Policies

ANAPHYLAXIS MANAGEMENT POLICY

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 (eg cashews), cow’s milk, fish and shellfish, wheat, soy, sesame, latex, certain insect stings and medication.

The key to prevention of anaphylaxis in schools is knowledge of those students who have been diagnosed at risk, awareness of triggers (allergens), and prevention of exposure to these triggers. Partnerships between schools and parents are important in ensuring that certain foods or items are kept away from the student while at school.

Adrenaline given through an EpiPen autoinjector to the muscle of the outer mid thigh is the most effective first aid treatment for anaphylaxis.

Purpose

To provide, as far as practicable, a safe and supportive environment in which students at risk of anaphylaxis can participate equally in all aspects of the student’s schooling.

To raise awareness about anaphylaxis and the school’s anaphylaxis management policy in the school community.

To engage with parents/carers of students at risk of anaphylaxis in assessing risks, developing risk minimisation strategies and management strategies for the student.

To ensure that each staff member has adequate knowledge about allergies, anaphylaxis and the school’s policy and procedures in responding to an anaphylactic reaction.

Individual Anaphylaxis Management Plans

The principal will ensure that an individual management plan is developed, in consultation with the student’s parents, for any student who has been diagnosed by a medical practitioner as being at risk of anaphylaxis. The individual anaphylaxis management plan will be in place as soon as practicable after the student enrols, and where possible before their first day of school.

The individual anaphylaxis management plan will set out the following:

Information about the diagnosis, including the type of allergy or allergies the student has (based on a diagnosis from a medical practitioner).
Strategies to minimise the risk of exposure to allergens while the student is under the care or supervision of school staff, for in-school and out of school settings including camps and excursions.

Prevention Strategies

Record:

The name of the person/s responsible for implementing the strategies.
Information on where the student’s medication will be stored.
The student’s emergency contact details.

An emergency procedures plan (ASCIA Action Plan), provided by the parent, that:

sets out the emergency procedures to be taken in the event of an allergic reaction;
is signed by a medical practitioner who was treating the child on the date the practitioner signs the emergency procedures plan, and
includes an up to date photograph of the student.

The student’s individual management plan will be reviewed, in consultation with the student’s parents/carers:

Annually, and as applicable
If the student’s condition changes, or
Immediately after a student has had an anaphylactic reaction at school.

It is the responsibility of the parent to:

Provide the emergency procedures plan
Inform the school if their child’s medical condition changes, and if relevant provide an updated emergency procedures plan.
Provide an up to date photo for the emergency procedures plan when the plan is provided to the school and when it is reviewed.

Communication Plan

The principal will be responsible for ensuring that a communication plan is developed to provide information to all staff, students and parents about anaphylaxis and the school’s anaphylaxis management policy.

The communication plan will include information about what steps will be taken

ATTENDANCE

Rationale

The Education Act 1958 requires that children of school age resident in Victoria are required to be in full-time attendance at a government or registered non-government school unless they are receiving approved home tuition, correspondence education or have been granted an exemption by the Regional Director.

Aims

To maximise student learning opportunities and performance by ensuring that children required to attend school do so regularly
To ensure parents accept that regular and on time attendance is paramount in avoiding future truancy.
To ensure all parties are aware that successful students are well organised and start the day on time.

Guidelines

Education is a sequential process. Absences often mean students miss important stages in the development of topics, causing them to find “catching up” difficult.
Absenteeism contributes significantly to student failure.
All enrolled students are required to attend school unless reasonable and valid grounds exist for them to be absent.
Illness is reasonable grounds for an absence. Late nights, shopping excursions or birthday parties are not.

Parent responsibilities

Parents/caregivers are responsible for getting their children to and from school.
Children should arrive at school between 8.45 and 8.55 unless required for school activities eg: excursion/band etc.
Children should attend school on every day when instruction is offered unless the school receives a valid reason for being absent.
Parents have a responsibility to provide the school with an appropriate explanation for the student’s non-attendance. This should comprise a letter or telephone call from the parent. Absence slips may be used and are available via the school newsletter. After 3 days a medical certificate (if absence is due to illness) and written explanation is required.
When a student is late for school, it is a requirement that the parent explains the reason for the lateness and signs the student in at the appropriate time in the late arrivals book at the office. Parents must let the school know if an extended absence is likely or if the teacher needs to arrange work at home for the student.

School responsibilities

Teachers must monitor each child’s attendance.
Absences and reasons for absence must be recorded on an attendance sheet and be sent to the office by recess each Monday.
Teachers should contact the home if a student is absent without notice after more than 2 days.
The Principal has a further responsibility to ensure that unexplained absences are investigated and that high levels of absenteeism are adequately explained.
The Principal or nominee will contact parents of students with high levels of unexplained or unapproved absences, with the view to developing and implementing strategies to minimise absences.
Ongoing unexplained absences or lack of co-operation regarding student attendance will result in a formal attendance conference being organised. Unresolved attendance issues may be reported by the Principal to CHILDFIRST or the Department of Human Services.
The Principal has a responsibility to ensure that attendance records are maintained and monitored at the school.
All student absences are recorded both in the morning and the afternoon by teachers, are aggregated on CASES database by the office staff and are communicated to the Department of Education and Training.
The Department of Education and Training and enrolment auditors may seek student attendance records.
Other action will be discussed with the Principal as required.
All interventions, strategies, home visits, phone calls or other actions taken will be recorded in the student’s file.

Evaluation

This policy will be reviewed within the normal 3 years cycle. July 2007

CAMPS

Rationale

Camps provide children and teachers with the opportunity for co-operative participation in a happy, healthy environment. Camps aim to develop social and leadership skills and provide enjoyment whilst respecting the environment.

Guidelines

1. All students from years 2-6 shall be given the opportunity to attend a sleep over or school camp while at primary school. It is expected that all children attend.

2. Procedures including staffing ratios, provided by the Department of Education in the Schools of the Future Reference Guide will be observed.

3. The Camps/Excursion form available from the office must be completed by the organiser prior to any camp and placed in the Camps/Excursion Folder at least one week prior to any camp.

4. The venue and staffing of any camp must be approved by School Council.

5. Costing of camps must adequately cover all costs incurred. Where possible, buses fitted with seat belts should be organised to transport students to and from camp.

6. Allowance will be made for camp payments by instalment as set down by the Principal or School Council.

7. Information evenings for any camp will, when deemed necessary, be held to outline the program.

8. Permission and medical forms for each child will be taken on all camps and a copy retained at school and one with the Principal.

9. The safety and well-being of the group is paramount. Any child whose behaviour is deemed unacceptable according to school rules may be excluded from camp.

Unacceptable behaviour according to school/camp rules may result in parents/guardians/carers being asked to collect their child from camp with no monies being refunded.

10. A First Aid trained person must be in attendance on all camps. First Aid kits, including an asthma pump when necessary, and individually labelled medication must be the responsibility of a designated staff member.

11. The development camp program will be organised according to the needs of the group.

12. Staff attending camps will be able to be contacted at all times.

13. It is recommended that camps are booked and confirmed in writing approximately twelve months in advance.

14. Refunds of payments for camp will only be permitted when requested in writing to the Principal and with provision of a Doctor’s certificate deeming the student unfit, or other exceptional circumstances. Each request for refund will be determined on a case by case basis by the Principal.

15. The Sun Smart policy must be adhered to on school Camps

October 2006

CANTEEN

Rationale

Through the provision of a wide variety of nutritional foods, the canteen should reinforce sound health and dental hygiene.

Guidelines

The canteen should operate as a service to pupils, parents and staff.
A committee comprising a staff representative, manager(s) and parent representatives, should be responsible for organisation.
The manager(s) should be responsible for ordering and buying, pricing stock and stock control under the committee’s direction.
The canteen should offer food based on the 5 food groups and complement the school’s health program.
Rostered volunteer staff should assist the manager(s) with lunch preparations and general sales.
A roster of approved grade 6 students will be drawn up to assist with general sales
Alterations to the canteen price list must be approved by School Council.
The canteen should operate to meet costs.
Food safety guidelines as outlined by the local council will be adhered to at all times. Volunteer staff will be familiarised with the guidelines by the manager(s) and displayed safety posters.

October 2006

COMMUNICATION

Rationale

Communication is the exchange of information within the school, the parent body and the wider community. It is an essential part of the administrative process.

