WARRANDYTE

PRIMARY SCHOOL

INFORMATION BOOKLET

2016Creativity Achievement Respect Encouragement

At Warrandyte PS we CARE about the whole child.

WARRANDYTE SCHOOL SONG

by Rob Fairbairn, Kevin O’Mara

and the students of Warrandyte Primary School 12

Verse oneNestled at the forest’s feetFar away from city streets, that’s My school, my schoolHome of happy memoriesYou can feel the history atMy school, my school

Where the miners slavedFor their golden glory Now the children playAnd carry on the story

ChorusWarrandyte, Warrandyte schoolWarrandyte, Warrandyte school

Verse twoWorking hard and having funSomething here for everyone atMy school, my schoolFriendly faces all aroundListen to the happy sounds ofMy school, my school

Where the bellbirds ringNear the winding riverAnd the children singThe song goes on forever

ChorusWarrandyte, Warrandyte schoolWarrandyte, Warrandyte school

Warrandyte, Warrandyte schoolWarrandyte, Warrandyte school

Warrandyte, Warrandyte schoolWarrandyte, Warrandyte school

Table of Contents

Page 2

Welcome Page 4

Strategic Plan 2016-2019 Page 5

Office Information Page 6

Term Dates Page 6

Acronyms Page 7

History of Warrandyte Primary School Page 7

Children at Warrandyte Primary School Page 8

School Curriculum Pages 9 – 12

General Information Pages 12 - 18

Keeping Students Healthy Pages 19 - 20

Committees Page 20-21

Communication Page 21-22

School Facilities Page 22

Prevention of Bullying Policy Page 23-24

Student Engagement & Welfare Policy Pages 25-37

Infectious Diseases and Conditions Page 38

Anaphylaxis Management Policy Pages 39-43

Free School Bus Policy Pages 44-50

Homework Policy Page 51

Management of Head Lice Policy Pages 52-53

Head Lice Inspection Consent Form Page 54

Dress Code Policy Pages 55-57

Personal Mobile Devices Policy Pages 58-59

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Welcome

Welcome to the Warrandyte Primary School. This booklet aims to provide a broad range of information for new families to the Warrandyte community. As always if there is anything you wish to know please don’t hesitate to contact the school.

Vision Statement

To be an outstanding centre of learning, developing self-reliant students in an innovative and vibrant learning environment. To aim for students to have a strong sense of self and community whilst striving for excellence and maximising their potential.

At Warrandyte Primary School, the culture of a learning community is fostered through an educational program that promotes independence, interdependence and self-motivation.Students’ needs, backgrounds, perspectives and interests are reflected in the learning program, where they are challenged and supported to develop deep levels of thinking and application.

  Learning is supportive and productive and connects strongly with communities and practice beyond the classroom.

Philosophy

At Warrandyte Primary School the following assumptions about student learning form the

philosophical basis of Learning and Teaching:

all students are capable of learning and want to learn

students learn at different rates and in different ways

a curriculum which is developmental, relevant and which covers the Key Learning Areas will

extend and develop the abilities of each student

learning can be fostered best in a socially supportive environment which promotes success for

every student

student self-esteem and confidence are central to student learning

students need regular feedback about their learning performance in order to improve their

learning

“How we teach must reflect how our students learn. It must also reflect the world our students will move into. This is a world which is rapidly changing, connected, adapting and evolving. Our style and approach to teaching must emphasise the learning in the 21st century”. http://edorigami.wikispaces.com/

STRATEGIC PLAN 2016-2019Strategic Direction: Achievement

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Goal: To improve individual student learning outcomes.

Key improvement Strategies:

Develop and implement an agreed Warrandyte Primary School pedagogy of teaching and learning.

Build teacher capacity to differentiate teaching to ensure challenge and progress for every student.

THEORY of ACTION:

In order for improvement to occur, there needs to be a whole school approach to teaching and learning, and the collection and analysis of data is necessary for improving student learning outcomes.

Strategic Direction: Engagement Goal: To empower students to become creative and curious 21st century learners who make connections between local, national & global contexts.Key Improvement Strategies:

Create opportunities for student voice and involve students in decision making about how they can make a difference.

Build capacity in teachers to personalise learning for all students.

THEORY of ACTION:

For students to become creative and curious learners we need to build a culture of inquiry and thinking.

Strategic Direction: WellbeingGoal: To enhance the wellbeing of all students. Key Improvement Strategies:

To build the capacity of all members of the Warrandyte Primary School community to understand how to meet the wellbeing needs of themselves and others.

THEORY of ACTION: Building supports for students to become more resilient will create confident, self-motivated learners of the future.

Strategic Direction: Productivity

Goal: Strategically allocate resources to implement the Strategic Plan.Key Improvement Strategies:

Align resource management with school pedagogy.

THEORY of ACTION

The efficient management of school resources is critical to providing high quality outcomes for all students.Office Information

Warrandyte Primary School

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5-11 Forbes Street, Warrandyte 3113Telephone : Office 9844 3537

Fax 9844 1616Email : warrandyte.ps@edumail.vic.gov.au Website : www.warrandyteps.vic.edu.auPrincipal : Gill BingerOffice Manager : Doreen HennessyOffice Assistant: Cherise HirdBusiness Manager : Wendy FarrOutside School Hours Care: Coralie Souvatzis

School Dates and Times for 2016

TERM 1 : 28 January – 24 March (as 25 March is public holiday)

Teachers resume on Wednesday 27 JanuaryPlease note: Years 1-6 Students Resume on Thursday 28 January Foundation Students Commence on Friday 29 January ( half day)

- Monday 1 February (full day program)TERM 2 : 11 April – 24 June

TERM 3 : 11 July – 16 September

TERM 4 : 3 October – 20 December

Please Note:

At the end of Terms 1, 2 & 3 school finishes at 2.30pm.

At the end of Term 4 school finishes at 1.30pm.

Daily Session Times

8.50am Doors open

9.00am – 11.00am Lessons

11.00am – 11.30am Recess

11.30am – 1.30am Lessons

1.30pm – 1.40pm Supervised eating of lunches

1.40pm – 2.30pm Lunchtime

2.30pm – 3.30pm Lessons

Some Acronyms

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There are many acronyms used within the education system. Some of these are:

WPS - Warrandyte Primary SchoolDET – Department of Education & Early Childhood DevelopmentFOWPS – Friends of Warrandyte Primary SchoolWOOSH - Warrandyte Out of School HoursCRT – Casual Relief TeacherAusVELS – Australian Victorian Essential Learning StandardsLOTE – Language Other Than EnglishHPE – Health and Physical EducationRE – Religious EducationJSC – Junior School CouncilSTARS – Student Teams Are Really SpecialVSN- Victorian Student Number

History of Warrandyte Primary SchoolWarrandyte Primary School was established in 1862 to accommodate the growing population attracted to the first Victorian gold discovery. 1856 Warrandyte’s first school commenced at the diggings1863 Lessons conducted in Anderson’s Creek Court house while new school built1863 Board of Education declared 12th on the alphabetical list to be Anderson’s Creek Common School No 121873 Newly created Education Department introduced state school system and Anderson’s Creek State School No 12 came into being with James Eccleston Walker as Head Teacher1875 New school opened on Forbes Street site1902 School bell erected 1908 Name of school changed to Warrandyte Primary 1925 New brick and stucco extension erected1934 Terrific flooding inundated Warrandyte and annual school picnic deferred1939 Warrandyte decimated by fires. School survived but shelter shed, many fences and school committee records destroyed1941 Pine plantation established1953 Nine new classrooms constructed1963 Learner swimming pool opened 1970 Canteen opened1972 School library opened in April1975 Commemorative plaque to Centenary of Stone Building1976 Art and Crafts centre constructed1983 Multi-Purpose Hall and Music room opened1984 Removal of Pine Plantation to establish football oval2005 Opening of the Sustainable Garden on the pool site2007 Extension to Middle Year classrooms2009 Outside Learning area built onto main building 2010 New Multi-Purpose Hall opened. Named BAMPI meaning ‘the bush’2013 Maintenance funding received. Block B (5/6 wing refurbished) 2014 Capital works funding2016 Modernisation of main building

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CHILDREN AT WARRANDYTE PRIMARY SCHOOL

The school has a whole school approach to welfare. This program ensures all teachers use similar methods and a consistent approach to welfare is adopted.

Student Welfare is the shared responsibility of staff, students and parents. At the beginning of each year, class teachers develop with their students, a list of norms, based on how “we want to be treated”.

Values Education is a whole school approach. School Values are revised and revisited throughout the year.

If extra assistance is required, refer to the Principal or team leaders.

Values

Warrandyte Primary School is a learning community that provides a safe, healthy and caring environment for everyone.

At Warrandyte Primary School we CARE:

Creativity in a dynamic learning environment

Achievement of potential

Respect for ourselves, for others and for the environment

Encouragement of others to do their best.

We aim to encourage students to be life-long learners, independent, resilient, and responsible.

See Appendix A Prevention of Bullying Policy

Appendix B Student Engagement Policy

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SCHOOL CURRICULUM

Warrandyte Primary School provides an exciting and diverse curriculum. Children are encouraged to

develop positive attitudes to learning and to acquire skills that will equip them for their future

education.

The school strives to build a strong foundation of literacy and numeracy skills across the school. Key

improvement strategies include:

building a whole school culture of high expectations for students learning and teachers practice

planning and implementing a whole school approach to curriculum development and explicit

teaching and learning

differentiating the curriculum to personalise learning for all students.

A comprehensive curriculum is provided in:

English, Mathematics, the Humanities, Science, The Arts - visual and performing, LOTE - Japanese,

Health and Physical Education, ICT, Thinking Processes.

‘The Victorian Curriculum Foundation–10 (F–10) sets out what every student should learn during their first eleven years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship.

The Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standards.’

The Victorian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. It describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community. It makes clear what all young Australians should learn as they progress through schooling. It is the foundation for high quality teaching to meet the needs of all Australian students.

For detailed information regarding the Victorian Curriculum please copy and paste the following address into your web browser: http://victoriancurriculum.vcaa.vic.edu.au/

The Arts

Performing Arts

Music in an integral part of the curriculum and has a high profile within the school. All students from Foundation to Year 6 attend general music lessons and recorder tuition commences in Year 3. The school has choirs consisting of students chosen from Years 1-2 & Years 3-6. Bushband comprises of students from Years 5-6.

An extensive Instrumental Music program is available, after school hours, with children learning from visiting music tutors. Further information is available from the office.

Visual Arts

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Students participate in visual art activities that focus on exploring and developing ideas. They learn and develop skills and techniques through planned units on painting, printing, textiles, clay, drawing, collage and construction. Art observations and comparisons are shared together before work is either displayed in classrooms, on the main corridor display boards or taken to a home environment to be valued.

Information and Communication Technologies

At Warrandyte Primary School, ICT is used as a tool to enhance learning and to engage students in

their learning.

All classrooms have networked laptops/work stations connected to the school intranet.

