very comprehensive Physical Education Program, including:
• Motor Program • Swimming (Lessons for Prep-3; Carnival for Years 3-6) • Athletics (both Field and Track Events) • Cross Country • Netball, Australian Rules and Rugby League carnivals • Gala Sport Days (Years 4-6)
Boys and girls from Years 4 - 6 will be involved in inter/intra-school sports during appropriate seasons. A variety of sporting skills are taught and played within the school. It is hoped that children will develop a competency in these areas while also learning the essentials of fair play and teamwork.
It is recommended that those students who find enjoyment in a particular sport join a local weekend club in order to expand their skills and
opportunities. Students who display talents in particular areas of sports are actively encouraged to participate in Zone and Regional school competitions.
School Houses
Students are divided into four sporting groups or houses. These houses are:
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Homework
We believe that homework reinforces the learning in the classroom. It is important that homework:
• Be a time for positive interaction between family members; • Provide parents with knowledge of areas of study in the classroom; • Strengthen the partnership between home and school; • Be meaningful, well planned, age appropriate and provide opportunity for learning
enhancement and/or skill practice; • Encourage the development of independent study habits; • Vary in the time according to the ability and age of the student.
The following time expectations are to be used as a guide only:
Year 1: Informal and formal tasks – approx. 10mins
Year 2: Informal and formal tasks – approx. 10mins
Years 3&4: Informal and formal tasks – approx. 15mins
Year 5: Informal and formal tasks – approx. 20mins
Year 6: Informal and formal tasks – approx. 30mins
THE TEACHER’S ROLE IS TO:
Provide interesting and challenging homework appropriate for the varying abilities in the class; give clear, explicit instructions and feedback; be consistent in their approach to homework (including informing parents of individual class routines); teach the necessary research and other skills to enable students to complete homework tasks; provide tasks that are designed to consolidate what has already been taught in class.
THE PARENT’S ROLE IS TO:
Provide an environment for the child where supervision, encouragement and help are provided; respect the
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child’s knowledge and skills; communicate with the teacher and check and sign the homework.
THE STUDENT’S ROLE IS TO:
Accept responsibility for the completion of the homework, and to complete tasks on time and to the best of their ability; ask for help from the teacher or family if necessary; ensure that the work is returned to school as requested.
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EXAMPLES OF HOMEWORK TASKS
St Edward’s believes that the following are suitable formal activities:
St Edward’s believes that the following are suitable informal activities:
• Practice and consolidation of mathematics and spelling activities;
• Written work – from activity books and prepared sheets;
• Reading which requires a response e.g. book reviews;
• Design and make science projects; • Research work • Writing tasks – journal, diary,
handwriting stories; • Religion activity sheets – bible study; • Seeking and recording parent responses; • Interviewing persons; • Collecting data – and analysing data.
• Reading and being read to for enjoyment
• Observation and discussion • Drawing • Playing • Using the home environment
e.g. measuring and creative tasks • Reading the paper, watching the news,
cutting out of magazines; • Open ended mathematics and problem
solving which requires discussion.
Assessment & Reporting
St Edward the Confessor School is committed to providing its students with quality educational opportunities and valued outcomes. In particular, providing teaching and learning programs which promote the development of knowledge, life-long learning attitudes and skills in students is a major goal. Assessment and Reporting are crucial elements of such teaching and learning programs. Assessment is the process of identifying, gathering and interpreting information about progress in students' learning.
The purposes of assessment are to improve the learning outcomes of all students, to provide information about whether the learning goals of the teaching program have been achieved and to assist with making decisions about subsequent teaching and learning.
Reporting is communicating to others the knowledge gained from assessing student learning. The purposes of reporting are to support teaching and learning by providing information to students, parents, caregivers and teachers about students' learning progress and achievement.
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The key features of assessment at St Edward the Confessor are:
• It is continuous and based upon a variety of techniques rather than ‘one-off’ style exams. • It focuses on the student’s demonstration of achievement standards. • Teachers collate a ‘Student Work Portfolio’ which is continually added to throughout the
school year. • This information is available to families throughout the year by arrangement with classroom
teachers.
The key features of reporting at St Edward the Confessor are:
• Throughout the school year parents are welcome to make appointments with class teachers to discuss children’s learning. Class teachers are always willing to elaborate on children’s development with given notice.
PARENT INFORMATION NIGHT
At the beginning of each year this night is held to provide an overview of the year. It provides an opportunity for teachers to express their expectations within the classroom, share with parents an outline of work to be covered for the year. Homework, excursions, bookwork and parent assistance are also addressed at these meetings.
PARENT TEACHER INTERVIEWS
At the end of Term 1 and early in Term 3, teachers make themselves available for interviews with parents who wish to discuss children’s progress. Teachers may also request these interviews, or additional interviews as required.
WRITTEN REPORTS
At the end of Term 1, a Mid Semester Checklist is forwarded home. This checklist in the early part of the school year focuses on student behaviour and work habits. At the end of Semester 1 (June), a formal written report that has been electronically generated, will be forwarded home. At the end of Semester 2 an additional comprehensive written report is also forwarded home with the offer of a further interview.
Uniforms
It is expected that all children will adhere to the regulation uniform. Uniforms give the child a sense of belonging to the school community, a feeling of pride in themselves and their school and assists greatly in setting the tone and discipline in the school. It also identifies our school in the wider community. The wearing of the school uniform will be enforced in the school. Parents’ assistance in this matter is most important.