Guidelines

A daily bulletin will be published to ensure that all staff are advised of administrative details affecting daily routine.
A weekly newsletter should be distributed to all families.
Parent/teacher interviews, both formal and informal, should be available throughout the year, to deal with academic progress and student welfare issues.
Regular staff meetings, Unit meetings, Leadership meetings, and Professional Learning team meetings should be held.
Assistant Principal and Co-ordinators should act as a liaison between Principal and staff.
Parent/teacher communications shall also be established at a Unit level to include Parent Information Evenings where apropriate and term overviews.
All printed materials to be distributed to the school community must be verified by the Principal or a delegated representative.
Students are not to be solicited to distribute notices, pamphlets or literature of any description that contains material of a controversial nature whether originating from a union, professional association, parent-teacher group or other source in accordance with the Schools Reference Guide.
Transition programs at Pre-school and Year 6 level should provide links between the school and other educational places of learning.
The school should be promoted wherever possible in the wider community through the School Information booklet, local newspapers, festivals and other media outlets.

DRESS CODE

Rationale

The school community recognises that the wearing of school uniforms fosters a sense of identity, reduces peer pressure and encourages clothing appropriate to school pursuits and facilitates the identification of pupils.

Guidelines

1. Pupils are strongly encouraged to wear the designated uniform. * Students should present in clean, neat and tidy fashion. Clothing should enable all students to participate safely in normal school activities.

2. Designated hats must be worn from 1st September until 30th April, in keeping with the SunSmart Policy.

3. Hair should be neat, clean and of natural colour. During sport activities long hair should be tied back. Students are encouraged to tie back long hair at all times. Hair ribbons, bands and clips should be in school colours – green and gold.

4. For safety reasons, jewellery other than a watch, earring sleepers or studs should not be worn at school. During designated sport activities all jewellery should be removed or taped.

5. Make up and coloured nail polish are not necessary for primary age children.

6. Closed firmly fitting footwear enables all students to participate safely in normal school activities.

7. The nature of the school uniform should be determined by the School Council, after consultation with parents, teachers and pupils. Clothing should be of a design which enables the students to participate fully and safely in all school activities including PE lessons.

8. Additional school uniform components may be available to Grade 5 and 6 pupils.

9. The designated uniform * should be worn by pupils participating in organised school and inter-school sports. At the Principal’s discretion, children not wearing sports uniform may be excluded from those activities.

10. School Captains are provided with selected items of the school uniform and should wear school uniform at all times.

Reviewed April 2008

ELECTRONIC COMMUNICATION

(Formerly Internet, Intranet and E-mail Access Policy and Telecommunications Policy)

Rationale

Staff, students and their families and volunteers of Marlborough Primary School use the Internet, Intranet, Telecommunications and photography equipment as teaching and learning tools. We see electronic communication as a valuable resource but acknowledge it must be used responsibly by all.

Your child has been asked to agree to use electronic communication responsibly at school. Parents should be aware that the nature of electronic communication means that full protection from inappropriate content can never be guaranteed.

At Marlborough Primary School we

§ Provide a filtered Internet service

§ Have an age appropriate Literacy program

§ Reinforce the importance of safe and respectful use of the electronic communication

§ Provide support to parents to understand this agreement (e.g. language support) where a need is identified

Procedures of Use

Regular education for staff, parents and the community will be available on safe and responsible electronic communication use.
Student electronic communication access will be under teacher supervision
A written agreement will be provided to each student and their carer outlining mutual responsibilities in the provision of electronic communication access through the school. This agreement will be reviewed yearly and signed copies will be kept on file.
Intranet sites can only be accessed by students, staff and parents of the Marlborough Primary School community.
The school web page will be maintained.
Privacy of students, parents, staff and other users, be they individuals or groups, will be recognised and respected at all times.
When identifying students only the first name of the student will be used.
Teacher, parental and student written consent is required in order to publish photos, videos and/or students’ work on the internet. Refer to the Use of Students’ Images Policy.
Recognized protocols, when dealing with outside agencies as set out in relevant documentation, including the Schools’ Reference Guide will be utilized.
All students and staff will be responsible for notifying the principal of any inappropriate material so that access to that material can be removed.
Consequences of publishing, accessing or failing to notify the principal of inappropriate material will include the removal of access rights.
A mobile phone should be taken by staff on all excursions and camps for emergency purposes.
Staff should only use mobile phones to receive/send messages outside teaching or supervision times, including yard duty, except in emergencies.

June 2008

ENGLISH POLICY

Belief Statement

Language development is achieved by learning language, learning through language and learning about language.

Students from Non-English speaking backgrounds need communicative skills in English to participate fully in school and public life. First language development should form a solid foundation for development of second language skills.

Description

The English Curriculum aims to develop:

the ability to speak, listen, read, view and write with enjoyment, purpose, effect and confidence in a wide range of contexts.
a knowledge of the ways in which language varies according to context, purpose, audience and content, and the capacity to apply this knowledge.
a knowledge of the linguistic patterns used to construct different texts, and the capacity to apply this knowledge, especially in writing.
a broad knowledge of a range of texts and a capacity to relate this to aspects of contemporary society and personal experience.
the capacity to discuss and analyse texts and language critically.
a knowledge of the ways textual interpretation and understanding may vary according to cultural, social and personal differences, and the capacity to develop reasoned arguments about interpretation and meaning.

Implementation

The English Learning Area is integral to successful learning and teaching of Integrated Units of work.
All components of the Early Years model of Literacy will be extended throughout the school, as outlined in the School Charter and Early Years Literacy Plan.
This KLA is organized in four parallel forms of language or modes: speaking and listening, reading and writing.
The text sub strand will set the context at each level.
Library and Research skills are important and necessary.
Resources – implementation is heavily linked to adequate resourcing.
English learning is best fostered in a socially supportive environment which promotes success for every student.
It is understood that students come from different backgrounds and learn at different rates and in different ways.
The school should provide a supportive environment which respects and maintains the student’s first language and culture while providing opportunities for English competence to be developed at the student’s own rate.

Evaluation

Teachers will need to continually monitor students in their class, interacting with them while they work, and keeping dated records (anecdotal notes, evidence of performance etc.)

Teachers will also need to collect samples of students’ work which demonstrate achievement of specific indicators. These need to be annotated, indicating the purpose for which they have been kept, as indicated in current DEECD documentation (Victorian Essential Learning Standards).

Assessment information will be used for future program planning (whole class, group, individual), reporting to parents, and to inform the evaluating of program effectiveness.

Student Learning Statement

Student development will be reflected in the increasing complexity and challenge of the texts, increasing control of a widening range of texts, and an increasing awareness by the students of context, purpose and audience.

While the broad objectives of the English curriculum ultimately will be the same for all students, those learning English as a second language and those experiencing difficulty with their learning, will need time and support. Exposure to English is needed before being expected to reach the learning outcomes described. The stages of English development of many ESL students mean that teachers initially need to devise appropriate objectives for them.

Literacy support will be provided for individuals and small groups through additional assistance teachers or programs such as Reading Recovery, Bridges to Literacy and Gifted and Talented activities, when available.

Collegiate support should be utilised to provide further assistance for these students. This support will be provided through careful planning by the classroom teacher as well as additional resourcing if necessary.

Program

Programs should be driven by the concepts and understandings, which the students need to learn in every key learning area.

The contexts, which support the English KLA, will be derived from the bi-annual topics selected by the unit areas with specific English contexts set from time to time.

EXCURSIONS AND INCURSIONS

Rationale

Students’ social and educational development is enriched through curriculum related excursion and incursion experiences.

Guidelines

Educational excursions and incursions should be selected for their relevance to the curriculum.
An educational excursion or incursion permission form must be obtained from parents/guardians/carers before a student participates in any such activity and these permission forms shall be in the possession of the teacher in charge of each excursion away from school.
An excursion/incursion file will be maintained and include the following information:
1. Excursion Approval Form completed by the co-ordinator and signed by the Principal.
2. Copies of all information distributed to parents/guardians/carers.
3. A brief report should be completed following each activity undertaken to present to School Council.
An annual program of educational excursions/incursions should be scheduled for each year level as far as practicable.
On all excursions away from the school site emergency information should accompany each student.
Requests for refunds of payments for excursions/incursions need to be made in writing to the Principal. Each request for refund will be determined on a case by case basis by the Principal.

October 2006

FUN AND FITNESS PROGRAM

Rationale

The Fun and Fitness Program promotes a higher level of fitness in the children through the development of strength, balance, co-ordination and body awareness, and promotes self-motivation towards physical activities in general.

Guidelines

1. Fun and Fitness times should be timetabled and organised to provide children with regular opportunities throughout each week to improve their fitness levels.