In addition, all classrooms are equipped with “ICT Capable Classroom” hardware, which includes an

Interactive Whiteboard, data projector, digital cameras, laptops, ipads, kindles and digital microscope.

The class teachers incorporate ICT into their lesson plans on a daily basis. Literacy and Numeracy

lessons incorporate digital learning objects and use the interactive equipment to complement explicit

teaching.

Inquiry learning

One pedagogical approach to teaching and learning that many schools use is inquiry learning. At Warrandyte Primary School we support an inquiry learning approach, encouraging students to ask key questions for investigation throughout the domains.

Inquiry learning can take many forms, for example, integrated curriculum, issue/problem based, action led, negotiated or play based inquiry. Inquiry is characterised by students:

• asking questions, building on prior knowledge and making their own discoveries • finding out information from primary sources to answer generative questions and develop deep conceptual understandings • making connections between ideas, learning domains and experiences.

Health & Physical Education

Students participate in weekly physical education lessons that focus on developing skills, co-ordination and fitness. Students in Years 3-6 also have a weekly sport session.Year 5-6 students participate in summer and winter interschool sports with local schools and many sports clinics. Other activities include swimming (Foundation-6), athletics and cross country.

Language Other than English: Japanese

The Language Other Than English (LOTE) at Warrandyte Primary School is Japanese. The program provides opportunities for language learning through songs, verse, stories and written application, as well as visits by outside people.

Resource Centre

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We have a Resource Centre consisting of computers and a wide variety of books. All children attend the Resource Centre each week for computer studies, literature activities and borrowing sessions with their class teacher.

Literacy

A whole school approach to the teaching of Literacy skills provides students with a wide range of experiences, knowledge and skills.

To respond effectively to the diversity of student learning needs and aspirations at all stages of learning, teachers at Warrandyte PS differentiate classroom programs to ensure that all students are provided with the knowledge and skills to continually improve.

The Victorian English Curriculum incorporates the processes of listening, speaking, reading, viewing and writing in an integrated and interdependent way.

The Writing Program consists of a ‘writer’s notebook’ where students can keep their thoughts, ideas, interesting words and phrases gathered as they travel through their day to day lives. Students can include pictures, parts of interesting conversations overheard, magazine or newspaper headlines, ideas for beginnings and endings of stories. Brainstorming and recording ideas in a writer’s notebook creates a clear intention and begins the process of creative writing. These ideas provide inspiration and stimulus for powerful and authentic writing.

Spelling

English spelling involve the origins of words, word endings, Greek and Latin roots, base words and affixes. Students develop knowledge about the sounds of English and learn to identify the sounds in spoken words. They learn the letters of the alphabet and how to represent spoken words by using combinations of these letters.

Numeracy

The Victorian Curriculum: Mathematics is organised around the interaction of three content strands and four proficiency strands.

The content strands are Number and Algebra, Measurement and Geometry, and Statistics and Probability. They describe what is to be taught and learntThe content strands are Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiency strands are Understanding, Fluency, Problem Solving, and Reasoning.

Through explicit teaching, hands-on activities and open-ended questioning, students develop the language to build the developmental aspects of the learning of mathematics.

OTHER PROGRAMS:

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Special Religious Education (SRI)

If student numbers are sufficient, Religious Education will be provided for children attending Warrandyte Primary School under the provisions of the Victorian Education Act and Regulations. The teaching program is taught by trained, accredited volunteers according to an Agreed Syllabus by the Council for Christian Education. The course is implemented from Foundation to Grade 6 and taught in weekly half-hour sessions. These sessions will be conducted during the lunchbreak(1.30-2pm). Parents who want their child to participate in SRI, must complete the Special Religious Instruction form provided by the school office.

Warrandyte Out Of School Hours Care (WOOSH)

Warrandyte Primary School offers a before and after school program.

A variety of both indoor and outdoor activities is offered to cater for children’s individual needs and interests. Facilities are also available for children to complete homework assignments.

WOOSH welcomes children from 7.15am – 8.45am for before school care and

3.30pm – 6.30pm for after school care.

GENERAL INFORMATION

Absences

During the year you are asked to advise the school by letter whenever your child is absent. A dated, signed note giving the reason either during absence, a message via Tiqbiz, or on return to school is required. A telephone call is not necessary.

A proforma for your student absence has been sent to all families and extra copies are available at the office or on the school’s website.

Parents are reminded that the following procedure must be followed if children are to be taken out of school during normal hours of attendance.

Where possible a note should be sent to the class teacher indicating:

- the time the child will be leaving

- the reason for taking the child out of the school

- the name of the person who will be collecting the child.

The adult who is collecting the child must come to the general office to sign ‘The Early Leave Permission Book’ and provide relevant information.

It’s Not OK to Be Away

‘Regular school attendance is a prerequisite for improved participation and educational outcomes and is the responsibility of everyone in the school and wider community’. DET

Your responsibility as a parent/caregiver is to:make sure your child: attends school on ALL school days and is on time every day.

Make sure you:

provide the school with an explanation if your child is away

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contact the school if your child does not want to go to school arrange doctor and dentist appointments out of school hours arrange personal shopping trips with your son/daughter or birthday celebrations out of school

hours do not allow your child to stay at home for minor reasons.

Assembly

The whole school meets each Monday at 9am at the BAMPI building to share information, sing the National Anthem and present awards, recognise birthdays and announce the Henhouse Helpers. You are very welcome to attend these assemblies when you are able to do so.

Awards

Each week, teachers choose students who have worked at upholding the values of Warrandyte Primary School. Warrandyte certificates are awarded during Monday assembly and recipients recorded in the weekly newsletter.

Banking

The Warrandyte Branch of the Bendigo Bank is a proud supporter of Warrandyte Primary. We encourage all families to open a savings account for their child. If you require more information about a savings account for your child, please contact the Warrandyte Community Bank in Yarra Street or 9844 2233.

Bus

The school operates a free bus service for students who live 4.8 kilometres or more from school. All students who travel on the school bus must complete a School Bus Application form. Based on government regulations, the school assess eligibility to travel and families will be notified accordingly.

Please note Adhoc travellers do not need to complete an application (e.g playdates)

See Appendix E

Clothing & Belongings

Please clearly mark all school uniform clothing and other items brought to school. School uniform should be named. Our lost property box is always full of unnamed clothing. Expensive toys, games, mobile phones and personal property should not be brought to school. We take no responsibility for loss or damage if they are.

Collecting Children Early

When collecting children early, please call by the office to sign the ‘Early Leavers Permission Book’ (found in passageway near office) and then collect your child from their classroom. If making arrangements with others to collect your child please make sure this process is clear.

Excursions, Camps & Swimming

Excursions

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Usually one or two major excursions per year and one minor excursion or visiting speaker is planned for each term. All excursions require a permission note. Excursion Planners are sent home at the beginning of each term. Please attend to these promptly and return with your child to their teacher, with payment.

Camps

Current programs are as follows :

Year 5/6 Duration of 3-4 nights

Year 3/4 Duration of 1-2 nights

Year 2 Camping experience – a day visit to a camp site

Year 1 Activity evening or breakfast at school

Foundation Breakfast at school or similar activity

Dogs in The School Grounds

Generally, dogs on leads have been welcome in WPS school grounds. We know that people enjoy walking to and from school with their dogs and children, and are keen to keep a dog friendly policy.

If you visit the school with your dog on its lead, you – the adult – are responsible for the dog at all times.

Don’t pass the dog over to your child to mind while you race off to do a few things or to catch up with someone – teacher or parent. Dog obedience handlers recommend that children under the age of 12 should not be left in control of a dog in case of attack or fighting situations. As vet Hugh Wirth says – no-one expects their normally well behaved dog to get into a fight, but it does happen ! This may be the worst case scenario. Dogs have snapped at children when paws have been accidently stood on.

So – adults are the ones in charge of dogs!

We request that dogs not be tied up and left unattended – even for a few minutes.

Some children get frightened if a dog jumps up and licks them, or if the dog is leaping round whining and barking and you are not in sight.

If you have to speak to a teacher inside the classroom, leave your dog home for that day. Thus, you are not put in the position of having to leave the dog unattended and the possibility of your dog inadvertently frightening a child will not occur.

Most people would be aware that for hygiene reasons (as in shops), dogs are not permitted inside buildings. Sometimes for show and tell or pet shows (prior arrangements made with the teacher), dogs may be invited into your child’s classroom for short periods. This is OK.

If your pooch makes a mess in the grounds or on the footpath, please clean it up, rather than hoping it won’t matter, or that someone else will do it. We are happy to report that this is not an issue generally as dog owners seem quite responsible and happy doing this.

Gardening Club

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Gardening club operates after school from 3.30 to 4.30. Students must complete an Enrolment Form and bring a sun-smart hat. Enrolment forms will be published in the school’s newsletter at the beginning of each term or can be obtained from the office. Please check the school newsletter for information such as day the club operates or any changes to the program.

Henhouse

Within the Sustainable Garden, the school has a henhouse. Families are able to volunteer for Henhouse Duty. A parent is responsible for coordinating the roster. At each school assembly the next family on duty is announced. A key and a list of instructions are given. Families may keep the eggs that they collect. Happy hen housing!

Homework

Homework provides students with the chance to build on their learning and development at school. It also helps parents to follow their children’s progress. Grade newsletters provided each term outline to parents the curriculum provided and expectations related to homework.

Specific requirements are outlined in the School’s ‘Homework’ Policy. See Appendix F

Houses

Children are placed into one of four houses:

Brackenbury - Yellow

Yarra - Green

Forbes – Blue

Anderson - Red

House sports are held each year for swimming and athletics.

Lost Property

Lost Property is kept in a yellow bin in the Multi-Purpose Sports Complex.

Lunches

Lunches are eaten under the supervision of the teacher. Please consider nutrition and the quantity appropriate to your child’s appetite. Sweets, lollies and chewing gum are not permitted at school. We strongly urge parents not to send any food to school containing nuts or nut products.

See Appendix F : Anaphylaxis Policy

Lunch Orders

The school Canteen is open for lunch orders and counter sales on a Monday, Thursday & Friday. Orders are collected from classrooms by 9am. Price lists are distributed at the beginning of the year, with updates/changes appearing in the school newsletter.

Orders should be written on the outside of a brown paper bag, together with name and class clearly marked. Please enclose correct change.

Money

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An Excursions and Activities Term Planner is forwarded to parents each term. This includes all planned costs for the term and payments can be made by cash/credit card or cheque. Please place payment slip and payment details in a named, sealed envelope and pass to the child’s teacher.

Before and After School Care fees can to be paid directly to the coordinator or to the school office.

Please place all payments in an envelope with your child’s name and reason for payment clearly written on the front .

Parent Helpers

Parent helpers are requested to sign the ‘Parent Helpers’ book found in the passageway near the office, and collect a badge.

Parents are required to have a ‘Working With Children’ check before they participate in classroom programs, including excursions.