The school uniform shop is located next to the tuckshop in The St Edward’s Centre. It stocks new and second hand uniforms. Sports uniforms are usually worn two days per week and the day uniform is worn on the remaining three days. Parents will be advised each term which days children are required to wear the sports uniform.
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Uniform needs are set out as follows:
DAY UNIFORM SPORTS UNIFORM Girls Day Uniform shall consist of:
Blue & white check Presentation Day Uniform and/or
Unisex Jack Shirt Girls Day Shorts School Hat White ankle length socks Black leather lace-‐up school shoes (or
completely black Lynx style shoes – NOT “boot” style, Volleys or Vans)
Microfibre Zippered Jacket (winter) Microfibre Track pants (winter) Fleecy V neck Jumper (winter)
Girls Sports Uniform shall consist of: Unisex Sports Polo Shirt Unisex Sports Shorts White ankle length socks Black leather lace-‐up school shoes (or
completely black sneaker shoes – NOT “boot” style)
Microfibre Zippered Jacket (winter) Microfibre Track pants (winter) Fleecy V neck Jumper (winter)
Boys Day Uniform shall consist of: Unisex Jack Shirt Boys Day Shorts School Hat White ankle length socks Black leather lace-‐up school shoes (or
completely black sneaker shoes – NOT “boot” style)
Microfibre Zippered Jacket (winter) Microfibre Track pants (winter) Fleecy V neck Jumper (winter)
Boys Sports Uniform shall consist of: Unisex Sports Polo Shirt Unisex Sports Shorts White ankle length socks Black leather lace-‐up school shoes (or
completely black sneaker shoes – NOT “boot” style)
Microfibre Zippered Jacket (winter) Microfibre Track pants (winter) Fleecy V neck Jumper (winter)
Other uniform considerations: No jewellery is to be worn with the school uniform except for watches and one only plain stud or sleeper
(in each ear) for pierced ear lobes. No nail polish is to be worn with the school uniform. Long hair is to be tied back with appropriate ties. During all outdoor activities, hats are to be worn. Full, correct school uniform is to be worn. If not, a note from parents is to be received and approval given
by the principal. Decisions on changes to the school uniform may be made only after consultation between the principal,
staff and parents.
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Outside School Hours Care Before and after school care are available and should be used by those needing care for after normal school hours. This service is also available on pupil free days and throughout vacations.
Hours of operation:
• 6.30am – 8.30am (Mon to Fri) • 3.00pm – 6.00pm (Mon to Fri) • 6.30am – 6.00pm (Vacation Care)
Payment of School Fees
When enrolling children at St. Edward’s, parents sign the enrolment form agreeing to meet the costs associated with educating their children. The fees for each year are set by the school board. The P&F also set a levy for each family for the year and this is included in the fee structure.
The expectation of the school board is that parents meet their responsibilities in relation to fee payments. The financial viability of the school is highly dependent on the successful collection of school fees (in order for us to meet our commitments). There is a significant justice issue in ensuring that all families capable of meeting their fee commitment actually do so.
Whilst the responsibility of parents to meet their fee obligations remains clear, under our mission statement, we also have a responsibility as a community to support those families who, through no fault of their own, find themselves in financial difficulty. Many of these are short-term and merely require an extension of time. Others have longer term needs. In both cases, parents are required to meet with the principal. Appropriate decisions in relation to fee remission, or extension, are then made. The agreement reached is then put in writing and a date for review is set. Parents granted fee remissions are also encouraged to contribute in some way to the life and/or maintenance of the school. (e.g. an out of work tradesperson may be able to use his/her skills).
The above procedures will ensure a balanced, compassionate and financially responsible approach to school fee collection at St. Edward’s.
Parental Involvement
PARENTS AND FRIENDS’ ASSOCIATION
The Parents and Friends’ Association is an integral part of the Catholic school community and is the formal structure, which has as its membership, all parents and teachers of the school. P&F meetings are currently held on the second Tuesday of each month during school time. All are welcome!
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In carrying out its role the parents and friends’ association:
• Strives to develop in the school a real community of parents, teachers and students, which reflects a truly Christian ethos.
• Works collaboratively with the principal and other school personnel in pursuit of common goals.
• Ensures that a high level of interaction exits between the home and school, and parents and teachers.
• Endeavours to have all parents enjoy the exciting experience of their children’s time at school.
PASTORAL SCHOOL BOARD
The purpose of the Pastoral School Board is to involve the local community in the ‘big picture’ of schooling planning and to assist in setting direction for the school. Parents and parishioners on local Boards bring to decision-making the wisdom of parent educators to complement the skills of teacher educators and pastors. The Board is made up of the ex-officio members including the school principal and the parish priest and/or his representative. Other members include a number of parents within the school community who have undertaken some training and a staff member. The School Board meets at set intervals throughout the school year. The school Vision & Mission; policies; planning and building, along with budgeting are all areas of responsibility for the School Board.
ST EDWARD PARISH
Father Marce Singson is the parish priest and weekend mass times are as follows:
Saturdays: 7.30am Mass; 5.30pm Reconciliation; 6.00pm Mass
Sundays: 8.30am Mass; 6.00pm Mass
