TEMPE HIGH SCHOOL

Student Wellbeing

RESPECT SAFETY ENGAGEMENT 1

CONTENTS PAGE

1 Contents Page

2 Student Wellbeing Policy Overview

3 The Welfare Roles and Responsibilities of Staff

4 Role of Year Advisors

5 Role of Head Teacher Wellbeing, Role of School Counsellor

6 Anti-Bullying Policy within our School Community

7 Anti-Bullying Policy in Action

8 Attendance and Anti-Racism

9 School Uniform, Multicultural Education, SRC

10 Peer Support

11 Supporting Students with Disabilities

12 Supporting Students with Disabilities (continued)

13 Education Plans

14 Child Protection Policies and Procedures

15 Student Behaviour and Discipline

16 Appropriate Use of Electronic and Communications Devices

17 Wellbeing and Discipline Flow Chart

18 Tempe High School Merit System

19 Tempe High School Merit System

20 Recognition Assemblies

21 Student Health

22 Sun Safety, Road Safety

23 Nutrition in Schools

24 Nutrition in School (continued)

25 Drug Education

RESPECT SAFETY ENGAGEMENT 2

Student Wellbeing Policy

Student welfare at Tempe High has successfully fostered attitudes of respect , responsibility and

relationships within our school community. Our school supports the personal, social and learning

needs of our students and ensures their safety within an inclusive learning environment. Student

wellbeing is reflected in the way we demonstrate care and provide opportunities for our students

to be actively connected to their learning. Our students have positive and respectful relationships

and enjoy a sense of belonging to their school and community. This is shown in the quality of our

curriculum which promotes connection, success and the opportunity to thrive

https://www.det.nsw.edu.au/wellbeing/about

Anti-Bullying policy within the school community.

Attendance

Anti- Racism

Student Participation and Leadership

School Uniform

Multiculturalism

Child protection Policies and Procedures.

Student Behaviour and Discipline

Supporting Students With Disability

Out of Home Care

Supporting EAL/D Students

Nutrition in Our School

Sun Safety for Students

Road Safety

Student Health

Drug Education

CONNECT

SUCCEED

THRIVE

RESPECT SAFETY ENGAGEMENT 3

THE WELFARE ROLES AND RESPONSIBILITIES OF STAFF

IN RELATION TO THE STUDENT WELLBEING POLICY

.

Role of the Principal

To provide leadership and direction

To oversee the workings of the

Student Welfare Committee and

make decisions based on its

recommendations

To provide staff support and

opportunities for professional

development

To encourage a caring atmosphere

To liaise with faculties, parents and

the community regarding policies

and programs

Role of the Deputy Principal

To coordinate program related to

student behaviour and attendance

To liaise with staff, students,

parents and community

To support a safe, clean and

healthy school environment

To provide support for the

Principal in student welfare

matters

Role of the Head Teachers

To refer students to appropriate

persons in welfare network

To support staff in the

implementation of student

management and the level system

To promote the beliefs and

practices of the Wellbeing Policy

Role of Staff

To be available to provide guidance to any

student experiencing problems at school or at

home

To refer students to the appropriate persons in

the welfare network to liaise between student,

parents and staff

To advise students on subject selection

process

To promote the merit system in the school

Record interactions with students SENTRAL

RESPECT SAFETY ENGAGEMENT 4

Role of Year Advisers

Provide guidance

and promote the

wellbeing of

students

To support individuals through difficult times

To monitor trends in individual students

To disseminate appropriate information to school

personnel regarding issues affecting students in the

cohort.

To promote the merit system.

Assist in presentation assemblies.

Interface between

home and school

To provide the initial point of contact for parents.

To provide liaison between parents and the school

A member of the

school wellbeing

team

To attend GROWTH and year adviser meetings.

To provide liaison with the school counsellor and be

proactive in referring students of concern.

Administrator

To assist with new enrolment procedures.

To co ordinate the presentation of reports to parents.

Attendance

Monitor whole day attendance specific to Wellbeing

issues.

Issue letters/contact parents regarding attendance

concerns.