Parking and Child Safety

Brackenbury Street is a ONE WAY street during the hours of 8am - 9.15am, and 3pm - 4pm on school days. Signs stating these hours are displayed at each end of the street. This means to pick up or drop off children at school, proceed up Anderson Street to enter Brackenbury Street. Forbes Street is reserved for staff parking.

PARENTS ARE ASKED NOT TO DRIVE UP TO THE MAIN GATE in Forbes Street in the morning or afternoon.

Morning Parking:

Many parents, in the mornings, wish to pull up and drop their children off and immediately drive off. The Brackenbury Street area, from Anderson Street/Brackenbury Street corner to Forbes Street is used for this purpose. Parents are requested not to park in this area and leave their cars, as this greatly restricts the flow of traffic. Parents who wish to leave their cars park on the Northern side of Brackenbury Street at a 90 degree angle, making sure their cars are reversed in. Parents are not to proceed up Forbes Street to park or to drop children off.

Afternoon Parking:

In the afternoon parallel parking is available ONLY on the LEFT HAND side (south side) of Brackenbury Street between Anderson Street, and the gates. 90 degree angle parking is still available on both sides of Brackenbury Street, between the gates and Forbes St provided parents reverse in. Care should be taken when driving out after dismissal time. As Buses travel along Brackenbury St between Forbes and Trezise St, parents are encouraged not to park in this narrow section.

This parking policy has been designed to maximise child safety and to ensure the flow of traffic moves smoothly. Parent’s cooperation is essential as it only takes one inconsiderate driver to inconvenience everyone else and endanger our children. Anderson Street is Two Way between Brackenbury and Yarra Streets at all times. Please adhere to the 40kph speed zone.

Playground Area

Foundation students have a special play area set aside near their classroom. Older children are expected to be careful when playing near or with younger children and look after them. The buddy system allows younger and older children to get to know each other.

Playground Supervision

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Teachers supervise the playground during the following times :

Before School 8.45am - 9am

Recess 11am – 11.30am

Lunch Time 1.30pm – 2.30pm

After School 3.30pm – 3.45pm

Outside these times supervision and/or collection of students is the responsibility of the parents/guardians.

Punctuality

It is essential that your child arrives at school on time for the following reasons :

(a) The class program begins at 9am and this is when the teacher marks the roll, collects notices and instruction commences.

(b) Late arrivals disturb classes.(c) Being ‘on time’ is a good habit to develop. Punctuality can become a key issue in the employment

sphere.

Please note : All students who arrive late (more than 5 minutes after the bell) will be recorded as late on the attendance roll.

Safety

Emergency Procedure

The school has an Emergency Management Plan to use in the event of any emergency. The children are trained to respond appropriately and move to designated meeting places. These drills are practised regularly.

A bushfire drill involves evacuation to the Bampi building which is a shelter-in-place in case of an external fire.

Sunsmart Policy

Warrandyte Primary School is a Sunsmart school. The wearing of broad brimmed hats is compulsory from September 1 to April 30. During these times, HPE and sport programs are taken in the morning. Children must wear a hat for all outside activities – the “No Hat, No Play” rule is implemented during this time. Children are encouraged to supply their own sunscreen (to be kept in school bags) and reapply for outside activities. “Think UV not heat”

Visitors to School

The school requires visitors to report to the office and collect a visitor’s badge so that staff members can monitor people in the school grounds, and can query people who are not regularly at the school.

Swimming ProgramAll children of the school are involved in an intensive swimming program each year. The classes are held in an indoor heated pool.

Advance notice is given and parents are very welcome to come and watch the lessons.

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Uniform

There is a school uniform available and it is an expectation that all children are dressed accordingly.

See Appendix H- Dress Code Policy

The school uniform can be purchased from the uniform shop located in the main building.

The Uniform Shop

The uniform shop is run through the school (ask at the office for opening hours). An order form can be filled out and sent with the required amount of money in an envelope marked “Uniform Order” at any time. Items purchased will be sent home with your child. Art smocks are used as protective clothing in art classes and can be purchased from the Uniform Shop.

Waste Wise

Warrandyte Primary School is a leading ‘Australian School in Sustainability’.

The school aims to:

Promote an understanding of the need to reduce, reuse, recycle and dispose of recyclable materials within Warrandyte Primary School.

Promote and develop a whole school and home environment approach to recycling. Create a healthy litter-free environment in which children can foster pride and a positive attitude

within their school.

The school has a dedicated team of Super Sustainers throughout all classes who are in charge of paper recycling and composting each week. Rubbish-free lunch days are held frequently during term to give classes the opportunity to work together as a team to be waste wise in their daily lunches. As a school we hope to empower the whole community so that they make informed and environmental choices that will in turn have a direct effect on their lives, now and in the future.

KEEPING STUDENTS HEALTHYWhat happens when children become sick at school?

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If children become unwell at school, every effort is made to send the child home. If the parent or guardian is unable to be contacted the Emergency Contact (as listed on the Enrolment Form) will be rung.

Up to date information is vital – please ensure that home, work and emergency numbers are always up to date.

Injuries of a minor nature will be dealt with at school. In the event of an accident your child will be cared for and wherever possible the parent or guardian will be notified before medical treatment is sought.

What can parents do to help?

Please notify the school of any emotional upset, medical conditions or medication which may affect the child’s performance at school.

Please cover all cuts and abrasions on your child so that no seepage of body fluids occurs. This protects all children.

Remember that infection spreads quickly in a school. Sick children should be kept at home until fully recovered. In the case of absences from school please send a written note with the child on return to school. Absence notices can be obtained from the office.

Regular attendance at school is in the best interest of your child both for social and academic reasons. Please make every effort to ensure that absences from school are as few as possible and that your child arrives at the correct time. In the event of absences, the school requires a note on the cause of the absence to be sent when the child resumes school. If your child is unable to attend for a significant period, teachers appreciate being notified in advance.

Anaphylaxis

We strongly urge parents not to send any foods to school with their child containing nut and nut products as we have several students with life threatening allergies. See Appendix D

Immunisation History Statement

Children are unable to be enrolled in school without an Immunisation History Statement. These are available from the Australian Childhood Immunisation Register on 1800 653 809, or Medicare Australia have an online version.

Head Lice

See Appendix G for Head Lice Management.

Infectious Diseases

If your child contracts an infectious disease he/she must be kept home for the time indicated in the table at Appendix C.

Students who appear to have an excludable disease are asked to obtain a medical clearance before returning to school and the school will notify Human Services.

Medical Services

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The School Medical Service conducts a general examination of all children in Prep grades and other children as necessary.

Medication

All medications to be dispensed at school must be in original packaging, clearly labelled with the student’s name and specific written instructions and parent authorisation re dosage and times to be given.

Student medication should be provided daily, or in the case of students requiring regular medication, weekly.

Parent/Carers are required to complete a Medication Form. See your class teacher.

COMMITTEES

School Council

The Warrandyte Primary School Council consists of the Principal, Assistant Principal, parents and teachers working together for the benefit of all students. The major responsibilities of School Council include :

Determining the education policy of the school Allocating resources and managing the school budget Developing and maintaining the school buildings and grounds Reporting to and communicating with the school community

The Council operates through the use of the following subcommittees :

Building and Grounds Finance Education Communication

The School Council is reconstituted each year commencing April 1. Nominations are called for early in the school year and advice of this is published in the school newsletter.

School Council generally meets at 7.30pm in the staffroom on the fourth Wednesday of each month during term. Subcommittees’ meeting times vary depending on the purpose of the group, but most are publicised through the school newsletter. All meetings are open for all parents to attend.

Friends of Warrandyte Primary School

FOWPS is a group of volunteer parents who meet regularly. Anyone in the school community is welcome to join the committee or simply attend the meetings. They are informal and provide a great way to meet people from different levels in the school, find out what’s happening and contribute to your child’s school and its resources.

FOWPS provide support for many of the activities that occur within or are associated with the school. For example :

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Catering for simple morning teas through to formal occasions Help with fundraising Running stalls for Mothers’ Day and Fathers’ Day Providing assistance for excursions, activities and special days.

The group also provides an avenue for communication between parents and various school bodies by having representatives on other committees, subcommittees, working parties and School Council.

COMMUNICATIONNewsletter – “Alert”

A weekly newsletter (The Alert) is able to be emailed home to each family every Wednesday. The newsletter is also posted on the school’s website each week. We encourage all families to receive the newsletter via email or online. The newsletter is the best way for parents to be kept informed of recent and upcoming events. Please take the time to read it.

Via Tiqbiz

Warrandyte Primary School uses the school communication app. called Tiqbiz. The school uses the app for bushfire alerts as well as to send out general updates, reminders, events and much, much more! Tiqbiz is available on iPhone, iPad, iPod, Android Phone, Android Tablet and Windows phone devices. If you don’t have a mobile device, there is also an app available for computer, both Mac and PC. We kindly ask that you download tiqbiz to one of these devices, register a free account then find and tick the school. When you are ticking the school boxes, please make sure you tick on “Whole School” and the specific grades/years that apply to your family. You’ll receive all the information with a push notification – much like a text message directly to your device. Any last minute changes or reminders, we’ll be able to reach you to keep you completely informed and up-to-date.

‘Via the School Bag’

Although the newsletter is the main way of getting notices home to parents, notices of special events or class specific activities may be sent home in a student’s school bag. Please check school bags regularly for this important information.

Parent Teacher Meetings and 3-Way Conferences

Two interviews are held yearly – The first a parent/teacher meeting is a way to get to know you and your child. The second is mid-year and is a 3-Way Conference between student, teacher and parent. Students present their learning so far and articulate their goals for the remainder of the year.

Naturally parents may contact teachers at any other time to discuss any necessary issues.

Pupil Reports

Two written reports are provided yearly – the first at mid-year and the second in December.

Portfolios

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Individual Learning Portfolios are a collection of student’s assessment and classroom tasks over a period of one year. Portfolios are sent home at the end of term 2 and 4 for students to share their ‘achievements’ with their parents. Parents may request to view portfolios at the end of term 1 and 3. These need to be returned at the start of each term. Portfolios are shared during a 3-Way Conference, held at mid-year. At the end of the school year, these portfolios are then sent home to become a record of the student’s achievements.

Parent Enquiries

The school extends an open invitation to all parents to contact the office staff, Principal or Class Teacher on any issue or matter of concern.

Class Contacts

Each class has a parent volunteer as their class contact. Their role is to assist the teacher in arranging parent help, when required, and to organise a few class social functions during the year. They welcome new families to the school and organise friendship lists.

SCHOOL FACILITIESWarrandyte Primary School is situated in the suburb of Warrandyte approximately 25 kilometres from Melbourne’s central business district. The school is bordered by the Warrandyte State Park and is close to established housing, the Yarra River and surrounding parklands. In the mid-1800s, Warrandyte was a gold mining community and the school was established in 1862 to accommodate the growing population attracted to the area. By the late 1800s and since then the area is popular among artists and those seeking a rural lifestyle. Post war years saw closer settlement and many of the larger land holdings were subdivided for housing. Today Warrandyte is part of the Melbourne metropolitan ‘green wedge’ and in almost all circumstances further subdivision is prohibited.