2. The Fun and Fitness facility should be utilised when weather conditions permit.

3. Staff are responsible for the overall supervision of Fun and Fitness circuits.

4. Operational guidelines and training in the use of the Fun and Fitness circuit should be provided for all staff on a regular basis.

5. Children should receive regular detailed instructions, appropriate to their age and physical development, in the correct use of each of the Fun and Fitness stations.

6. Teachers will record every completed lap of the .5km circuit for each child.

7. Certificates are awarded for the following distances:

12.5km	25km	50km	100km	125km	150km
175km	200km	225km	250km	275km	300km

8. All apparatus on the Fun and Fitness circuit will be checked regularly by appropriate committee to ensure maximum safety for students using the equipment.

9. Refer to the Fun and Fitness Track guidelines for safety considerations in using the track.

Reviewed: April 2008

GIFTED EDUCATION POLICY

Belief Statement

At Marlborough, we believe that our students are unique individuals who learn at different rates and have different requirements. We acknowledge that they each have the right to develop to their maximum potential and receive instruction at their level and rate of learning. Children who are gifted have special needs that require a wide range of educational experiences (Marland 1972, Renzulli 1979, Borland 1987, George 1992). These needs can be met through a differentiated curriculum approach, in conjunction with other special programs, tailored to enrich and extend their abilities. At Marlborough, we aim to identify, nurture and support those students in our community who demonstrate talent, above average abilities or potential in a range of areas. Such an approach will ensure continuity for gifted and talented children as they move through the school.

Definition

The Victorian Department of Education recognises a broad definition for “giftedness”, embracing and encouraging excellence in all forms of academic, creative and intellectual endeavour. Marlborough Primary School acknowledges that giftedness can be found in non-academic areas such as leadership, art, sport and music, as well as in traditional academic areas. Gifted students may be highly able in some areas, but not so in others. For some students their giftedness is all embracing, for others their excellence may lie in one particular field.

Description

Through our whole school approach to gifted education we aim to:-

Identify highly able students, and those with the potential to be, in all areas across the curriculum
Develop, implement and evaluate differentiated curricula that extends and challenges the gifted students and caters for their specific needs
Develop and enhance higher levels of reasoning, thinking and problem solving skills
Communicate effectively with parents
Provide opportunities for the gifted to work with peers of ‘like minds and ability’ to further develop their skills, self-esteem and to allow them to understand the value of excellence
Develop an awareness of the counselling needs of the gifted and seek to address these needs
Provide appropriate resources to support the teaching staff, including professional development opportunities
Provide specific withdrawal programs when and where appropriate to offer further extension and enrichment of particular areas beyond that which is offered in the classroom

Course Structure

The gifted programs offered at Marlborough underpin the whole school approach to gifted and talented education. We believe that gifted students need to be consistently challenged and extended in the classroom every day. The staff provide a differentiated curriculum which broadens and develops a student’s knowledge, application, skills and/or interests beyond the core program at a level that is appropriate to the developmental abilities and interests of the student. As part of planning and implementing the differentiated curriculum approach, teachers pretest and subsequently monitor student achievement in order to offer a more complex content. From time to time students may also be part of a withdrawal program. Such programs allow for further extension and enrichment to take place in a particular field eg mathematics, the arts, poetry, philosophy. These groups not only provide challenging activities but also allow for gifted students to work with other like-minded students. This can build and strengthen personal and social interaction skills.

Implementation

A differentiated curriculum will be provided for all students through:

Pre testing
Flexible progression through the curriculum
Constant monitoring of students progress
Using a variety of strategies of teaching strategies such as DeBono’s Six Thinking Hats, Bloom’s Taxonomy, Gardiner’s Multiple Intelligences, contracted assignments, independent research tasks, open ended tasks etc.
Staff will identify the gifted and talented students in the school through a variety of methods such as formal testing conducted by a professional body, teacher nomination, parent nomination, peer nomination, self-nomination.
Staff will be encouraged to attend professional development in gifted education to further develop their teaching and learning strategies.
Designated staff meetings will address any issues arising and the co-ordinator will keep the school informed of relevant new developments in the field of gifted education.
The co-ordinator will attend the gifted network meetings for schools in the local area.
The school should be a member of the V.A.G.T.C. and of other professional organisations concerned with the education of the gifted.
A resource section will be established to allow parents access to recent articles, books and videos as well as advertise any programs and seminars on the many facets of gifted education. The co-ordinator will act as a point of contact for the parents and be responsible for the establishment and maintenance of the resource section.
Entry to any withdrawal programs offered will be guided by discussion between teachers and the parents of the child concerned.

Assessment

Assessment is a continuous process. it will be make in terms of:

Staff and resource management
Suitability of program content
Process used for program delivery
Student outcomes

Data will be collated to evaluate participation rates; parent, teacher and student attitudes; the program budget and the level of resource usage; and pupit achievement levels. This data will be collated and reviewed yearly.

Our Gifted Co-ordinator will be available to liaise with paretns to ensure student needs are being met.

HOUSE SYSTEM

Rationale

The House System is a means of developing team spirit and co-operation among children in areas of sport, behaviour and class activities.

Guidelines

There will be four Houses

CAWLEY       (Yellow)

FORD            (Green)

JONES           (Red)

KENNY          (Blue)

Siblings should be placed in the same House.
Teachers will be allocated to a House.
One boy and one girl (approved by the Principal) from Grade 6 should be elected by children from Grades 5 and 6 as House Captain and Vice Captain. Elections follow a formal protocol:
All House Captains and Vice Captains should receive badges.
Organisation of a House Duty Roster should be done on a weekly basis by the House Captains. A special assembly is organised by a specified house once a term.
All children should be reminded regularly of origin and significance of House names.
Team spirit, leadership skills and socially acceptable interaction between P – 6 students should be promoted through Friendship Days, School Sports and Special Assembly.
Class points are collected and averaged within each class, and standardised for 1^st, 2^nd, 3^rd, and 4^th.

HEALTH & PHYSICAL EDUCATION

Rationale

Health and Physical Education aims to promote an understanding of physical activity and movement, food and nutrition, health, safety, human development and human relationships. The program will promote a basis for healthy productive living. Students will be provided with opportunities to develop skills, flexibility and endurance. Health Education should develop physical, social, spiritual, cultural and emotional well being, by promoting an awareness of the wide range of influences which affect our health.

Course Structure

Physical Education includes the Victorian Essential Learning Standards - Movement and Physical Activity strands.
Health Education is organised by the VELS strands: Self and Relationships and Health of Individuals and Populations.

Guidelines

It is the responsibility of teaching units to plan and resource areas of study in Health and Physical Education.
Units of work may be part of an integrated unit or a stand alone unit.
The time allocation for Health and Physical & Sport Education are as follows

Years P - 3 20 - 30 minutes Physical Education per day.

Years 4 – 6 three hours of Health or Physical Education and Sport per week, with at least 50% allocated to Physical Education.

4. The Health and Physical Education Co-ordinator is responsible for purchasing of equipment and resources, and the annual review of the program and budget preparation assessment.

Assessment

Assessment is continuous. The desired outcome is that skill level/development and fitness components are retained/improved. It should also encompass enjoyment, social and fair play skills. Assessment outcomes will determine future planning.

Assessment of students’ performance is based on observation, checklists, work samples, anecdotal records, development in attitudes and behaviours.

Students will be encouraged to achieve appropriate VELS levels.

Resources and Supporting Programs

· Victorian Essential Learning Stands- Health and Physical Education (Department of Education)

· Curriculum at Work - Health and Physical Education (Board of Studies)

· “Daily Physical Education” South Australian Course Levels 1-7

· Fundamental Motor Skills - A Manual for Classroom Teachers

· Huff n Puff Resources (Fitness)

· Sport It - Australian Sports Commission

· Perceptual Motor Program

· Austswim - The Teaching of Swimming and Water Safety Aquapak. Royal Life Saving Society.

· Aussie Sports Coaching manuals

· Daily Physical Education manuals (ACHPER)

· School Nursing Program

· Get Wise, Get Real

· Life Be In It

· Life Education Van

Reviewed April 2008

HEAD LICE POLICY

Rationale

Head lice are tiny insects which live on the human scalp where they feed and breed. They are the most common cause of head itch and scratching which may lead to infection and swollen lymph glands, and therefore need to be eradicated.