Specific duties of a

Year 7 Adviser in

the preceding year

Liaise with and visit feeder schools ( term 4)

Organise Orientation Day(term 4) and Day 1 (term 1)

RESPECT SAFETY ENGAGEMENT 5

Role of the School Counsellor

To be available to provide counselling

to any students experiencing problems

at school or at home

To liaise between students, parents,

staff, community and outside agencies

where appropriate to assist students

To assess learning difficulties

To implement and support welfare

based programs within the school

To apply to the Department of

Education and Communities for

additional support with identified needs

To liaise between high school and

feeder primary schools on the

organisation of classes and

identification of students with special

needs

To implement and support welfare

based programs within the school

To apply to the Department of

Education and Communities for

additional support with identified needs

Role of Head Teacher Wellbeing

To coordinate the operation of the

Student Welfare Policy within the school

To promote the beliefs and practices of

the Student Welfare Policy

To implement professional development

in the welfare area

To advise and assist students with their

curriculum choices

To liaise with staff, students and parents

experiencing problems at school or

home

To be available to parents to assist with

welfare matters concerning their children

at school

To liaise with the welfare network eg,

School Counsellor, Year Advisers,LaST.

To provide information to staff about

welfare needs of particular students

To lead the Welfare Team

To co ordinate the whole welfare

program

To manage student award system

RESPECT SAFETY ENGAGEMENT 6

ANTI BULLYING POLICY WITHIN OUR SCHOOL COMMUNITY

Bullying preventing and responding to student bullying in schools

GUIDELINES

Purpose: To foster a whole school culture where bullying is unacceptable.

Definition: Bullying is repeated repression, physical, verbal or

psychological, electronic of a less powerful individual by a more powerful

individual or group.

Rationale:

1. Support students who have been recipients of bullying at Tempe High School.

2. Staff and students need to be aware of strategies to identify and respond to incidents of

bullying.

3. Meet Department requirements

Aims

1. To implement and maintain a whole school approach to address the problem of bullying.

2. To increase self esteem and to build self-worth.

3. To enhance learning readiness and the learning environment.

4. To empower students to be proactive in problem solving associated with bullying.

5. To heighten awareness at a whole school level.

Outcomes:

Identify the needs of our students and develop strategies to meet these specific needs

All students to have strategies to deal with bullying, whether a victim or witness, and these

will be proactive.

All bullies to have strategies to curb bullying tendencies.

To maintain and expand on the PDHPE program which identifies types of bullying

behaviour and appropriate strategies for teachers and students to combat it.

Students to accept and value difference as a fact of life.

Regularly survey students to elicit feedback about their perception of the prevalence of

bullying, where it occurs and general satisfaction with school life.

Publish a student grievance procedure in Student diaries and Living Skills lesson material.

Produce a decrease in bullying incidents.

Staff to recognise that all incidents of bullying are unacceptable and to be proactive in

addressing this issue.

RESPECT SAFETY ENGAGEMENT 7

Anti Bullying Policy in Action

Student Program:

All students will be made aware that bullying is unacceptable behaviour and that there are

procedures in place for dealing with this problem [student diary/ living skills/ assemblies/ high

notes/ performances]

All students will adhere to school rules about bullying.

All students will participate in surveys on the occurrences of and opinions about bullying.

Prefects will participate actively in identifying and reducing the incidents of bullying and setting a

role model.

All Year 7 students participate in Peer Support, aimed at building friendships, challenging

stereotypes and encouraging assertive behaviour.

Staff Program:

Staff are active in identifying and eliminating bullying behaviour while on playground supervision,

in the corridors, in the classroom, at sport venues.

Teachers report suspected victims of bullies to Year Advisers for early intervention and

monitoring.

Teachers support and participate, where possible, in welfare programs designed to assist the

elimination of bullying [eg. Peer mediation, peer support, peer tuition/mentoring, Living Skills etc]

Staff are proactive on anti-bullying and implement strategies for combating bullying

Procedures for staff dealing with bullying incidents:

1. Teachers respond to all incidents of bullying.

2. All incidents to be passed to relevant person [outside class to Deputy Principals, within class to

Faculty Head teacher or Deputy Principal]

3. Perpetrators and victims to be reported to relevant Year Adviser for follow up/monitoring.

4. Deputy, HT Welfare or Year Adviser to inform Counsellor of all major concerns.

5. If a pattern of bullying emerges through RISC system parents are interviewed and a plan of

action implemented.