Working Bees

The Building and Grounds Subcommittee of School Council organises Working Bees each term in order to maintain the school’s grounds and buildings. Tasks undertaken include garden maintenance, sweeping pathways, repair of seats, fences etc and special projects. The work does not require special skills and it is not physically demanding. Working Bees are a good way to meet other parents and look after your school at the same time.

Hire of Facilities

The school is pleased to hire out the halls for use by community organisations. (Classrooms are not available for hire). A hiring agreement is available from the school office, together with details regarding costs and responsibilities

Appendix A

PREVENTION OF BULLYING POLICY

DEFINITIONSBullying is “deliberate, aggressive or intrusive behaviour where the intent is to hurt, harass or embarrass a person”.

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Bullying is “the exercise of physical force so as to inflict injury on or intimidate other persons”.

Bullying involves the psychological, emotional, social or physical harassment of one person by another. The crucial feature is that the victim feels powerless and perceives himself or herself as having been bullied.

A person is bullied when he or she is exposed regularly and over a period of time to negative actions by one or more persons. Bullies are people who deliberately set out to intimidate, exclude, threaten or hurt others repeatedly. They can operate alone or as a group.

Bullying behaviours include physical aggression, damaging others’ property, setting up people to embarrass them, using insults or put downs, teasing, deliberate isolation or exclusion, demands for money or possessions and deliberate, uninvited interference.

PURPOSETo promote a safe and supportive environment where bullying will not be tolerated.To foster an environment in which parents, teachers and students feel confident that bullying will be listened to, and dealt with, seriously, sensitively and confidentially.To develop awareness in the school community of what constitutes bullying and its implications.To ensure that incidents of bullying are followed up and that appropriate support is provided to those concerned.To identify and eliminate acts of bullying.

GUIDELINES

Parents, teachers and students will be informed of the Student Code of Conduct.

Students will be provided with programs and strategies to develop positive communication and problem solving skills.

Teachers will reinforce the values of fairness, respect, tolerance, consideration, honesty and friendship.

The difference between telling and dobbing will be reinforced.

Students will be encouraged to report incidents of bullying with a teacher.

Parents will be encouraged to contact the school if they are aware of a problem.

The school community needs to be alert to signs of bullying and take responsibility in reporting incidents to a staff member.

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In dealing with bullying issues, a range of strategies will be implemented as appropriate.o Use of the thinking papero Record keeping of incidentso Discussion of behaviouro Mediation of conflicto Exploration of possible strategieso Application of logical consequenceso Reflection time using a non-judgmental approacho Informing and involvement of parentso Agreement for future behaviouro Monitoring and provision of feedbacko Support for both victims and bullieso Implementation of discipline procedures as outlined in the Student Code of

Conduct and DET procedures.

EVALUATIONTeaching staff will be responsible for the implementation and evaluation of this policy. This policy will be reviewed according to the processes and priorities established by School Council.

Appendix B

STUDENT ENGAGEMENT and WELFARE POLICY

Background

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The Student Engagement Policy focuses on prevention and early intervention for students who are experiencing behavioural or attendance related issues. It is a whole school approach and involves all students, all staff and impacts upon all areas of the school. The Student Engagement Policy is unique to this school, and set out the rights, responsibilities and shared expectations of everyone in the school community, including students, parents/carers, teachers and staff.

The Student Engagement Policy will be made up the following:

School profile statement Whole school prevention statement Rights and responsibilities Shared expectations School actions/consequences.

The Student Engagement Policy will replace the Student Attendance Guidelines 1997 and the guidelines for developing the Student Code of Conduct. Behaviour, attendance and engagement are interrelated elements of a student’s participation in class and this policy ensures that the same emphasis is placed upon each of these elements.

This policy was produced in consultation with the school community.

This policy should be read in conjunction with Effective Schools are Engaging Schools – Student Engagement Policy Guidelines.

Section 1: School Profile Statement

Warrandyte Primary School was established in 1862 to accommodate the growing population attracted to the first Victorian gold discovery. It is bordered by the Warrandyte State Park which houses the old mines and protects the indigenous flora and fauna. The ambience of the school is enhanced by its proximity to the Yarra River and encompassing parks; and our vegetable gardens and free range chickens blend seamlessly into this environment. The school takes seriously, its responsibility in regard to the green wedge and aims to increase indigenous flora corridors within the school grounds. Through its Sustainability Team, great planning and consideration is given to the school environment by minimising waste and conserving energy and water usage.

The current school population is 237 The profile of the teaching staff represents a mix of graduate and experienced teachers. The Leadership Team is made up of Principal and appointed leaders from each team level.

Warrandyte Primary School is a vibrant, dynamic school which receives strong community support and involvement from its dedicated teaching staff, its motivated student body and its very knowledgeable parent community. The parent body takes great pride in the role that Warrandyte Primary School plays in the community and actively supports and encourages participation in community activities and programs.

The school has a strong student welfare program that recognizes the impact of student engagement and school connectedness on effective student learning. The school strives to have a strong sense of community whilst aiming for excellence and maximizing student potential. Students are encouraged to be life-long learners, independent, resilient and responsible.

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Section 2: Whole School Prevention Statement

Warrandyte Primary School recognizes that student engagement and school connectedness underpins effective student learning.

Student engagement is defined as:

• Behavioural engagement: a student’s participation in education, including academic, social and extracurricular activities at the school

• Emotional engagement: a student’s emotional reactions in the classroom and in the school, a sense of belonging and connectedness

• Cognitive engagement: a student’s investment in learning and their intrinsic motivation and self-regulation.

To promote high student engagement and positive behaviours we embed our school values into everything we do. This school community values:

• Achievement of potential

• Creativity in a dynamic learning environment

• Living and learning in harmony with the world

• Integrity shown in our words, actions, values and beliefs

• Respect for ourselves, for others and for the environment.

The school endeavours to support both families and individuals in recognition of their life experiences. We aim to respond to the diverse learning needs of students by encouraging continuous improvement across our learning community and we regularly evaluate pedagogy and school programs. Teachers attend Professional Development and teaching and learning strategies are developed through both collaborative teaching and individual coaching to provide the best possible practices to address the needs of each student in the school.

Opportunities for students to take on meaningful responsibilities arise throughout the course of their year and more formally through Junior School Council, ‘Go For Your Life’ and Sustainability Leaders. We foster a smooth transition from pre-school to the first year of primary school through our Early Years Curriculum which embraces curiosity and a love of learning through appropriate programs.

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We value community involvement in our students’ education and the high level of community interest and involvement in school programs is the essence and foundation of learning and engagement within our community. This includes participation in local events such as the Warrandyte Festival, community arts programs and environmental activities. The school has strong links with the Warrandyte Community from pre-schools right through to the senior citizens. FOWPS is a dedicated group of parents who support and organize community events and fund raising activities.

As a community, we believe that student wellbeing requires a ‘whole-school’ child-centred approach and therefore teachers, parents and children are provided with opportunities to discuss and develop action plans to respond to each student’s social, emotional, cultural, cognitive, learning, health and welfare needs.

As a community, we believe full attendance maximises every student’s ability to learn and teachers’ ability to teach each student effectively. Student attendance is monitored on a daily basis (refer to school’s Student Attendance Policy). To support student attendance, learning and general wellbeing, a range of programs are offered both within and outside school hours.

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Entire School Specific Class Levels Parent / Community Linked

Whole school activity days Transition program:

K to Foundation & Yr 6 to 7

Celebration of Learning Activities

Walk to school days Camping Program Student Led Conferences

Integration support programs Sports Clinics (Yrs 3-6) PLAN sponsored child

Literacy Support Program Inter-school Sports Program (Yrs 5 -6) Parent Helpers program

Inquiry Based Learning Buddy Program (Foundation & Yr 6) Work Experience

Assembly Awards Leadership Program – Yr 6 Parent Information Sessions

GATEWAYS program for the gifted & talented

School Council

Choir Family nights

Gardening Club Social / Community projects

Chess Club Kids Hope Program

Instrumental music programs

Excursions and Incursions

Sustainability programs

‘It’s not OK to be away’ program

Annual School Concert and Carols

STARS (Student Teams Are Really Special)

Student Groups (JSC, Super Sustainers)

Out of Hours Care Program

Literacy and Numeracy Enrichment

Technology Enrichment/Challenge programs

Section 3: Rights and Responsibilities

A right is something which belongs to you and cannot be taken away by anyone. All students, teachers and parents have rights.

A responsibility is something that you should do without being told. Some of these things you do for others and some you do for yourself.

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Rights and Responsibilities of the School Community

Everyone deserves to be treated with respect and dignity and all community members have a right to participate fully in an educational environment that is safe, supportive, inclusive and welcoming. At Warrandyte Primary School, student wellbeing is at all times the shared responsibility of staff, students and parents.

Rights of Students Responsibilities of Students

A positive educational environment that creates the maximum opportunity to learn.

Feel safe and secure at all times. Be treated with dignity and respect regardless of

gender, ethnic origin, religion or ability. Be treated fairly.

Students have a responsibility to:

Participate fully in the school’s educational program and to attend regularly.

Display positive behaviours that demonstrate respect for themselves, their peers, their teachers and all other members of the school community.

Demonstrate respect for the rights of others, including the right to learn and contribute to an engaging educational experience for themselves and other students.

Take greater responsibility for their own learning and participation as members of the whole school community. This involves developing as individual learners who increasingly manage their own learning and growth by setting goals and managing resources to achieve these goals.

Rights of Parents / Carers Responsibilities of Parents / Carers

Feel welcomed. Know that their children work, play and learn in a safe,

friendly and supportive school environment.

Parents/carers have a responsibility to:

Promote positive educational outcomes for their children by taking an active interest in their child’s educational progress and by modelling positive behaviours.

Ensure their child’s regular attendance Engage in regular and constructive communication with

school staff regarding their child’s learning. Support the school in maintaining a safe and respectful

learning environment for all students.Rights of Teachers Responsibilities of Teachers

Teach in a safe, orderly and cooperative school environment.

Feel supported in the school environment. Be treated with dignity and respect.

Teachers have a responsibility to:

Fairly, reasonably and consistently, implement the engagement policy.

Know how students learn and how to teach them effectively.

Know the content they teach. Know their students. Plan and assess for effective learning. Create and maintain safe and challenging learning

environments. Use a range of teaching strategies and resources to

engage students in effective learning.

The school also acknowledges its students’ rights to education and understands a student can only be excluded from school as a last response for inappropriate behaviour.

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Warrandyte Primary School Community is committed to all children feeling safe while they are at school and any form of harassment including bullying is not tolerated. Bullying is repeated oppression, physical or psychological, of a less powerful person by a more powerful person or group. People who use the internet, email, intranets, phones or similar technologies to bully others or hold power over others are termed cyber bullies. Indirect bullying is harder to recognize and is often carried out behind the bullied student’s back. It is designed to harm someone’s social reputation and or cause humiliation.