Guidelines

Most schools will have some students with head lice at any given time.
Staff suspecting that a student has head lice are to report their concerns to the Principal.
If head lice are suspected, the Principal will ensure that the parents or guardians are contacted as soon as possible and informed that their child is to be excluded from attending school in accordance with the Health (Infectious Diseases) Regulations 1990 until the child has been treated and a signed form has been returned to the school.
If lice or eggs are found, the student’s hair must be treated.
Parents or guardians should refrain from sending their children to school with untreated head lice.
Parents or guardians should 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.
The student may return to school the day after treatment provided there are no live lice present. A child with head lice can be treated one evening and return to school the next day.
The Principal will provide a letter to parents/guardians of the students in the unit informing them of an outbreak, without identifying the students involved.
The Principal will provide parents of infected students with information about head lice treatment and prevention.
The Principal will ensure that information relating to the prevention and eradication of head lice appears in the school newsletter periodically, particularly in times of heavy outbreaks.
Additional information is available for Department of Human Service, Public Health Division at www.dhs.vic.gov.au/phd/headlice/index.htm This site contains the pamphlet ‘Scratching for answers?’ which provides up to date advice on finding and treating headlice.

October 2006

HOMEWORK POLICY

Rationale

Homework is a valuable aspect of the learning process and contributes to the development of sound study habits. Homework is a way for parents to participate in their child’s education.

Guidelines

Students in Years 3 / 4 have up to thirty minutes of homework (including reading).
Students in Years 5 / 6 have up to forty minutes of homework (including reading).
Parents are encouraged to support homework. The responsibility for completing the homework rests with the child.

Implementation

Clear guidelines and completion dates should be given for all homework.
Teachers should review the homework assignments of each child regularly.
Consequences for unsatisfactory work should be given.
Basic resources required for homework should be available within the school.

Evaluation

Children’s participation and interest in the homework program.

JUNIOR SCHOOL COUNCIL

Rationale

The Junior School Council program stems from the SOSE Program – Civic and Citizenship and aims to promote leadership responsibility, and understanding of the democratic process and a forum for students to express their views on concerns and issues relevant to them. It is also a formal link between School Council and the student body.

Guidelines

A staff member will be appointed to oversee the organisation and operation of the JSC.
Junior School Council will be made up of two representatives from Grade Prep-Two and one representative from each of the other grades. Standby representatives will also be selected but will only attend meetings if a representative is absent.
Representatives will be selected in February each year.
Meetings of representatives will be held monthly during class time in the week before school council where practical.
Classes will hold class meetings at least one week between JSC meetings to determine if there are any issues or concerns to be discussed at the meeting. Representatives are to keep minutes of class meetings to facilitate reporting to JSC.
Minutes of JSC meetings will be kept and JSC representatives will receive a copy to facilitate reporting back to their classes. A copy will be tabled at School Council meeting for consideration. An opportunity should be given for selected JSC representatives to report to School Council where possible. A reply from School Council will be passed to the JSC on issues of concern.
All JSC representatives will receive badges.

Evaluation

Evaluation will be a continuous process. It will be made in terms of:

Processes
Issues raised
Outcomes on issues raised.

This data will be collated and reviewed yearly.

LIBRARY

Aim

To provide a program incorporating teaching, service and resource management which support the curriculum programs of the school and its community.

The library program will aim to encourage reading for recreation and develop information literacy skills to allow students to become independent learners.

Rationale

To become information literate, students must recognise when information is needed and have the skills to be able to locate, evaluate and use the information effectively. The library provides students with the resources and experiences to develop these skills.

Implementation

Library curriculum will be timetabled and taught in all classes at all levels of the school.
A principal’s delegate will co-ordinate the implementation of the school library program.
Library materials will support and be consistent with the general educational goals of the school.
A principal’s delegate will select materials in line with the philosophy of the school and seek guidance from the Assistant Principal and the guidelines set by DEECD.
All books and media equipment purchased will be catalogued by the principal’s delegate, and an appropriate borrowing system followed.
Bulk loans will be available to staff.
Students are responsible for material borrowed and will receive an invoice for the replacement of lost or damaged borrowed material.
A principal’s delegate will be responsible for conducting an annual stock take of library materials. Books no longer required will be offered to teaching units or to charity.

Evaluation

This policy will be reviewed in accordance with the school policy for review.

October 2008

MATHEMATICS

Rationale

The children need to experience mathematical activities that are meaningful, enjoyable and relevant to their interests and capabilities. The school’s mathematical program will develop children’s mathematical skills, language and understandings so that they may solve problems and deal with situations involving mathematics in life.

Guidelines

Understanding and application of mathematical ideas will be developed in the areas of Space, Measurement, Number, Chance and Data, and Mathematical Reasoning and Strategies (Refer Curriculum and Standards Framework 2)
The Mathematics VELS will be the basis for all classroom programs. Other references and resources recommended by the Mathematics Curriculum Committee will be used to further complement the program. Each learning area will nominate a classroom teacher to be a representative member of the Maths Curriculum Committee.
The Mathematics co-ordinator will be responsible for the resourcing and distribution of Maths materials throughout the school. The co-ordinator will lead the curriculum team in implementing the policy, and ensuring that effective whole school planning, programming and evaluation strategies are practiced.
Mathematical skills and knowledge will be developed through real-life investigations and practical applications. Through a developmental approach the children will be available and used as an integral part of the classroom program.
The children will be encouraged to create and experiment with mathematical concepts through a range of problem solving experiences within the integrated curriculum and through the careful planning of stand alone mathematical units. They will be provided with learning activities in which they can share their ideas and apply their own individual strategies.
Parental involvement in school programs should be encouraged. Parents should be informed of current trends in mathematics education and actively engaged in their children’s learning through both classroom workshop and home activities and parent/teacher partnership programs.
Learning technologies are a vital part of the total curriculum and mathematics program. The opportunity for regular classroom use from Prep to Year 6 will enhance and support the development of mathematical skills.
Teachers will be encouraged to enhance their Professional Development through attendance at teacher education sessions, opportunities for collegiate discussions and professional reading, to include Early Years Numeracy training.
In the attempt to provide for individual differences and understandings, teachers appreciate that some children have special needs. Some have particular interests and talents that will need encouragement to show we value this ability, others may show a lack of confidence or capacity to engage fully in activities. The programs will reflect this concern.
The Mathematics policy, program and resources will be reviewed on a regular basis.
On-going assessment of children’s progress will be made through:

Anecdotal records of the observation of children’s mathematical strategies, accomplishment and interests.
Recording of Curriculum and Standards Framework 2 and appropriate school based outcomes.
Student Achievement Assessment in June/December.
Department of Education AIM (Achievement Improvement Monitor): Grades 3 and 5.
Student self-assessment.
Prep – SEA (School Entry Assessment)

MULTI-AGE LEARNING

Belief Statement

Learning is a developmental process through which students proceed in different styles and at different rates. The multi-age setting facilitates and enhances the building of the self-esteem of all students by recognising and respecting the wide range of interests, abilities and individual differences. Individual learning styles are acknowledged and catered for. Learners are actively involved in gathering and processing new information and are empowered to reflect on their own learning.

The multi-age setting creates a learning environment in which all students experience success and accomplish individual and shared goals. It fosters the development of co-operative learning by encouraging students to actively learn with and from each other.

Description

The multiage classroom should

provide an environment where the teacher facilitates a developmentally appropriate curriculum based on each child’s unique needs
provide the student with a rich, supportive and respectful learning environment, role models and the opportunity to develop at their own pace and rate
promote positive attitudes about strengths and weaknesses
ensure that there is an ongoing partnership between the teacher and student and that the learner is engaged and interested in what he/she is learning
encourage risk taking
challenge each student’s knowledge, beliefs and values
provide children with the opportunity to become a role model and take leadership responsibilities
build a sense of community and foster the development of teamwork skills

Guidelines for implementing and facilitating a Multi-age Setting

The classroom teacher should

clearly outline and explain goals, beliefs and student achievement expectations
seek the support of colleagues with whom ideas are shared and valued
be committed to working as a member of their specific learning area and whole school teams
focus on planned structure and organisation to cater for the wide range of skills and needs
combine individualised, small group and whole group instruction
establish work stations/learning centres
involve students in planning and decision making
determine and establish collaborative classroom rules and consequences
ensure that there is ongoing communication with parents
value parents’ questions and concerns
seek the support of parents as educational partners and capitalise on their strengths and interests
train parent for classroom support programs.

REVIEWED: September 2005

MUSIC - PRIVATE TUITION

Rationale

A child’s development may be enhanced by the opportunity to participate in private music tuition.

Guidelines

1. Children may participate in private music tuition at school during school hours. The permission form to be signed by parents is to include the authorisation to attend the music tuition, the instrument, the name of the tutor, the venue and will absolve the school of any responsibility.