6. All physical forms of bullying will result in notice of intention to suspend and go through the

Deputy Principals.

RESPECT SAFETY ENGAGEMENT 8

Attendance

Regular attendance at school is essential to assist students to maximise

their potential. Schools, in partnership with parents, are responsible for

promoting the regular attendance of students.

Student Attendance in Government Schools Procedures 2015

Attendance Processess

Issue Strategy Who

Expectations School gives general attendance information to parents and students

School assembly and newsletter

Absent from school

School sends SMS Front office

No explanation for two weeks

Letter sent home Front office

Attendance drops below 85%%

Identified Week 4 and week 8 each term HT Wellbeing/Year adviser Strategies

YA phone home to parents

YA meet with parents

Referral to counsellor

Letter of concern sent

No improvement

HSLO intervention – Letter 1 HT Wellbeing/Year adviser

2 weeks to show improvement

Still no improvement

HSLO referral HSLO/ HT Wellbeing

20 Days Attendance

HSLO meeting with parents. Attendance Improvement plan

HSLO/ HT Wellbeing

20 Days successful

Plan complete HSLO meeting with parents HSLO/Wellbeing

20 Days unsuccessful

Plan Incomplete. Meeting with Arncliffe Office

HSLO/HT Wellbeing/ Arncliffe Wellbeing

Anti Racism

Racism has damaging effects on individuals, school communities and

society. Tempe High School plays a critical role in developing

understandings of racism, responding to incidents of racism and preparing

our students for responsible and effective citizenship in Australian

society.

Anti Racism Education - Advice for Schools

RESPECT SAFETY ENGAGEMENT 9

School Uniform

The wearing of school uniforms by students helps builds self

confidence and a sense of connection with their community.

The school uniform requirements of Tempe High School are developed in

collaboration with our community.

School Uniforms in NSW Government Schools

Multicultural Education

Tempe High School responds to the cultural diversity of our school. This

includes providing programs which promotes intercultural understanding

and community harmony and those which meet the specific needs of

students and families from culturally diverse backgrounds.

English as an Additional Language or Dialect.

STUDENT PARTICIPATION AND LEADERSHIP

SRC

The Student Representative Council exists to provide opportunities for students to address the

interests and concerns of students and to develop leadership skills.

The SRC is involved in

Improving school spirit and providing a student voice.

Facilitating workshops on topics of interest to students

Assisting the school to implement relevant departmental policies

Participating in decision making about school organisation

Identifying problems which need attention ,eg student safety

Developing negotiation and problem solving skills in students

Reviewing and evaluating school rules

Raising awareness of school priorities to enhance student wellbeing

RESPECT SAFETY ENGAGEMENT 10

Peer Support

An integral part of the welfare structure is the Peer Support Program. The overall aim is to

develop in students the understanding, attitudes and skills needed to live a healthy and safe

lifestyle. It is designed to facilitate a smooth transition from Primary to Secondary school, to build

new relationships and to provide a thorough orientation to Tempe High. Three Year 11 students

work with 12 Year 7 students once a week on structured activities throughout term one. Activities

allow students to practise effective strategies for: communication and listening, relationship

building, decision making, problem solving, assertive behaviour, empathy with others and conflict

resolution.

RESPECT SAFETY ENGAGEMENT 11

SUPPORTING STUDENTS WITH DISABILITY

NSW Department of Education Inclusion Action Plan 2016-2020

Purpose -

To Provide support and assistance to students having difficulties

accessing the curriculum due to disabilities, disorders and/or syndromes

Definition -

Students with special needs, for the purposes of this policy, include:

students with mental health problems [eg depression]; students with medical health issues [eg

autism, Asperger, dysgraphia, dyslexia] information processing difficulties, language disorders,

sensory impairments and students living in difficult circumstances.