Warrandyte Primary School acknowledges its obligations under the following Acts and accepts its responsibility to communicate these obligations to all members of the school community:

• The Equal Opportunity Act of 1995: grounds of discrimination that are unlawful and aim to promote community recognition and acceptance of the equality of men and women, and the equality of people of all races, regardless of their religious or political convictions, their impairments or their age.

• The Charter of Human Rights and Responsibilities Act, 2006. The charter demands equality for all, but it also emphasizes the value of difference. Further reading at http://www.austlii.edu.au/au/legis/vic/consol_act/cohara2006433/

• Disability Discrimination Act 1992: the standards cover enrolment, participation, curriculum development, student support services and harassment and victimization. Copies available http://www.education.vic.gov.au/healthwellbeing/wellbeing/disability/handbook/legislation.htm

• The Education and Training Reform Act 2006.

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Section 4: Shared Expectations

Effective schools share high expectations for the whole school community. Shared expectations are:

jointly negotiated, owned and implemented by all members of the school community, including students

clear and specific focused on positive and pro-social behaviours focused on prevention and early intervention supported by relevant procedures consistent, fair and reasonable linked to appropriate actions and consequences.

Warrandyte Primary School has the responsibility to provide an educational environment that ensures that all students are valued and cared for, feel they are part of the school, and can engage effectively in their learning and experience success.

The school community can expect:

inclusive teaching practices accessible educational provision for all students parent/carer partnerships and liaison community partnerships which engage families and the community in ways that support student

achievement and success provision of appropriate student services development and provision of appropriate, relevant and challenging curricula that gives students

the opportunity to experience success in their learning.

EXPECTATIONS of PRINCIPAL TEACHERS & SCHOOL STAFF

EXPECTATIONS of STUDENTS EXPECTATIONS of PARENT/CARER

Engagement Principal, teachers and staff will be encouraged and supported to:

•Comply with their duty of care obligations to each student.

• Respect themselves and others, as well their own personal belongings and those of the community.

• Deliver teaching and learning drawing on flexible teaching styles to respond to individual student needs.

• Endeavour to teach in ways that engage students’ different learning styles and abilities.

Students will be encouraged and supported to:

•Take incremental and appropriate responsibility for their own learning across time including developing and managing their own learning through goal setting.

• Fully engage in the school’s curriculum.

• Respect themselves and others, as well as their own personal belongings and those of the community.

• Respect the rights of all students to a safe learning environment and acknowledge

Support the community by:

• Respecting themselves and

others, as well their own personal belongings and those of the community.

Support their child/ren by:

Preparedness for school, e.g. Maintaining appropriate bedtimes, school uniform, personal hygiene, healthy diet and exercise along with providing a safe and secure home environment.

Remain informed about school events and are supportive of them, e.g. by

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• Work as part of a team.

• Provide an educational environment that ensures all students are valued and cared for.

• Provide an environment where all students feel part of a team.

• Develop curriculum that engages students and supports on-going regular attendance.

• Support the on-going learning of students by encouraging them and valuing their home and cultural contexts.

• Communicate school events clearly and promptly to all within the community.

• Plan school and community events with accessibility for families in mind.

their responsibilities in contributing to this environment.

• Give their best efforts.

• Engage in team activities.

• Learn ways to elicit and further develop their own self-discipline through modelling school values and positive behaviours.

reading newsletters and other notices, attending information forums and parent teacher interview.

Offer their services and skills where possible, e.g. membership on the School Council, assisting in classrooms, supporting children with their homework.

Modelling and supporting positive behaviours.

Attendance In accordance with DET

procedures the school is

expected to:

• Promote a culture of attendance and punctuality through the establishment of high and clear shared community expectations.

• Accurately mark rolls twice daily.

• Maximise the accuracy and effectiveness of student absence data to support strategic approaches and the early identification of at risk students.

• Report the attendance data in the Annual Report to the school Community.

• Report regular non-attendance to Principal

• Maintain records of late arrivals and non-attendance.

All students are expected to:

• Come to school every day that the school is opened to students.

• Arrive at school on time and be ready to learn.

• Bring a note from their parents/carers to provide an explanation for any absences.

When arriving after 9am, inform the class or specialist teacher, and apologise for their lateness.

Parents/carers are expected to:

• Ensure that enrolment details for their children are kept up to date

Ensure Anaphylaxis and Asthma management plans are up to date and on file at the office

• Ensure their children attend school regularly.

• Advise the school as soon as possible when and why a child is absent.

• Limit student absences due to extended holidays during school time.

• Ensure their children arrive at school on time.

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• Adopt a strategic approach to improving student attendance.

• Develop a professional learning program for all staff.

• Prevent student absence through the development of engaging, purposeful and safe learning environments.

• Provide effective support for students at risk of non- attendance and their parents.

• Maximise student attendance through the development of links and partnerships with key stakeholders and community groups.

Behaviour Principal, staff and teachers are expected to:

• Commit to providing a safe, caring and supportive learning environment with a vision to cultivating a love of life-long learning.

• Actively support and promote the School’s Values.

• Ensure behaviour management will consistently reflect the Values and Behaviours outlined in the Student Code of Conduct Policy.

• Commit to maximizing student engagement and exclude students if behaviours are extreme, as a last resort.

• Support community members in their understandings of the school’s expectations regarding student behaviour.

• Uphold confidentiality and privacy.

Students are expected to demonstrate:-

• The school’s values in their learning and behaviours.

• Kindness, tolerance, respect and safety in their social interactions with teachers, fellow students, family members and other members of the community and when working towards their personal best.

• Develop and/or maintain high expectations of themselves.

• Support and encouragement of fellow students and the diverse range of learning abilities and styles.

• Responsibility for the impact of their behaviour on other people and the environment.

• Uphold confidentiality and privacy.

Parent/s carers are expected to:-

• Support the school’s values.

• Understand the school’s behavioural expectations.

• Encourage their child/ren to exhibit these values.

• Model appropriate behaviours.

• Uphold confidentiality and privacy.

Section 5: School Actions & Consequences

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Student engagement, regular attendance and positive behaviours will be supported through relationship based whole-school and classroom practices, including:

• establishing predictable, fair and democratic classrooms and school environments

• ensuring student participation in the development of classroom and whole-school expectations

• providing personalised learning programs where appropriate for individual students

• consistently acknowledging all students

• empowering students by creating multiple opportunities for them to take responsibility and be involved in decision-making

• providing physical environments conducive to positive behaviours and effective engagement in learning.

Inappropriate behaviours, including irregular attendance, will be responded to through a staged response, including:

• understanding the student’s background and needs

• ensuring a clear understanding of expectations by students, parents and teachers

• providing consistent school and classroom environments

• scaffolding the student’s learning

• restorative practices – see below

• following the agreed Behaviour Flow Chart (page 35).

Broader support strategies will include:

• involving and supporting the parents/carers

• involving the student wellbeing coordinator, developing and managing individual pathways

• specialist sessions and intervention which may include counsellors, speech therapists, occupational therapists, guidance officers, social workers, visiting teachers

• convening student support group meetings – the student support group is an important component of the staged response for students facing difficulty with engagement, attendance or behaviour

• developing individualised flexible learning, behaviour or attendance plans

• providing broader educational programs, for example experiential learning, camps/outdoor education/creative arts

• involving community support agencies.

Restorative Practices

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The school is committed to the use of restorative practices with students. Restorative Practices:

• are underpinned by student learning and facilitate an environment of safety, trust and connectedness (Bond et al. 2001, Fuller 1999)

• promote awareness of others, responsibility and empathy (Hopkins 2002)

• involve direct and voluntary participation of those affected by misconduct in its resolution (Braithwaite 2001b)

• promote relationship management rather than behaviour management (Cameron & Thorsborne 2001)

• separate the deed from the doer (Marshall et al. 2002)

• are systematic, not situational (Armstrong 2004)

• are concerned with establishing or re-establishing social equality in relationships; that is, relationships in which each person’s rights to equal dignity, concern and respect are satisfied (Morrison 2002).

Diversity in the school community

The school aims to address diversity by:

• maintaining a highly skilled, motivated and energetic workforce who are better able to meet the needs of a diverse school community

• attracting highly skilled and diverse staff making the school a preferred employer

• increasing the range of knowledge, skills and experiences available in the workforce

• enhancing the capacity for effective decision-making due to the greater diversity of perspectives and inputs

• creating more effective work teams due to increased participation levels and an increased capacity to solve problems.

Discipline procedures – suspension and expulsion

When considering suspension or expulsion, Warrandyte Primary School is required to follow the procedures listed in section 4.3 of the DET guidelines published in Effective Schools are Engaging Schools Student Engagement Policy Guidelines Appendices 12 to 18 of the guidelines provide flowcharts and proformas for use in suspension and expulsion procedures.

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Classroom

Behaviour Flow Chart

At all times Restorative Practices will be the preferred strategy used to resolve issues.

Yard Duty

Minor offences are dealt with in the yard with Restorative Chat

Major incidences: Student is removed from the yard and Principal may be involved with resolution

of the matter with Parents/Teacher/Student

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Unacceptable Behaviours

Disruptive, swearing, physically hurting/touching, threatening

behaviour

Step 1

Warning

Revisit the class expectations

Serious Incidents

Fighting (Assault), Theft, Verbally Abusive to Staff

Principal involved with resolution of matter with Parents/Teachers/Student

Step 2

If behaviour continues, student removed from

classroom.

A reflection sheet may be used to prompt

discussion.

Re-entry meeting via Restorative Chat to

include all the people involved and a

recorded agreement

Step 3

If behaviour continues, student is withdrawn from the class for the remainder

of the day. (Principal’s Office)

Parents are informed.

Re-entry meeting via Restorative Discussion

on the next day to include all the people

involved and a recorded agreement on future

Section 6: References & Review

REFERENCES

Effective Schools are Engaging Schools – Student Engagement Policy Guidelines

http://www.education.vic.gov.au/healthwellbeing/wellbeing/codeofconduct.htm

School Accountability and Improvement Framework

http://www.education.vic.gov.au/management/schoolimprovement/accountability/default.htm

Effective Schools are Engaging Schools

http://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/segpolicy.pdf

Disability Standards for Education

http://www.education.vic.gov.au/healthwellbeing/wellbeing/disability/handbook/legislation.htm

Safe Schools http://www.education.vic.gov.au/healthwellbeing/safety/bullying/default.htm

http://www.education.vic.gov.au/healthwellbeing/safety/bullying/cyber/default.htm

http://www.education.vic.gov.au/management/elearningsupportservices/www/default.htm

Charter of Human Rights http://www.education.vic.gov.au/studentlearning/programs/multicultural/tchhrcharter.htm

http://www.austlii.edu.au/au/legis/vic/consol_act/cohrara2006433/

Equal Opportunity Act http://www.det.vic.gov.au/hrweb/divequity/eeo/eeoact.htm

Education and Training Reform Act 2006

http://www.education.vic.gov.au/about/directions/reviewleg.htm

VIT Teacher Code of Conduct

http://www.vit.vic.edu.au/files/documents/1543_Code-of-Conduct-June-2008.pdf

WPS Acceptable Use Agreement - Ultranet, Internet and Digital technologies

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Appendix CINFECTIOUS DISEASES AND CONDITIONS

Disease or Condition Exclusion From School

Amoebiasis (Entamoeba histolytica)

Until diarrhoea has ceased.