2. School programs (eg swimming) are to be taken into account when tuition timetables are being prepared. Music tutors will be provided with a school timetable and must accept that occasionally the school programs (eg excursions, swimming) may disrupt the timetable. The music tutor may need to make alternative arrangements, which do not require change to the school timetable. The school should endeavour to avoid interruptions to the music tuition, but, if unavoidable, provide early advice to the tutors.

3. Should the music tutor be responsible for the cancellation of a lesson, the tutor should make alternative arrangements, which do not necessitate changes to the school program.

4. Music tutors must appreciate the necessity for punctuality and early advice of lesson cancellations.

5. For a Prep year child, the music tutor should pick up the child from class at the beginning of the music lesson, and return him/her at the conclusion of the lesson, into the class teacher’s care. Other students must always be accompanied by another child or adult when moving around the school during class-time.

6. The school will not accept responsibility for any equipment owned by either the private music tutors or students.

7. Fees for tuition are negotiated between the tutor and the parent, and payment should be sought and made directly between the parent and the tutor.

8. The music tutor will be capable and willing to prepare students to sit for A.M.E.B. examinations, if required.

9. The music tutor should understand that an area will be provided in which lessons can take place, but occasionally may have to move to a different area.

10. Tutors are expected to participate in, and prepare their students to perform at an annual musical evening.

11.Timetabling of lessons should, where practicable, be on a rotating basis, or otherwise at a suitable time arranged in consultation with the student’s class teacher.

12.The music tutor is required to sign a form stating that the school’s private music tuition policy has been read by him/her and that he/she will abide by said program.

13. Parents of children taking part in private music tuition will be provided with a copy of the school’s policy on private music tuition prior to the commencement of the lessons.

14. Tutor access to school facilities may be withdrawn at the discretion of the Principal.

15. A senior member of staff should co-ordinate private music tuition.

16. All financial and other arrangements (reporting on student progress, program content) should be between the instrumental music tutor and parents.

17. Private tuition staff should check whiteboard for events that may affect lessons.

18. Private tuition staff need a satisfactory police check prior to commencing work at Marlborough Primary School.

19. Private tuition staff need to be given a staff Code of Conduct and abide by that code.

20. Members of Band must either be currently having music lessons or be judged sufficiently competent by band tutor.

21. Students wishing to discontinue lessons should give the tutor at least 3 weeks notice or equivalent fee.

22. Parents welcome to attend lessons.

23. Any concerns should be discussed directly with the music tutor and if necessary, followed up with the staff member in charge of the school music program.

PARENTAL CONCERNS POLICY

Rationale

The Department of Education and Early Childhood Development understand that at times, parents and carers have issues relating to their child’s education, which require discussion and consultation with school staff. The DEECD is also committed to providing a safe and supportive working environment where diversity is valued and everyone is treated with respect, fairness and dignity.

Aims

The DEECD has developed this information to improve communication for all parties when addressing concerns or making a complaint that is related to the school or your child’s education.

Discrimination, sexual and other forms of harassment, bullying, violence and threatening behaviour are unacceptable.

All employees, students, parents and visitors in school and other DEECD workplaces are expected to act accordingly.

The Department (which includes schools) and School Councils will act to ensure that the safety, health and wellbeing of all employees, students, parents and visitors in school and other DEECD workplaces are protected.

Guidelines for Parental Concerns

Parents and Caregivers are strongly encouraged to contact their child’s school in the first instance on all matters involving their child’s education.

The following steps are recommended to ensure the best outcome for your child:

Step 1: Identify your topic or issue. Making notes is a good idea as it ensures that you cover all points. Think about the resolution you would like to see as an outcome.

Step 2: Contact the school and speak to the Principal or Assistant Principal. They will discuss an appropriate way forward with you. This may include organising a meeting for a mutually convenient time.

Step 3: Meet with the School Principal or Assistant Principal or teacher. If a classroom teacher is to be present it is more convenient for a meeting to occur outside of classroom hours.

Step 4: Contact your local DoE Regional Office. If the matter is unresolved at the school level, you may wish to discuss it further with the community liaison officer at your regional office. Contact numbers for regional offices can be accessed at http:/www.education.vic.gov.au/about/structure/regions.htm or phone

1800 809 834.

Step 5: If the matter is unresolved at the regional level you can address your complaint in writing to the Deputy Secretary, Office for Government School Education, c/o manager, Community and Stakeholder Relations Branch, 33 St Andrews Place, East Melbourne VIC 3000.

General Information

You may be supported at any meeting by a friend, colleague or a representative from a support organisation.

Parents and caregivers have a number of rights including the right to obtain copies of Departmental policies and

procedures.

For further information for parents and caregivers visit:

http:/www.education.vic.gov.au/about/contact/parentcomplaint.htm.

Support Organisations

Parents Victoria (03) 9380-2158

Outside Melbourne 1800 032 023

Association of School Councils in Victoria (03) 9808-2499

Victorian Council of School Organisations (03) 9429-5900

Victorian Multicultural Commission (03) 9208-3184

Victorian Aboriginal Education Association Inc. (03) 9416-3833

Evaluation

This policy will be reviewed within the normal 3 years cycle.

PEER SUPPORT

Rationale

Peer Support programs aim to promote responsibility, thoughtfulness, trust and caring among children. At their best these programs build self-esteem and self-confidence as children communicate and learn with and from one another.

Guidelines:

1. Peer Support relationships will be developed at all levels throughout the school.

2. Friendship days involving multi-age groups (Prep-6) will be encouraged to promote the Peer Support philosophy.

3. Year 5 children will be involved in a Peer Support Program with Prep children. This program will be called “Buddies”. In Year 6 these children will continue with their buddy into Grade 1.

4. Activities for the Buddies program will be planned co-operatively by Prep/1 and Year 5/6 teachers with input from the children.

5. Sessions for the Buddies program will be held on a basis negotiated between Prep/1 and Year 5/6.

Revised April 2008

PERCEPTUAL MOTOR PROGRAM

Rationale

The Perceptual Motor Program (PMP) aims to teach the child the perceptions and understandings of himself and his world through movement/motor experiences. It aims to develop perceptions of time and space, the pattern and order of the child’s natural world, the laws and limitations that govern the human body.

Above all it aims to give the child confidence to manipulate both the above to suit the child’s own best interests.

PMP is part of the Health and Physical Education Victorian Essential Learning Standards (VELS) in Level 1, particularly addressing the Human Development, Safety and Human Movement strands.

Implementation

1. Prep children may be involved in the program subject to student needs and parent support/assistance.

2. PMP equipment should be constantly maintained and securely stored in the GP room storeroom to ensure effective implementation of the program.

3. A member of staff should take full responsibility for the planning, resourcing and implementing of the program.

4. ‘Perceptual Motor Programs’ by J. Bulluss and P. Coles may be used as the basis for the program.

5. The program is set out sequentially on cards, compiled in a folder. Each card explains techniques, language, teaching points and evaluation for that station.

6. All parents assisting with the program should be trained prior to their commencement.

Revised April 2008

REFUND

Aim

To provide a fair and equitable refund system

Rationale

The school must ensure that the provision of ‘optional’ extras for students, which are offered on a user pays basis and which parents and guardians may choose, are cost neutral for the school.

Implementation

1. The general principle applying for excursions, camps and other activities is that costs are met by parents/guardians.

2. Requests for refunds of payments for camps, swimming programs, excursions and other activities will only be considered when requested in writing to the Principal, stating clearly the basis for the request, and a copy of a doctor’s certificate deeming the student unfit, or other exceptional circumstances.

3. Each request for refund will be determined on a case by case basis at the discretion of the Principal, whose decision is final.

4. All claims for reimbursement must be made in writing before the event or within 14 days after the event.

Evaluation

This policy will be reviewed in accordance with the school policy for review.

October 2008

SAFETY HOUSE

Rationale

The Safety House Program has been established to provide a refuge for children in transit to and from school.

Guidelines

The school area is administered by a local committee.
This committee meets bi-monthly in accordance with the constitution of the Safety House Committee.
The Annual General Meeting for the local Safety House Committee will be held in April of each year.
The staff will liaise with the Safety House Committee to ensure that the program is promoted within the school community.
A staff member should be present at all Safety House Committee meetings.
The Safety House Awareness Program will be conducted at each grade level annually. Extracurricular activities may be recommended by the Safety House Committee and organised and supported by the staff.

SCIENCE AND TECHNOLOGY

Guidelines

1. The Science and Technology Key Learning Area is integral to successful learning and teaching of Integrated Units of work.