Rationale -

Some students have special needs as a result of disabilities, disorders, syndromes,

circumstances at Tempe High School

These students will require support and assistance to realise their potential

Staff, students and family need to be aware of strategies to identify and respond on an

individual needs basis

Meet Department requirements

Aims -

To improve the learning environment and learning outcomes for students with special

needs

To implement and maintain a whole school approach to address the specific needs of

students with disabilities, disorders, syndromes

To implement and maintain an active and confidential Register of Students with Special

Needs.

To advise at the beginning of every school year of students with special needs that they

will be teaching

To empower students to be proactive in problem solving associated with problems they

may encounter such as bullying

To heighten awareness at a whole school level

To provide skills and strategies and a support network to enhance learning, social and

emotional outcomes for students with special needs.

To establish a mentoring program with the aim of establishing a long term support person

for a student with special needs.

RESPECT SAFETY ENGAGEMENT 12

Outcomes -

Identify the needs of our students and develop strategies to meet these specific needs

All students with special needs to have strategies to deal with Issues related to their

specific requirements which will be monitored by a mentor, Year Adviser, HT Welfare,

Counsellor and assisted by external agencies [parents, medical professionals etc] where

necessary

Teachers to recognise that all students require ongoing, individual assistance

To improve home and school liaison

Staff program -

Relevant training be made available to all teachers of students with special needs to

improve learning outcomes

Staff to be active in reporting potential learning difficulties in students

Teachers to be active in implementing individual learning programs for Students with

special needs

Teachers to report/advise positive and negative outcomes to Year Adviser for early

intervention, monitoring and/or change of direction

Teachers help formulate and support the individual student with special needs learning

program.

Year Advisers, Head Teacher Welfare, or Counsellors will maintain regular contact with

parents and guardians and feedback to teachers as required.

Teachers will attend crucial planning meetings

Procedures for Students -

Students to make it known to Year Adviser if they are experiencing difficulties in learning

or at home

Students to understand that assistance is available if the school is aware of your

needs/difficulties. Report to Year Adviser, Head Teacher Welfare, Counsellor or trusted

teacher and let them know the difficulties being experienced.

Individual Learning Programs developed for students who have been identified as having

a disability.

Procedures for Parents -

If a parent suspects their son/daughter is in need of assistance or has an

existing/identified problem please

a. a. Contact year Adviser and they will liaise with counsellors and Head teacher of

Welfare, student’s teachers, agencies and parent/guardian

b. The school will liaise with parents on a regular basis for as long as required

RESPECT SAFETY ENGAGEMENT 13

Education Plans

The education plan identifies:

the academic, social, behavioural, emotional and wellbeing needs

strategies for achieving the identified outcomes for the student and what is needed to achieve them, taking into account available resources

who will be responsible for implementing the strategies or providing identified resources

the timelines for implementing the plan

monitoring strategies and responsibility

review dates, including annual review date of the education plan.

The education plan should:

outline a meaningful educational program which builds on and responds positively to the student’s learning history including their life experience, cultural, linguistic, religious or spiritual beliefs, gender and socio-economic background

be age and developmentally appropriate

be flexible and future-orientated

support the student to access and participate in education on the same basis as all other students to achieve improved educational, social and behavioural outcomes

aim to retain the student at school

clearly articulate roles and responsibilities

provide/document information on student progress

contain a record of important decisions and actions

be reviewed on a regular basis according to the needs of the student be developed by teachers in collaboration with the student, carers, caseworker and other relevant staff

the learning support team oversees the development, review and monitoring of the education plan. It is a collaborative process which should involve key people including:

the student

the principal or nominee

the teacher

year advisor, head teacher welfare and other staff such as learning and support teachers.

school counsellor, if applicable

the carer

the caseworker

other professional staff (for example, speech therapists) and designated non government agencies, where appropriate.

RESPECT SAFETY ENGAGEMENT 14

STUDENT BEHAVIOUR AND DISCIPLINE

CHILD PROTECTION POLICIES AND PROCEDURES

Tempe High School is a protective and caring school environment that ensures student safety, welfare

and wellbeing.