Campylobacter Until diarrhoea has ceased.Chickenpox Until fully recovered or for at least 5 days after the eruption first appears. Note

that some remaining scabs are not a reason for continued exclusion.Conjunctivitis Until discharge from eyes has ceased.Cytomegalovirus Infection (CMV) Exclusion not necessary.Diarrhoea Until diarrhoea has ceased or until medical certificate of recovery is produced.Diphtheria Until medical certificate of recovery is received following at least two negative

throat swabs, the first not less than 24 hours after finishing a course of antibiotics and the other 48 hours later.

Glandular Fever (mononucleosis) Exclusion not necessary.Hand, Foot and Mouth disease Until all blisters have dried.Haemophilus type b (Hib) Until a medical certificate of recovery is received.Hepatitis A Until a medical certificate of recovery is received, but not before 7 days after

the onset of jaundice or illness.Hepatitis B Exclusion is not necessary.Hepatitis C Exclusion is not necessary.Herpes (‘cold sores’) Young children unable to comply with good hygiene practices should be

excluded while the lesion is weeping. Lesions to be covered by dressing, where possible.

Hookworm Exclusion is not necessary.Human immune-deficiency virus infection (HIV/AIDS virus)

Exclusion is not necessary unless the child has a secondary infection.

Impetigo (school sores) Until appropriate treatment has commenced. Sores on exposed surfaces must be covered with a watertight dressing.

Influenza and influenza like illnesses

Until well.

Leprosy Until approval to return has been given by the a health official.Measles Until at least 4 days after onset of rash.Meningitis (bacteria) Until well.Meningococcal infection Until adequate carrier eradication therapy has been completed.Molluscum contagious Exclusion not necessary.Mumps Exclude for 9 days or until swelling goes down (whichever is sooner).Parvovirus (erythema infectious fifth disease)

Exclusion not necessary.

Poliomyelitis Until at least 14 days from onset. Re-admit after receiving medical certificate of recovery.

Ringworm, Scabies, pediculosis (head Lice)

Re-admit the day after appropriate treatment commenced.

Rubella (German Measles) Until fully recovered or for at least four days after the onset of rash.Salmonella, Shigella Until diarrhoea ceases.Streptococcal infection (inc scarlet fever) e.g. tonsillitis

Until the child has received antibiotic treatment for at least 24 hours and the child feels well.

Trachoma Re-admit the day after appropriate treatment has commenced.Tuberculosis Until receipt of a medical certificate from the treating physician stating that the

child is not considered to be infectious.Typhoid fever (inc paratyphoid fever)

Until approval to return has been given by a health offical.

Whooping Cough Exclude the child for 5 days after starting antibiotic treatment.Worms (intestinal) Exclude if diarrhoea present.

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Appendix D

ANAPHYLAXIS MANAGEMENT POLICY

RATIONALE:Warrandyte Primary School has a duty of care towards students, which includes protecting an Anaphylactic student from risk that the school should reasonably have foreseen.BACKGROUND:Anaphylaxis is a severe, rapidly progressive allergic reaction that is potentially life threatening. The most common allergens in school aged children are peanuts, eggs, tree nuts (e.g cashews, hazelnuts and almonds), cow’s milk, fish and shellfish, wheat, soy, sesame, latex, certain insect stings and medication.SIGNS & SYMPTOMS OF ANAPHYLAXIS:The symptoms of a mild to moderate allergic reaction can include:

Swelling of the lips, face and eyes Hives or welts Abdominal pain and /or vomiting

Symptoms of Anaphylaxis (a severe allergic reaction) can include: Difficulty breathing or noisy breathing Swelling of the tongue Swelling/tightness in the throat Difficulty talking and/or hoarse voice Wheezing or persistent coughing Loss of consciousness and/or collapse Young children may appear pale and floppy

PURPOSE:To facilitate the safety of students suffering from Anaphylaxis, the school will fully comply with Ministerial Order 706 and the associated Guidelines published and amended by the Department from time to time, for students who are recognised as at risk.IMPLEMENTATION:Anaphylaxis Management PlanEvery student who has been diagnosed as at risk of Anaphylaxis must have an individual Anaphylaxis Management Plan, developed in consultation with the student’s parents.The student’s Anaphylaxis Management Plan should clearly set out:

The type of allergy or allergies The student’s emergency contact details Practical strategies to minimise the risk of exposure to allergens for in-school and out of class

settings, including: During classroom activities In canteens or during lunch or snack times Before and after school, in the yard and during breaks For special events such as incursions, sport days or class parties For excursions and camps The name of the person/s responsible for implementing the strategies Information on where the Adrenalin Auto-injector will be stored

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The Anaphylaxis Management Plan should also include an Australasian Society of Clinical Immunology and Allergy (ASCIA) Action Plan, which sets out the emergency procedures to be taken in the event of allergic reaction. ASCIA is the peak body of immunologists and allergists in Australia. It is the responsibility of parents/carers to complete and ASCIA Action Plan, in consultation with their child’s medical practitioner, and provide a copy to the school. The ASCIA Action Plan must be signed by the student’s medical practitioner, and have an up to date photograph of the student.A copy of the student’s ASCIA Action Plan will be kept in a ‘cool’ pack, with the Adrenalin Auto-injector at the school office. A copy of the ASCIA Action Plan will be on display in the First Aid room, the Staffroom and the child’s classroom. A summary of all students’ action plans will be on display in the canteen, the specialist classrooms, the Principal and AP offices and in Casual Relief Teachers information boxes located in all classrooms. The ASCIA Action Plan will be easily accessible by all staff in the event of an incident.Information is to be kept up to date and reviewed annually with the student’s parent/carers. When reviewed, an updated photo of the child will be attached to the ASCIA Action Plan.School Management and Emergency ResponseIn the event of an allergic reaction:

In the event of an Anaphylactic reaction, the school’s first aid and emergency response procedures and the student’s individual Anaphylaxis Management Plan must be followed.

Depending on the individual student’s ASCIA Action Plan the first response may be either:o Administering the prescribed dose of Phenergan or other antihistamine or o Administering the Adrenalin Auto-injector

Staff member is to stay with the student. DO NOT leave the student unattended. Urgently send another staff member to the office to collect the Adrenalin Auto-injector

and prescribed antihistamine medication or a student runner to have the Adrenalin Auto-injector and prescribed medication delivered urgently by another staff member.

General office to ensure First Aid Coordinator or trained staff member is sent to the location also.

Follow the individual student’s Action Plan (ASCIA) – stored with the Adrenalin Auto-injector.

In mild/moderate reactions – give medications if prescribed and directed in plan. With severe reactions – give Adrenalin Auto-injector – note time administered. Attending staff member to ensure an ambulance is called. Contact the parents/carers. Administer first aid as required.

Storage and Accessibility of Prescribed Adrenalin Auto-injector and Purchase of Adrenalin Auto-injector for General UseIf a student has been prescribed an Adrenalin Auto-injector, the Adrenalin Auto-injector must be provided by the student’s parent/carer to the school.

The Adrenalin Auto-injector will be located at the main office. The Adrenalin Auto-injector will be clearly labelled with the student’s name and the

insulated bag will have the student’s name and a current photo of the student attached for easy identification.

A copy of the student’s ASCIA Action Plan must be kept with the Adrenalin Auto-injector.

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If an antihistamine has been prescribed as a first course of action, it and the Adrenalin Auto-injector will be taken by the teacher in charge when the student is on an excursion, walking excursion, camp and sport.

The school will purchase an Adrenalin Auto-injector for general use – ie for use by a student who suffers from an Anaphylactic reaction for the first time.This general purpose Adrenalin Auto-injector can also be used as a back-up to the prescribed Adrenalin Auto-injector provided by a student’s parent/carer.ResponsibilitiesSchool – responsible for:

Actively seeking information to identify students with severe life threatening allergies at enrolment.

Meeting with parents/carers to obtain information about the student’s allergies and prevention strategies if a student has been diagnosed as being at risk of Anaphylaxis.

Conducting a risk assessment to allergens while the student is in the care of the school. Requesting that parents provide an ASCIA Action Plan that has been signed by the

student’s medical practitioner and has an up to date photograph of the student. Ensuring that parents provide the student’s Adrenalin Auto-injector and that it is not

out of date. Ensuring that relevant staff obtain training in how to recognise and respond to an

Anaphylactic reaction, including administering an Adrenalin Auto-injector. Developing a communication plan to raise student, staff and parent awareness about

severe allergies and the school’s policies through newsletters, posters, meetings and training.

Providing information to all staff (including teaching, non-teaching and new staff) so that they are aware of students who are at risk of Anaphylaxis, the potential for Anaphylactic reaction and their role in responding to an Anaphylactic reaction of a student in their care.

Development of procedures to inform volunteers and casual relief staff of students with a medical condition so that they are aware of students who are at risk of Anaphylaxis, the potential for anaphylactic reaction and their role in responding to an Anaphylactic reaction of a student in their care.

Development and reviewing the student’s Anaphylaxis Management Plan annually including an annual risk assessment, in consultation with parents.

Completion of an annual Risk Management Checklist to be completed by the Department from time to time.

Relevant Staff – responsible for: Knowing the identity of students who are at risk of Anaphylaxis. Understanding the causes, symptoms and treatment of Anaphylaxis. Obtaining training in how to recognise and respond to an Anaphylactic reaction,

including administering an Adrenalin Auto-injector. All staff to participate in twice yearly briefing with the first one to be held at the

beginning of the school year, by a member of school staff (usually the first aid coordinator) who has successfully completed an Anaphylaxis management training course in the 12 months prior on:

o The school’s Anaphylaxis Management policy.

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o The causes, symptoms and treatment of Anaphylaxis.o The identities of students with a medical condition that relates to allergy and

the potential for Anaphylactic reaction, and where their medication is located.o How to use an Adrenaline Auto-injector (Adrenalin Auto-injector), including

hands on practice with a trainer Adrenalin Auto-injector.o The school’s general first aid and emergency response procedures. o The location of, and access to Adrenalin Auto-injectors that have been provided

by parents or purchased by the school for general use. Knowing the school’s first aid emergency procedures and what their role is in relation

to responding to an Anaphylactic reaction. Knowing where the student’s Adrenalin Auto-injector is kept. Remember that the

Adrenalin Auto-injector is designed so that anyone can administer it in an emergency. Knowing and following the prevention strategies in the student’s Anaphylaxis

Management Plan. Planning ahead for special class activities or special occasions such as excursions,

incursions, sport days, camps and parties. Working with parents/ carers to provide appropriate food for the student.