2. Science and/or Technology at times should stand alone where it is impractical to integrate into a topic.

3. Organisation across the school will vary according to unit needs.

4. The Science and Technology Co-ordinator will be responsible for the resourcing and distribution of science and technology materials throughout the school. The co-ordinator will lead the curriculum team in implementing the policy and ensuring that effective whole school planning, programming and evaluation strategies are practical.

5. It is understood that students come from different backgrounds and have different experiences, learn at different rates and in different ways and therefore a variety of strategies are encouraged in the teaching of science and technology.

6. Science and Technology is best fostered in a safe, co-operative and supportive environment which promotes risk taking for every student.

7. Teachers should include strategies to help students develop safe practices.

8. Whenever possible safety rules should be written down and form an integral part of each lesson as appropriate.

Assessment

Assessment will be planned as an integral part of each topic. A variety of teaching and assessment strategies will include the following:

· Discussion

· Monitoring

· Evaluation findings

· Observation

· Anecdotal

· Self assessment

· Investigating children’s own questions

· Assessment based goals

Resources

The Victorian Essential Learning Standards (VELS) and other relelvant support materials will be used as a resource throughout the whole school.

Revised April 2008

SOCIAL SERVICE

Rationale

Including direct interest in and material help for those less fortunate than ourselves broadens the concept of a caring community.

The school should encourage interest and empathy among children through social service projects which focus on children and needs.

Guidelines

Social Service activities should be oriented towards effort and service by children and not simply donation of money.
One nominated staff member should be responsible for the overview of Social Service projects.
Staff and students, through Junior School Council, should be involved in the discussion, planning and organising of Social Service activities.
Social Service recommendations should be reported to the Staff.
Appeals and events should be planned to provide a balanced program throughout the school year.
Social Service activities are non-compulsory.

SPORT EDUCATION

Rationale

The Sport program aims to further student development of the knowledge, skills, attitudes and values gained through the Physical Education Program.

Sport Education encourages all students to maximise their potential, and to use their knowledge and skills in an appropriate sporting and educational environment.

Course Structure

The Physical Education program is the foundation on which an effective sport program can be built. The basic motor skills of running, throwing/catching, kicking, tumbling/jumping, hitting/striking, swimming/water safety are the basis for the program. Sport Education also focuses on the development of;

- a positive attitude to physical activity

- participation with others

- codes of behaviour

- an understanding of strategies

- compliance with rules

- an appropriate attitude to competitiveness

- sportsmanship and a willingness to ‘give sport a go’

Guidelines

1. It is the responsibility of the Senior (Years 5/6) and Middle (Years 3/4) teaching units to plan and co-ordinate a developmental program which focuses on student participation, enjoyment and development of a range of sports.

2. The student’s will have at least one hour of sport per week. Intra-school sport activities will be organised. Staff will support the program, with additional help sought from parents.

3. The senior school will participate in sporting fixtures with other schools in the local district. (Winter and Summer Season).

4. Where practicable, leadership will be promoted through a roster of team captains.

5. Special Programs – These are school based activities organised for a specific reason, which are in addition to the normal school sport routine. eg. Aussie Sport sessions and various coaching clinics.

6. The school will be affiliated to the Victorian Primary Schools Sports Association (VPSSA).

7. The Health and Physical Education Co-ordinator will be responsible for the purchasing and maintenance of equipment.

8. Students will be selected to attend local trials for various sporting teams. Selection of students will be undertaken by staff. Parental support will be required to maintain this process. eg. transporting and supervising students at trials.

9. Sport should be both competitive and non-competitive.

10.Children should be encouraged to develop skills and enhance knowledge through training for specific programs for interschool athletics program, cross country.

11.Recognition, and support, should be given to those excelling in sports through the school or outside school. Additional support may be given if considered appropriate by School Council. i.e. Victorian squads, V.P.S.S.A. State teams etc.

12.Grade 4 students in the 9 year old category may be eligible to be selected for 10 year old events in the district competition.

13.Students should be encouraged to maintain their personal fitness.

14.Students participating in designated sports activities must wear sport uniform as outlined in the dress code. Jewellery should not be worn, and long hair tied back. Fingernails should be trimmed short for safety reasons.

Assessment

Assessment is ongoing. There is the desired outcome that students are developing appropriate attitudes towards physical activity and are developing appropriate codes of behaviour and sportsmanship. Assessment of students’ performance can be collected through observation, degrees of success and enjoyment, and skill development.

Resources and Supporting Programs

· Victorian Essential Learning Standards- Health and Physical Education (Department of Education)

· Curriculum at Work - Health and Physical Education

· Fundamental Motor Skills - A Manual for Classroom Teachers.

· Aussie Sports Coaching Manuals.

· Sport-It - Australian Sports Commission.

· PASE - Physical and Sport Education. ACPHER – The Australian Council for Health, Physical Education and Recreation, Victorian Branch.

Reviewed April 2008

STUDENT HEALTH - INFECTION CONTROL

Rationale

All students should be safe and secure at school. As part of the duty of care owed to students, all staff are required to minimize the spread of infections and illnesses.

Background

Illnesses and infections are spread through the air by droplets, direct contact with people and /or bodily secretions. There are 3 important ways to prevent the control of infection.

Effective Hand washing
Exclusion of sick children and staff
Immunisation

Guidelines

Students will wash their hands prior to preparing or eating food, after using the toilet, after outdoor sport or craft activities or as deemed necessary by staff.
Staff will wash their hands prior to preparing or eating food, after using the toilet and /or handling garbage, before administering medication, after coming in contact with other bodily secretions, after outdoor sport or craft activities or as deemed necessary
Hand washing should be in accordance with Department of Health Guidelines as displayed on sign outside toilet / bathroom.
Bodily Secretions spills will be cleaned up using the following procedure:

• put on gloves

• use paper towels to mop up the blood spill and dispose of them into a

plastic bag

• wash area with warm water and detergent, rinse and dry

• place gloves into plastic bag

• seal bag and dispose of it in a rubbish bin

• wash hands in warm soapy water and dry thoroughly

• if re-usable items/utensils are used rinse with cold water, wash in

warm soapy water, rinse in hot water and dry.

All staff will monitor the heath of students on a continual basis and be vigilant to any signs and symptoms of illness such as feeling unwell, pain, rashes and unusual behaviour.
Ill children should be separated from the group and parents informed.
Parents have a responsibility to inform staff of illness and where applicable, exclude students as outlined in the Infectious Diseases Chart.
A list of students’ immunisation status will be maintained and where there is an infectious disease, all parents will be informed.

Other Related Policies: Student Health, Food Handling, Hygiene and Safety Procedures, Cleaning and Maintenance

STUDENT HEALTH

Rationale

All students should be safe and secure at school. As part of the duty of care owed to students, all staff are required to administer first aid when necessary within the limits of their skill, expertise and training.

Guidelines

1. Children will be instructed to report all injuries or illness to a teacher.

2. Minor injuries will be treated by the teacher at a classroom level or by a teacher on yard duty.

3. The staff member on first-aid duty will administer appropriate first aid.

4. Parents, guardians or nominated emergency contacts will be asked to collect an ill or badly injured student.

5. All injuries requiring notification of parents and recording via CASES will be reported to the Principal.

6. All injuries that are serious enough to require parents being notified irrespective of whether or not the student was sent home must be recorded and reported via CASES.

7. All injuries to head, eyes and teeth must be treated, reported to the Principal and recorded and reported via CASES. Parents or guardians must be notified immediately.

8. The following are not required to be reported via CASES:

a) Any illness that did not result from an injury, eg headache, cold, flu, stomach aches

b) Minor injuries to students that did not require notification to parents.

9. All injuries or illness, and treatment, will be recorded in the sick bay/OSHC register and a copy given to students for their parents.

10. Details of students with serious medical conditions will be readily accessed in the sick bay. The school administration will ensure that all staff members are aware of individual student medical conditions and treatment plans.

11. As many staff as possible will be first aid trained. It is essential that each learning unit must have a trained first-aider and that a trained first-aider is among staff attending camps and excursions.

12. The school will financially support staff in gaining or maintaining current recognised Level 2 First Aid qualifications. At least one OSH staff member on duty will have Level Two First Aid.

13. The following process will be employed to assess the school’s first aid needs.

Step 1. Identify potential cause of injury and illness.

Step 2 Assess the risk of injuries and illness occurring.

Step 3 Decide if training is required to meet the assessment needs.

14. First-aid duties will be shared across the staff, and will include

i. The provision of first aid commensurate with competency and training.

ii. Participation in the risk management process within the school.

iii. The provision of first-aid emergency awareness information for staff.

iv. The co-ordination of first-aid duty rosters as well as the maintenance of sick bay and first aid kits.