Protecting and supporting children and young people procedures

The NSW Government plan Keep Them Safe: A Shared Approach to

Child Wellbeing ‘recognises that caring and supporting children is first

and foremost the responsibility of parents, families and communities.

When Government support becomes necessary child protection is not

the sole responsibility of Community Services but a collective

responsibility’.

Home | Keep Them Safe

Keep Them Safe: A shared approach to child wellbeing is the NSW Government's five-year (2009-14) action plan to re-shape the way family and community services are delivered in NSW to improve the safety, welfare, and wellbeing of children and young people.

The goal of Keep Them Safe is that "all children in NSW are healthy, happy and safe, and grow up belonging in families and communities where they have opportunities to reach their full potential".

Working with Children Check

These procedures apply to people who are employed or engaged

(or who are seeking to be employed or engaged) in child-related

work in the NSW Department Education including the TAFE

Commission who are 18 years of age or over.

RESPECT SAFETY ENGAGEMENT 15

Tempe High School supports the learning, wellbeing and safety of all students. Collaboration

between staff, students and parents/carers is fundamental to maintaining positive student

behaviour and effective discipline in public schools.

….holding offenders directly accountable to the people they have violated, and providing a range

of opportunities for dialogue, negotiation and problem-solving, which can lead to a greater sense

of community safety, social harmony and peace for all concerned.

Mark Umbreit, 1996

The aim of restorative practice is to constructively and positively address individual student

behaviour in ways that emphasises both support and repair through a restorative approach.

Restorative practice places individual responsibility for inappropriate behaviour in the immediate

context of relationships within the school community. Whether those relationships be with peers,

staff or the wider school community, it is important to restore relationships in ways that

demonstrate mutual respect with the aim of making a long term difference. Support is offered

through the various structures within the school (which include faculties, the welfare team, the

learning support team, school counsellor and the executive) to assist students take responsibility

for their own behaviour.

The restorative practice model seeks to develop strong relationships based on mutual respect

and to restore a sense of belonging to the school community. Disciplinary consequences

therefore centre on ‘working WITH’ students making them accountable in an active way, rather

than simply ‘doing TO’ students by handing out punishment. The impact of inappropriate

behaviour on others is the basis for decisions on disciplinary consequences which are

constructed to create opportunities for learning. Restorative processes solicit feelings from

teachers, parents, school staff and other students so that a student can understand the impact of

their behaviour. Students must also help to repair the relationship and to take responsibility for

the true consequences of their actions.

A Whole School Restorative approach can contribute to:

APPROPRIATE USE OF ELECTRONIC AND COMMUNICATIONS DEVICES

• Happier and safer schools. • Mutually respectful relationships. • More effective teaching and learning. • Reducing exclusion/ suspension. • Raising attendance.

RESPECT SAFETY ENGAGEMENT 16

Tempe High School believes in creating and maintaining a sense of safety and privacy for

students and staff in the school setting. We recognise that consideration must be given to the

legitimate uses of electronic devices which have provided an increased sense of safety and

security for students and parents. The ordinary use of these devices can be extremely disruptive.

The interruptions and distractions caused by electronic devices can interfere with the educational

process and a teacher’s ability to conduct class in an orderly fashion. With the continued

expansion and wide range of use of communication technology devices, implications have arisen

related to safety, privacy, and the intrusive nature of such devices. Therefore it is important to

govern the use of these devices to ensure the safety of staff and students as well as the

teaching/learning environment in Tempe High School. This regulation applies to personal

electronic devices and is understood to include: • mobile phones • video/camera mobile phones

• personal digital assistants (PDA’s), i.e. digital organizers such as palm pilots, wireless

PDA/telecommunications hybrid devices such as the Blackberry, pagers) • any camera or video

camera,- digital and conventional sound recording devices (digital voice recorders, I Pods etc) •.