Avoiding the use of food treats in class or as rewards, as they may contain hidden allergens.

Being careful of the risk of cross-contamination when preparing, handling and displaying food.

Raising student awareness about severe allergies and the importance of their role in fostering a school environment that is safe and supportive to their peers.

First Aid Coordinator – responsible for supporting the Principal and teachers to implement prevention and management strategies for the school that include:

Maintaining an up to date register of students at risk of Anaphylaxis. Expecting that the student’s emergency contact details are up to date. Obtaining training in how to recognise and respond to an anaphylactic reaction,

including administering an Adrenalin Auto-injector. Checking that the Adrenalin Auto-injector is not cloudy or out of date regularly, eg at

the beginning or end of each term. Informing parents/carers in a reasonable time when the Adrenalin Auto-injector needs

to be replaced. Ensuring that the Adrenalin Auto-injector is stored correctly (at room temperature

and away from light) in an unlocked, easily accessible place, and that it is appropriately labelled.

Supporting staff in conducting regular reviews of prevention and management strategies and individual student management plans.

Supporting staff in development strategies to raise school staff, student and community awareness about severe allergies.

Parents/Carers of a student at risk of Anaphylaxis. Responsible for: Informing the school, either at enrolment or diagnosis, of the student’s allergies, and

whether the student has been diagnosed as being at risk of Anaphylaxis.

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Obtaining information from the student’s medical practitioner about their condition and any medications to be administered. Inform school staff of all relevant information and concerns relating to the health of the student.

Meeting with the school to develop the student’s Anaphylaxis Management Plan. Providing an ASCIA Action Plan, or copies of the plan to the school that is signed by the

student’s medical practitioner and has an up to date photograph. Providing the Adrenalin Auto-injector and any other medications before it expires. Assisting school staff in planning and preparation for the student prior to school camps,

incursions, excursions or special events such as class parties or sport days. Supplying alternative food options for the student when needed. Informing staff of any changes to the student’s emergency contact details. Participating in reviews of the student’s Anaphylaxis Management Plan, eg when there

is a change to the student’s condition or at an annual review.Emergency Response to an Allergic Reaction:

Staff member is to stay with the student. DO NOT leave the student unattended. Urgently send another staff member to the Office to collect the Adrenalin Auto-

injector and prescribed antihistamine medication or a student runner to have the Adrenalin Auto-injector and prescribed medication delivered urgently by another staff member.

General Office to ensure First Aid Coordinator or trained staff member is sent to location also.

Follow the individual student’s Action Plan (ASCIA) – stored with the Adrenalin Auto-injector.

In mild/moderate reactions – give medications if prescribed and directed in plan. With severe reactions – give Adrenalin Auto-injector – note time administered. Attending staff member to ensure an ambulance is called. Contact the parents/carers. Administer first aid as required.

Resources:www.allergy.org.au (ASCIA)www.education.giv.gov.au/abouschool/childhealth/anaphylaxis.htmwww.education.vic.gov.au/about/news/newsalerts/anaphylaxis

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Appendix E

SCHOOL BUS POLICY

BACKGROUNDThe School Bus Program (SBP) is an extensive school bus network that provides travel at no cost to eligible government and non-government students living in rural and regional Victoria. The school bus network is administered by Public Transport Victoria (PTV)PURPOSETo inform families with children attending Warrandyte Primary School and who reside more than 4.8 kilometers of the school bus service.GUIDELINES Warrandyte Primary School has the responsibility for the coordination of school buses, including

coordination of student travellers and coordination of Emergency Management Plan. The school will designate a staff member as the School Bus Coordinator. Responsibilities of this

role will include liaison with the bus company, review of Safety Rules for Travellers, enrolment procedures and coordination of the Emergency Management Plan.

Parents wishing their child to use the school bus service must register by completing the necessary form (appendix A). Parents will also be given information on keeping children safe on buses (refer appendix B)

Parents will be notified in writing of the outcome of the application for bus travel Using the recommended bus roll,

(http://www.education.vic.gov.au/school/principals/management/Pages/schoolbus.aspx#link3) a list of registered users will be compiled. A record of students travelling on the school bus at the end of the day will be kept at the school office as well as a copy given to the bus driver before departure. It is the responsibility of the school to keep accurate bus rolls and provide documentation to the bus operator and driver.

At the beginning of each school year, all students will be made aware of the Bus Safety Rules associated with bus travel. (refer appendix C). Consequences for breaking these rules may lead to suspension from using bus services.

IMPLEMENTATION

The Principal and DET are responsible for the implementation of the School Bus Policy in accordance with the School Bus Program Policy and

Procedures, November 2013 http://www.education.vic.gov.au/school/principals/management/Pages/schoolbus.aspx#link3

the supervision and administration of the school bus services In all instances where school buses are involved in traffic accidents or any type of incident, the

Emergency and Security Management Unit must be notified on 03 9589 6266 (twenty four hours) as soon as practicable after any necessary emergency services have been called.

REFERENCE

DET and PTV School Bus Program

http://www.education.vic.gov.au/school/principals/management/Pages/schoolbus.aspx#link3

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Appendix BPage 48

BUS SAFETY INFORMATION - PARENT

Bus travel is one of the safest ways to travel to school, but helping your children to learn how to stay safe on and around buses is still important.These simple steps can help reduce safety risks around busses and bus stops: Stop

Stay well back from the edge of the road and wait for the bus to leave. Look

In all directions for approaching traffic, after the bus has gone. Make sure you have a clear view of the road.

ListenIn all directions for approaching traffic.

ThinkAbout when it is safe to cross, only cross when the road is clear.

When waiting for the bus children should: stay well back from the edge of the road not run or play around near the bus stop wait for the bus to stop completely before they approach.

When travelling on the bus children must: stay seated, if a seat is available, and use seat belts if fitted not distract the driver keep the aisle clear of bags.

When getting off the bus children should: stay well back from the edge of the road and wait for the bus to leave never cross in front of, or behind, the bus only cross the road when the bus has gone and they have a clear view of the road in both

directions never wear earphones or talk on their mobile phone when trying to cross, as they may not

hear approaching traffic. When picking up your children from the bus wait on the same side of the road that the bus drops them off and meet your children at the bus stop. This reduces the risk of them running across the road to meet you without checking the road first.

Appendix C

BUS SAFETY RULES - STUDENTS

1. Behaviour of students will be consistent with the Warrandyte Primary School Student Code of Conduct.

2. Remain well clear when bus is parking or leaving.

3. Do not attempt to enter a moving bus.

4. Keep all parts of body and other objects inside bus at all times.

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5. Talk quietly and avoid noise which may distract the driver.

6. While travelling on the school bus, eating or drinking is not permitted.

7. Remain seated until bus is parked.

8. Students crossing the road after leaving a bus, do so at the rear of the bus.

9. Follow all directions given by bus driver.

Appendix FHOMEWORK POLICY

PURPOSEHomework is an opportunity for parents/caregivers to participate in their child’s education. Homework complements and reinforces classroom learning, and fosters good lifelong study habits. GUIDELINESHomework will: Be appropriate to the skill level, needs and age of the student Be purposeful, meaningful and relevant to the school curriculum Be checked at school with relevant feedback and support provided Parents/caregivers will be informed when children are not completing homework on a regular

basis Incorporate the use of student diaries for children from Years 3–6 In the Early Years (P-4), involve reading on a daily basis: reading to, with and by

parents/caregivers In the Middle Years (5-6), include independent reading on a daily basis.

Parents can help their child/ren by: Helping to balance the amount of time spent between homework and recreational activities Asking how homework and class work is progressing, and acknowledging success Attending school events, productions or displays their child is involved in Talking to teachers to discuss problems with homework For Years 3-6 students, encourage and assist with the use of their homework diary Having interesting discussions about their reading material

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Appendix G

MANAGEMENT OF HEAD LICE POLICY

PURPOSEHead lice continue to cause concern and frustration for some parents, teachers and children. This school policy is intended to outline roles, responsibilities and expectations of the school community to assist with treating and controlling head lice in a consistent and coordinated manner.

Whilst parents have the primary responsibility for the detection and treatment of head lice, our school community will work in a cooperative and collaborative manner to assist all families to manage head lice effectively. Parent-managed Head Lice ProgramIt is the expectation of parents/carers and families attending this school that:

Children’s hair will be checked for head lice on a weekly basis, at home, (using conditioner and a head lice comb is the most effective method)

That your child does not attend school with untreated head lice (in accordance with Health Infectious Diseases Regulations 2001). (It should be noted that students may be treated one evening and return to school the next day and that the presence of eggs in the hair is not cause for exclusion. Parents/guardians need to be aware that one treatment is not sufficient to manage the problem. If a student re-attends school with live head lice the school may again exclude the student until the live insects have been removed.)

Regularly inspect all household members and then treat them if necessary Parents/carers will notify the school if their child is found to have live lice and advise when

appropriate treatment was commenced (in accordance with Health Infectious Disease Regulations 2001)

Children with long hair will attend school with hair tied back Use only safe and recommended practices to treat head lice Notify the parents/carers of your child’s friends so they have an early opportunity to detect and

treat their children if necessary Maintain a sympathetic attitude and avoid stigmatising/blaming families who are experiencing

difficulty with control measures

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Act responsibly and respectfully when dealing with members of the school and broader community especially around issues of head lice

Sign an agreement accepting the terms of the Management of Head Lice Policy.

To support parents/carers and the broader school community to achieve a consistent, collaborative

approach to head lice management the school will undertake to:

Distribute up to date and accurate information on the detection, treatment and control of head lice to parents and staff at the beginning of the year or more frequently if required (available from website http://www.health.vic.gov.au/headlice/)

Include information about head lice management in orientation and transition programs for new families/staff attending the school

Nominate a head lice resource/support person (parent/guardian or staff member) who parents/guardians can contact

Include information and updates in school newsletters Provide practical advice and maintain a sympathetic attitude and avoid stigmatising/blaming

families who are experiencing difficulty with control measures Access community educational resources and support, such as primary school nurses, community

health centres and local government Only exclude children from school with live insects Accept the advice of parents that appropriate treatment has commenced Encourage children to learn about head lice so as to help remove any stigma or ‘bullying’

associated with the issue Request that all families attending this school sign an ‘agreement’ to accept the conditions of the

school’s Head Lice Policy Be aware of real difficulties some parents may encounter and seek extra support if required Participate in a Head Lice Local Area Network to work with other schools, childcare centres, health

services and pharmacists in our Local Government Area to achieve consistent management and policy across sectors

Review the management of head lice policy regularly and seek endorsement from the School Council/community

Act responsibly and respectfully when dealing with members of the school and broader community especially around issues of head lice

Continue to seek opportunities to increase our collective understanding of and response to managing head lice.