15. One staff member will be allocated responsibility for the overall organisation of all first aid, and one for sick bay supervision.

16. One staff member will be responsible for the maintenance of the first-aid cupboard and first aid kits. Desirably, this staff member should have first-aid qualifications of Level 2 first aid.

17. The first-aid cupboard will contain the relevant type and quantities of supplies to suit the current requirements of the school. (See Schools of the Future Reference Guide 4.5.1.4 First-aid Cabinets)

18. Students and Medication

It is necessary that teachers/OSH Co-ordinator, as part of their duty of care, assist students to take their medication required for the control of a medical condition or illness. Every student who has a medical condition or illness should have an individual written management plan provided by their parent(s)/guardian and doctor, which contains details of:

-the usual medical treatment needed by the student at school or on school activities.

-the medical treatment and action needed if the condition deteriorates.

-the name, address and telephone numbers for an emergency contact and the student’s doctor.

19. Oral Medication

Students will need assistance from teachers when taking oral medication. Parents(s)/guardian will supply medication in a container that gives the name of the student, the dose, and the time it is to be given. Staff who administer the medication will maintain a record in the medication register. The name of the medication will be clearly marked. Medication for more than one day will be locked in a cupboard, preferably in the school safe.

Analgesics will only be given with the permission of parent(s)/guardian and will be issued by a designated member of staff who will maintain a record to monitor student intake.

Steps for the care of students with epilepsy, thallassaemia, and haemophilia, diabetes and asthma are clearly outlined in the Schools of the Future Reference Guide. The school administration will ensure that all staff are aware of these steps.

20. Infectious Diseases

Principals are required to exclude students according to the accompanying table under the Health (Infectious Diseases) Regulations 1990. See 4.5.8.1 Student Health, Schools of the Future Reference Guide. Parent(s)/guardians of students not immunised will be directed to keep their children at home for the recommended period during outbreaks of diseases.

21. Blood Spills/Body Fluids

Equipment for dealing with blood spills and body fluids will be available in the sick bay. The procedures to be followed will be displayed in the sick bay.

22. Drug Related Incidents

Staff training will alert staff to the guidelines to be followed should a drug-related incident occur. Staff will be aware of procedures to be followed. These procedures will be included in the Staff handbook and displayed in the sick bay and will be developed under the following headings:

Immediate Action

Stay calm and ensure safety

Get the facts

Seek assistance

Involve the school administration

Follow Up

Inform parents

Consider the involvement of other agencies

Reviewed August 2008

STUDENT USE OF MOBILE PHONES

Rationale

In these days of modern communication it may be desirable or necessary for a student to have a mobile phone in their possession. These devices can be a distraction for the student themselves and for other students. This policy is written only to set guidelines for the student should they require access to a mobile phone before or after school, not to encourage use. Any contact between students and families during the school day will be facilitated through the office.

Guidelines

In an emergency during school hours, parents/guardians/carers will be contacted through the school office and not by a student using a mobile phone.
Students are not permitted to bring mobile phones to school without the Principal’s written approval following a signed written request from the parents.
Once on the school property, mobile phones must be switched off at all times.
The student must leave the mobile phone at the Office.
Marlborough Primary School accepts no responsibility whatsoever for mobile phones whilst in the custodianship of students at school or during any school activity.
Students using phones within school hours, misusing mobile phones within the school property or causing a nuisance with them will have their permission to have them at school revoked by the principal.
Mobile phones brought to school without prior Principal approval will be stored at the Office until collected by their parent or guardian.
Staff will be kept informed of Department of Education & Training information relating to health effects of using mobile phones.
Under no circumstances are phone cameras to be used on school property.

October 2006

STUDENT WELFARE

Rationale

To create and maintain a caring environment in which the experience of teaching and learning is enhanced for students and staff, in an atmosphere which is secure, caring and positive to all.

To develop self discipline and responsibility for own behaviour through a focus on positive relationships, rules, rewards, sanctions, and through the shared responsibility of home, school and community.

All members of the school community have rights and responsibilities. It is expected that children, staff and parents will behave in a careful and safe way, and will treat people and property with respect and consideration.

Marlborough Primary School values the individual dignity and worth.

Guidelines

Student Welfare will adhere to the current DEET regulations for maintaining safety, order and discipline.
Student Welfare involves the whole school community and all staff have responsibility for whole school student welfare.
A consistent, whole school approach should be adopted.
All members of the school community are expected to be involved and supportive of:

developing school rules, procedures and consequences as a guide to behaviour and relationships.
informing community members of these rules and procedures.
developing an understanding of them and the consequences of inappropriate behaviours.

Student Welfare will be in accordance with the Student Code of Conduct, School Rules and Consequences. The code is based on:

The right to be safe at all times.
The right to work, learn and play without harassment.
The right to be treated fairly and equally.

Marlborough Primary School and the OSHC will develop programs and strategies which foster and develop:

a) a child’s self-esteem and sense of self discipline,

b) an awareness of and a sensitivity to the feelings and needs of others,

c) pride in and care for one’s appearance, hygiene, health and fitness,

d) the ability to acknowledge and appreciate the achievements of self and others,

e) an awareness of the respective rights and responsibilities of each individual,

f) pride in and a sense of belonging to the school and community.

Socially acceptable interaction and reaction between all members of the community is expected. Marlborough Primary School does not tolerate any form of bullying or harassment. Bullying is an abuse of a person’s right to feel safe.
The teaching of values, the “Healthy Relationships Program” and “Character First” will be used to develop a sense of personal responsibility, confidence and the ability to risk take, and to develop strategies to eliminate bullying. Each year the following values should be taught; and regularly published in the Newsletter. Eg. Tolerance, Patience, Fairness, Self Discipline, Responsibility, Assertiveness, Consideration, Compassion, Initiative, Friendliness, Courtesy, Enthusiasm.
Effective communication networks to promote the welfare of the children will be set up between school, home, DEET and outside agencies. These include: Guidance Officer, Speech Therapist, Social Worker, Maroondah Hospital, Child & Adolescent Mental Health Centre, City of Maroondah Community Health Services, Department of Human Services.
Children will be guided to be responsible for their actions and helped to an understanding of their behaviour and consequences of such behaviour.

Implementation

All staff should assume responsibility for all children.
Each classroom, specialist and OSHC program will negotiate a set of class rules based on the Student Code of Conduct guidelines, with a hierarchy of rewards and consequences. Student Welfare will be discussed regularly at staff meetings and there will be periodic revision of school rules.
The school will involve parents and seek their support with welfare and management issues.
Children should be involved with a collaborative approach to the resolution of conflict which focuses on self respect, reflection and problem solving.
Teachers should adopt a positive, consistent and constructive approach to Student Welfare.
Staff will attend regular Professional Development relating to Student Welfare.
The school will be represented at Student Welfare Network meetings and feedback provided to all staff.
The Principal and Assistant Principal or designated staff member will co-ordinate Student Welfare and will liaise with counselling and support services.
The teaching of values will be achieved by:

understanding what the value means
how to practise the value
observing the value modelled
receiving positive feedback for practising the value

Values will be reported on in Student Reports.
A copy of the Student Welfare policy together with the school rules and procedures will be issued to each school family. (Newsletter).
A large copy of the School Rules and procedures will be on display in each classroom. Each child will have an individual copy of “Caring for Others”.

CURRICULUM ACTIVITIES THAT A SCHOOL UNDERTAKES IN ORDER TO PROVIDE FOR THE WELL BEING OF ITS STUDENTS.

IT IS AIMED AT ENSURING THAT THE SCHOOL CREATES AND MAINTAINS A CARING ENVIRONMENT IN WHICH THE EXPERIENCE OF TEACHING AND LEARNING IS ENHANCED FOR ALL STUDENTS.

SUNSMART

Rationale

Our SunSmart Policy has been developed to ensure that all children attending this school are protected from skin damage caused by the harmful ultra-violet rays of the sun. It is to be implemented throughout the year with particular emphasis from 1^st September until the end of April.

Guidelines

1. From September 1^st until the end of April, all children are to wear school approved hats - school legionnaire or wide brimmed hat which protects the face, neck and ears, whenever they are outdoors. Outdoors includes recess, lunch, sport, camps and excursions and Out of School Hours Care. Other items of clothing and footwear to be in line with the school dress code.

2. From September 1^st until the end of April a NO HAT, NOT PLAY policy will apply. Children not wearing hats will be restricted to the undercover assembly area at all recess times.