It is also understood to include newly developed devices employing any form of technology that

provides any device with similar image taking, eavesdropping/listening and communications

capabilities. This regulation applies to students, staff, parents/guardians, volunteers, service

providers and visitors in all Tempe High School. This regulation does not prohibit the use of an

assistive device by a special needs student where the use has been authorised by the student’s

individualised education plan or by the school principal or designate. Staff will notify students

and parents/guardians in cases of emergency. For the purpose of this regulation, authorised use

of electronic devices refers to situations where permission is given by the Principal or designate

to use such devices.

Students are prohibited from the unauthorised use of electronic devices (above) in schools at all

times. This includes classes, corridors, offices, libraries, labs and specifically, areas where there

is an increased expectation of privacy such as change rooms and toilets. When not authorised

for use, all electronic devices must be turned off and out of sight while in the school building.

Staff may confiscate any electronic device - unless authorised for use - that is visible, that rings

or beeps, or is otherwise in use in the school. If an electronic device is confiscated, it may be

returned to the student at the end of the day or it may be held by the school until a parent is able

to pick it up. Students may not photograph staff, students or buildings of the school without the

express consent of a staff member. It is never acceptable to post pictures on a website. Where

a student uses the internet or other technologies to threaten, harass, or demean another

member(s) of the school community, the student may be subject to disciplinary procedures.

Parents may be contacted. Police may be contacted. Electronic devices with communication

capabilities (mobile phones, digital cameras, etc.) may not be carried or in the possession of

students during examinations or other types of assessments.

Any student found using electronic devices during examinations or other types of assessments

will have the device confiscated and may face any consequences related to cheating. This

regulation does not prevent the use of surveillance devices authorised by the Department of

Education and Training or Principal that may be used from time to time for safety and security

purposes. Tempe High School personnel are not responsible for lost, stolen, or damaged

electronic devices.

RESPECT SAFETY ENGAGEMENT 17

Wellbeing and Discipline

RESPECT SAFETY ENGAGEMENT 18

TEMPE HIGH SCHOOL MERIT SYSTEM

AWARD COLOUR AWARDED FOR WHAT DO I HAVE TO DO? ISSUED

MERIT

AWARD

White Effort in Class Achievement in

Class Quality of Class

Work Co-operation in

Class Improvement in

Learning

Outstanding Achievement or Work

Your very best in class

Demonstrate classroom

expectations

Classroom

Teacher

FACULTY

AWARD

Maroon 5 Merit Awards in the SAME

subject

Or

Nominated for recognition

Hand in your 5 White Merit

Awards to the Head Teacher of

that Subject

Head Teachers

of Faculties

Recognition

Assembly

YEAR

ADVISERS

AWARD

Maroon 5 White Merit Awards for

any of the following:-

Achievement in different subjects

Effort Quality of Work Co-operation Improvement in

Learning/Behaviour Citizenship Community

Involvement Performances S.R.C. Work Being a Buddy

Hand in your 5 White Merit

Awards to the your Year

Adviser Year Advisers

CERTIFICATE

OF

EXCELLENCE

(No Maximum)

Silver 3 Faculty Awards

or

3 Year Advisers Awards

or

3 Mixed Maroon Awards

Take your 3 Maroon Awards to

Ms White Head Teacher

Welfare

Or

Presented at Recognition

Assembly

Ms White

Presentation

Assembly

PRINCIPAL’S

AWARD

Gold 3 Certificates of Excellence

Awards

Take your 3 Silver Awards to Ms White

Presentation Day

Principal

RESPECT SAFETY ENGAGEMENT Page 19

RESPECT SAFETY ENGAGEMENT Page 20

Recognition assemblies

Term 2 (Early) we recognise best performer so far in each class

Term 3 (Early) we recognise most improved (encouragement)

These awards will be faculty awards via the nominations sheets located

(R:\Executive\prizewinners\faculty name). Head teachers enter the data on these sheets

and the HT Welfare will collate the data for the recognition assembly The data must be

entered by the end of term for the collating and printing of awards.

Faculties and year advisers will still issue awards as per policy and recorded on SENTRAL

Students with awards can still approach Ms White to get silver awards at any time so that

students do not have to wait a whole 2 terms before they get their award. The principal will

sign these and note that they are completed on SENTRAL to ensure that they are not

issued twice.