There is no requirement for Warrandyte Primary School to undertake ‘head-lice inspection’ programs however if the school decides to do so, the following will apply: Ensure that any person employed by the school, or volunteering, to undertake ‘head lice

inspections’ will adhere to the school policy and latest Department of Human Services information and Health (Infectious Diseases) Regulations 2001

Only inspect the heads of children whose parents have given prior consent Develop a generic/blanket consent form which parents sign at commencement of the child’s

schooling at Warrandyte Primary School (Refer Appendix B) Respect the wishes of parents/families who elect not to participate in a school head lice check To help reduce the stigma and maintain confidentiality when conducting head lice inspections a

letter should be given to all the children involved A pro forma letter of notification to parents/guardians of those students found to have head lice,

which incorporates a detachable slip at the bottom, asking parents/guardians to indicate the treatment used and when it commenced

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Include teachers and school staff in inspection.

REFERENCES

http://www.health.vic.gov.au/headlice/regulations.htm -

Information pamphlet and Management Guidelines ‘Scratching for Answers?’

http://www.health.vic.gov.au/headlice/downloads/infectious_diseases_regulations.pdf

HEAD LICE INSPECTIONS CONSENT FORM

Throughout your child’s schooling, the school will be arranging head lice inspections of students. The management of head lice infection works best when all children are involved in the screening program. The school is aware that this can be a sensitive issue and is committed to maintaining student confidentiality and avoiding stigmatization.

The inspections of students will be conducted by a trained person approved by the Principal and School Council.

Before any inspections are conducted the person conducting the inspections will explain to all students what is being done and why, and it will be emphasised to students that the presence of head lice in their hair does not mean that their hair is less clean or well kept that anyone else’s. It will also be pointed out that head lice can be itchy and annoying and if you know you have got them, you can do something about it.

The person conducting the inspections will check through each student’s hair to see if any lice or eggs are present.

Persons authorised by the school Principal may also visually check your child’s hair for the presence of head lice, when it is suspected that head lice may be present. They do not physically touch the child’s head during a visual check.

In cases where head lice are found, the person inspecting the student will inform the student’s teacher and the Principal. The school will make appropriate contact with the parent/guardians.

Please note that health regulations require that where a child has head lice, that child should not return to school until appropriate treatment has commenced or while live insects are present. The school may request the completion of an ‘action taken form’ which requires parents/guardians to nominate when the treatment has started.

Parent’s/guardian’s Full Name: _________________________________________________________________________

Child’s Name: _________________________________________________________________________

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I hereby give my consent for the above named child to participate in the school’s head lice inspection program for the duration of their schooling at Warrandyte Primary School.

Signature of Parent’s/guardian: ______________________________________ Date: _______________

Please inform the school if guardianship/custody changes for your child, as this form will need to be re-signed to reflect these changes. Please also inform the school in writing if you no longer wish to provide consent for the school to undertake head lice inspections for your child.

Appendix H

DRESS CODE POLICY

PURPOSE

The purpose of this policy is to outline:

the rationale for implementing a school uniform at Warrandyte Primary School (WPS), the dress code for children attending Warrandyte Primary School.

BACKGROUND

Under Victorian legislation, schools have the right to set and enforce reasonable standards of dress and appearance for students. In setting this standard, School Council has taken into account the views of the school community via an extensive consultative process which explained the purpose of the dress code and allowed opportunities for parents and teachers to express their views. In forming this policy, School Council considered the following:

compatibility with both state and federal human rights and anti-discrimination legislation practicality and cost implications to families provision of a realistic timeframe for implementation of the dress code whether the dress code is reasonable by contemporary standards and avoids unnecessarily

intruding on students’ rights in matters of personal appearance suitability to the role of being a student and the tasks and functions performed in that role health and safety issues ensuring that students will be able to dress comfortably for all weather conditions whether the dress code encourages students to engage in physical education and feel comfortable

wearing it balancing of the rights of individual students against the best interests of the school community as

a whole.

RATIONALE

School Council has approved the wearing of school uniform for all children attending Warrandyte Primary School.  A uniform reinforces in students a pride in their appearance, instils recognition of themselves as an integral part of the school community and assists in developing pride in

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representing their school.  Issues of equality, health and safety and expense are also factors that contribute to the establishment of this Uniform Policy. 

The school believes the benefits derived from the wearing of school uniform by all children are as follows:

Families have the opportunity to purchase economical, durable, functional and practical clothing items.                                 

Wearing a uniform improves school tone and atmosphere and helps develop a sense of pride and identification with the school.  

Compulsory uniforms assist to eliminate peer group pressure to wear less appropriate clothing, reduces competition amongst children and removes financial pressure on families to provide “fashionable” items for daily wear.

Prepares children for the expectations and uniform policies of secondary schools to which children will attend in future years. 

Promotes equality amongst all students. Assists with student identification and safety in public places. Maintains the high public and community regard for the school and its students.

IMPLEMENTATION

Uniform is prescribed and is required to be worn  during school hours, while travelling to and from school and when students are representing the school outside of normal school hours.                         

All children representing the school for any event or activity may only do so when wearing full school uniform. 

For safety reasons, jewellery, with the exception of watches and plain stud or small “sleeper” earrings, is not permitted. 

For safety and health reasons it is recommended that children with shoulder length or longer hair, have it tied back.

The school uniform will incorporate the dress code aspects of the Warrandyte Primary School Sunsmart Policy.

The only headwear that is acceptable is Sunsmart hats consistent with our Sunsmart policy.   In line with this policy, during September 1 – April 30, all children will be required to wear a school hat when outside.  This includes lunch time, recess, and Physical Education classes and sports sessions.  Hats are not to be worn inside.

The student Dress Code, including details of uniform items will be published in the school newsletter annually.  

All clothing must be of reasonable and clean condition.  Torn or ripped clothing must be mended, patched or replaced as appropriate.  

School Council authorises the Principal to be responsible for the implementation of the Dress Code in a manner consistent with the Student Code of Conduct and the measures used to enforce the School Council dress code will be consistent with the Effective Schools are Engaging Schools – Student Engagement Policy Guidelines (DET) and with WPS Student Engagement Policy.

Year 6 students will have the opportunity to purchase a commemorative top in school colours. Parents seeking an exemption to the Dress Code due to religious beliefs, ethnic or cultural

background, student disability, health conditions or economic hardship must apply in writing to the Principal.   

The Principal: 

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1. may prescribe alternative clothing to be worn for special occasions or camps, excursions

2. may excuse a student from wearing school uniform in exceptional circumstances 3. may assist students in financial need to acquire uniform items.

THE UNIFORMWPS = Warrandyte Primary School

Boys WPS polo shirt, WPS long-sleeved polo shirt, navy shorts, navy pants, navy track pants, WPS windcheater, WPS fleece jumper, WPS school hat, black, navy or white socks.

Girls Red & white summer school dress, navy pinafore, WPS polo shirt, WPS long-sleeved polo shirt, navy shorts, navy skort, navy pants, navy track pants, WPS windcheater, WPS fleece jumper, red skivvy, ½ or ¾ length navy or black leggings (to be worn under school dresses only), red or navy tights, WPS school hat, black, navy or white socks

Footwear Black school shoes or runners. For safety reasons no thongs or surf style sandals or heeled shoes are to be worn at school.

Year 6 As above and commemorative top in school colours.

Sports Uniform (for Years 5 - 6 only)

Boys WPS sports shirt, navy blue shorts and WPS school hat.

Girls WPS sports shirt, navy blue shorts, navy skort, navy blue netball skirt and WPS school hat.

House Sport Uniform (Yrs 3-6)

House coloured t-shirt or windcheater

Sports Footwear

Runners

School Hats

In line with our Sunsmart Policy, from September 1 – April 30, all children will be required to wear a “Sunsmart” school hat, legionnaire, broad brimmed or bucket hat style, navy with school logo when outside.  This includes lunch time, recess, and Physical Education classes, sports sessions and other outside class activities.

Sports Shirt & Netball Skirt

These items are considered to be part of the sports uniform. They can be worn at school but are not to be worn on school excursions or when the student is representing the school other than for sports

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related activities.

Extra Winter Items

During winter, plain red t-shirts, long sleeve tops or skivvies may be worn underneath the uniform for extra warmth.

Plain navy, black or red beanies and scarves may also be worn.

All items of uniform are available from the WPS uniform shop except skivvies, leggings, shoes, socks, tights.

Appendix I

PERSONAL MOBILE DEVICES POLICY

RATIONALE

Warrandyte Primary School recognises that there are times when it is genuinely appropriate and useful for students to have access to a mobile phone - for example, before and after school hours when a student is required to catch public transport. However, for privacy and security reasons it is neither necessary nor acceptable for mobile phones to be switched on or used during classes. The procedures applying to the use and security of mobile phones, apply equally to the use of portable mobile device games, MP3, iPods/iPads and similar devices. This policy also applies to students during school excursions, camps, extra-curricular activities and/or other supervised activities.

 PURPOSE To establish a safe and secure school environment for all students, in which mobile devices are

monitored and used appropriately.

GUIDELINESResponsibility It is the responsibility of students who bring personal mobile devices onto school premises to

adhere to the guidelines. Personal mobile devices that are brought to school are used entirely at the owner's risk and should

be kept in a school bag, or with the teacher or at the school office. Warrandyte Primary School cannot accept any responsibility for theft, loss, damage or health

effects (potential or actual) resulting from the use of these devices. The school accepts no responsibility for students who lose or have their personal mobile devices

stolen while travelling to and from school. It is strongly advised that students use passwords/pin numbers to ensure that unauthorized phone calls cannot be made on their phones (eg by other students, or if stolen). Students must keep their password/pin numbers confidential. Mobile phones and/or passwords must not be shared.

Parents and students should ensure that such phones are properly and adequately insured as personal property. 

Parents wishing to contact their child during school hours should contact the school office. Devices should be left on silent during the school day.

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Acceptable Uses During school hours and at the class teacher’s discretion, mobile devices may be permitted as an

educational tool. Personal mobile devices can only be used in the classroom and are not permitted to be used in the

school yard (unless approval given by a teacher).

Unacceptable Uses and Inappropriate Conduct Personal mobile devices should not be used in any manner or place that is disruptive to the normal

routines of the school or to other people, including the sending and receiving of text messages or data.

Personal mobile devices are not permitted to be used during tests or assessments. Personal mobile devices are not to be taken into change rooms, toilets/shower areas, sporting

venues. This is a breach of the privacy laws. It is inappropriate for students to make personal attacks, use obscene or vulgar language, harass

another person, or post private information about another person using SMS messages, taking/sending photos or video or objectionable images, and phone calls. It should be noted that it is a criminal offence to use a mobile phone to menace, harass or offend another person.  

During school hours or during outside hours school activities, students are not permitted to use personal mobile devices with cameras and video capabilities to take images of people, save images and then send to other people and/or post of these images to the internet or social networking sites. This can only occur if it is part of an educational activity and with permission from a teacher.

Students must not lend a personal mobile device to another student for use as a phone, for text messaging or for use as a camera or video recording device. The student who owns the device will be held responsible for its use.

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