3. Work with parents to encourage student use of broad-spectrum water-resistant sunscreen of at least SPF 30+.

4. Encourage children to use available areas of shade for outdoor activities during recess and lunchtime, OSHC. Whenever possible class outdoor activities will be held in shaded areas.

5. Encourage staff and parents to act as role models by practising SunSmart behaviours.

6. Incorporate skin protection practices according to the stated outcomes described in the Health and Safety components of the Victorian Essential Learning Standards (VELS).

7. Positively reinforce SunSmart behaviour through newsletters, parent meetings, student and teacher activities.

8. Whenever practicable and possible, schedule outdoor activities before 11:00a.m. and after 3:00p.m. from September 1^st until the end of April.

9. Regularly review this policy as part of both school and Cancer Council’s policy review process.

Reviewed August 2008

SWIMMING

Rationale

All children, upon leaving Primary School, should be confident in the water, aware of safety and survival techniques and able to perform approved swimming strokes to the best of their ability.

Guidelines

1. The swimming program must follow the guidelines outlined in the Schools of the Future Reference Guide 4.4.4.

2. Swimming Instructors must have Teacher of Swimming and Water Safety Certificates.

3. The swimming program should be geared towards confidence, safety, survival and technique, and follow guidelines of the Royal Lifesaving Society of Australia (RLSSA) Learn to Swim Program.

4. Students are grouped according to ability.

5. The swimming program should be intensive over a given time.

6. All children from Prep to Grade 6 should be involved according to the availability of resources.

7. It is recommended that bookings be made and confirmed in writing 12 months in advance.

8. A completed Medical and Permission Form, and any other forms required by the Swimming Pool, must be obtained before children can be included in the swimming program.

9. Refunds of payments for Swimming will only be permitted when requested in writing to the Principal and with provision of a Doctor’s certificate deeming the student unfit, or other exceptional circumstances. Each request for refund will be determined on a case by case basis by the Principal.

Reviewed August 2008

TRAFFIC EDUCATION POLICY

Rationale

As children use roads and transport systems regularly it is essential that Marlborough Primary School provides a comprehensive traffic safety education from Prep to Grade 6 which includes safe pedestrian, passenger and cycling behaviour.

Education in Traffic Safety Education will provide children with appropriate behaviours and attitudes for the present and in the future as road users.

In recognition that a young child does not have the concentration and judgement skills necessary to ride a bicycle safely in traffic, the school recommends that children below Grade 4 should not ride their bicycles to school unless supervised by an adult.

Aims

To provide children with a knowledge and understanding of road traffic, transport environments and associated laws.

To develop the physical skills necessary to competently undertake tasks such as pedestrian, passenger, bicycle and public transport user safety.

To positively develop behaviours, attitudes and decision making skills to manage the traffic environment in a responsible and safe way.

Implementation

Traffic Safety Education is to be taught from a sequential school program which includes pedestrian, passenger and cycling components in line with the safety strand of the Health and Physical Education Curriculum and Standards Framework.
Where offered, the Police Schools Involvement Program be available to Grade 5 and 6 students. Membership of the Victorian Association of Traffic Safety Education Teachers 9VATSET) be required to provide continued support to the program, especially in regard to current information and new resources.
Where appropriate practical and theory sessions for children P-6 will provide experiences enabling children to progress at their own rate of learning in everyday traffic situations.
A variety of resources will be used to enhance and extend activities catering for multiple intelligences, integrated curriculum and learning technologies.
All children riding their bicycles to school are to wear securely fastened and fitted approved Australian Standard helmets. No other headgear is to be worn under the helmet.
Children must walk their bicycles within school boundaries. This includes the access path to Waters Grove and the Heathmont College grounds including the carpark.
Once children have secured their bicycles they are not permitted in the bicycle enclosure until leaving school for the day.

The bicycle enclosure

· is out of bounds during the day

· is also out of bounds to non-bicycle riders before and after school.

It is recommended bikes be locked to the stand in the enclosure.

TRANSITION

Rationale

All children starting school at the primary and secondary levels should be made to feel secure in their new environment by being fully prepared.

We recognise the need for a transition program for students moving from one learning area to another.

Guidelines

The Principal will designate staff members to be responsible for the Preparatory and Year 7 class placements.
The designated staff members will liaise with Eastern Metropolitan Regional Officer, local secondary colleges and pre-schools. Teachers will ensure relevant student information is passed between learning units.
All students enrolled in Prep and Year 7 should attend the designated Orientation Days.
All appropriate information should be circulated to parents of Prep and Grade 5 and 6 children by the designated staff member.
An Information Evening for parents of prospective Prep students will be held towards the end of Term 4, where relevant school information will be distributed.
Tours of the school will be arranged for parents of pre-school children and appropriate information distributed through local pre-schools throughout the year.
Familiarisation visits by enrolled pre-schoolers will be encouraged.
Familiarisation visits will be organised between learning units.
Parents and students may be asked to evaluate the Transition programs through a Voluntary survey.

REVIEWED: August 2008

USE OF STUDENT IMAGES POLICY

PHILOSOPHICAL STATEMENT

Images of students are integral to school magazines and school newsletters. It is also expected that parents photograph and video student performances or be provided with a recording of such events. Photographs of students also appear regularly in local newspapers.

Traditionally the circulation of these materials has been limited to the local community. However changes in modes of recording and delivery, such as having school magazines available on CD ROM or on a school intranet or website, means that access to student images has increased and, when on a school website, become worldwide.

The Information Privacy Act 2000 covers the use of personal information, that is information that identifies a person and a photograph of digital image of a student is personal information about that student. Marlborough Primary School will handle the use of student photographs with regard to privacy of the student and their family.

In general student images are used to:

· Record student participation at school and in school events

· Celebrate student effort and achievement

· Promote the school and events held by the school

These uses are a vital part of a school environment and the Information Privacy Act 2000 does not dramatically change these activities.

This policy applies to all images including posting on the internet, films and video recordings.

GUIDELINES

1. At the beginning of each school year the Principal will inform the school community of the school’s usual approach to taking and using photographs or videos of students, giving them the opportunity to request limitations on how photographs of students and other community members may be used

A statement similar to the following will be distributed to the school community via the newsletter:

“At Marlborough Primary School we celebrate the efforts of our students by mentioning their participation in school events and their achievements in our school newsletter. Occasionally photographs of the students are included. We also use photographs of students in our school newsletter along with examples of their work. Photographs of students are on our school intranet site. This site is protected and can only be accessed by school students and staff.

On the school website there are images of students but we only ever use group photographs and we never identify the student’s name, only class and year level.

We invite local press to school events and they are expected to follow school policy on the publication of photographs of students. When a story is about an individual achievement we will always seek parents’ consent before passing information or photographs to the press for publication. Unless a story features an individual child only group photos are published and students identified by first name and year only.

If you have any concerns about how photographs of your child may be used by the school please let us know.”

2. The school will not seek a ‘blanket’ consent which seeks permission to use student images as it sees fit.

3. Separate, specific written consent will be sought for the use of student images for publication on an internet website, the press or printed school promotion material.

4. The school will negotiate an agreement with the local press that student photographs will not be put on the web.

5. Separate consent will be required when using student-created work to obtain release from copyright obligations. The Copyright Act 1968 provides creators with the legal right to control the use of their creations.

6. The school may ask parents to refrain from videoing performances as this can be disruptive to a performance, and instead offer a professionally recorded video.

7. A photographer will visit the school once a year to take individual, class and team photographs available for sale to parents and for use within the school. Parents will receive information prior to this visit.

8. Class, individual and team photographs with appropriate identification may be included in the annual school newsletter. This use of photographs is reasonable, expected and consistent with the original purpose of recording student participation as mentioned in the statement distributed to each school family via the newsletter.

9. Parent consent must be informed, current and freely given.

VALEDICTORY PRESENTATION

Rationale

To celebrate the completion of their Primary School Education, the school community will provide a formal function and presentation for the Year 6 children.

Guidelines

The function should be a formal dinner.
School Council will allocate an annual budget to cover costs of the dinner.
Selected Year 5 pupils may assist.
Representatives from School Council, Parents’ Association and Staff will be invited.
A guest speaker may be invited to present a formal address.
A memento and School Certificate should be presented to each student.
The function should be co-ordinated by the Year 6 teachers.
A Management Committee will be formed in Term 3 to commence the organisation of the Valedictory Presentation. This Committee may be co-ordinated by the School Captain parents.
The Year 6 children will be involved in the planning process.
Academic Excellence / Endeavour awards to be presented.