We need to ensure that awards are stamped or signed on the back so that they are not

reused

Gold and Silver Awards will be collated for the Award Picnic in Term 4

RESPECT SAFETY ENGAGEMENT Page 21

Student Health

School practices and programs relating to student health are implemented within a framework

provided by the Work Health and Safety Act, 2011 and the Common Law. Tempe High School

promotes the healthy development of students and protects the health and safety of those with

health care needs. At Tempe High School we:

take all reasonable steps to keep students safe at school

support students in arrangements to have their health care needs met so that they can

participate in their learning program

administer prescribed medication in response to parents' written requests following

consultation with staff and parents and the supply of necessary medication and consumables

by parents

administer specific health care procedures in response to parents' written requests following

consultation with staff and parents and the supply of necessary medication and consumables

by parents

share medical information with others who need to know emphasising the need to use it

sensitively and confidentially

develop an individual health care plan where required or where the principal determines it

will be helpful

provide emergency care

provide support for staff to access relevant allowances and training.

Where training is needed it is essential for all staff who are likely to be called upon to

administer prescribed medication or health care procedures in an emergency, to be

appropriately trained by a suitable qualified person.

Parents are expected to:

cooperate with the school on student health matters

inform the school of the health needs of the child at enrolment or when health conditions

develop or change

liaise with the child's medical practitioner about the implications of any health condition for

their schooling and convey advice and information from the medical practitioner to the

school

if required, provide prescribed medication and 'consumables' for administration by the

school in a timely way and as agreed with the principal

where relevant, collaborate with the school in planning to support the child's health needs

at school including updating information and reviewing plans.

Anaphylaxis procedures for schools

Supporting Student Health - Forms and Letters

RESPECT SAFETY ENGAGEMENT Page 22

Sun Safety

By reducing exposure to the sun and increasing the uptake of sun safe strategies, schools can make a significant contribution to community efforts to reduce skin cancer and related skin damage.

Tempe High School support students to understand why sun safety is important and to take

action to protect themselves such as:

wearing sun safe hats, clothing and sunglasses

seeking shade during peak UVR times during the school day

wearing SPF 30+ (or higher) sunscreen.

Encouraging students to practise sun safety is a shared responsibility. Whether in the backyard

or on the beach, children and young people should wear a sun safe hat and sunscreen. By

practising sun safety at home, parents and caregivers support the messages taught at school

about sun safety.

Children and young people will come to appreciate the importance of sun protection not only

during their schooling, but also throughout their life.

Road Safety

Tempe High School ensures that:

road safety education is taught in each stage as part of Personal Development, Health and Physical Education (PDHPE) K-10

driver education is taught as part of Personal Development, Health and Physical Education Syllabus 7-10 reasonable measures are taken to protect students against risk of injury or harm.

Safe travel

We encourage all students, parents and carers to be safe travelers on the way to and from school.

Riding Public transport Walking Car travel Excursions

Keeping Our Kids Safe Around Schools

RESPECT SAFETY ENGAGEMENT Page 23

Nutrition in schools School nutrition plays a significant role in improving the health and wellbeing of students.

Activities and programs within the school setting relating to or involving food and drink are

considered on the basis of being a vehicle to model and promote healthy eating and good

nutrition to parents, visitors, staff and students.

Tempe High School’s nutrition education is part of the Personal Development, Health and

Physical Education (PDHPE) key learning area and is mandatory for all students from 7-10.

Teaching and learning and all class activities in all other key learning areas reinforce healthy

eating and good nutrition wherever possible. The school follows the Fresh Tastes @ School

Canteen Menu Planning Guide and Policy and whenever we provide food or drink, including

excursions, camps and school functions, staff ensure the items conform to these guidelines

and the strategy.

The school’s canteen has implemented the Fresh Tastes @ School - NSW Healthy School

Canteen Strategy and follows the guidelines. Menus are regularly submitted to the NSW Food

Authority of their food activity details for endorsement. The school’s canteen provide a safe

and hygienic food service and comply with the Australia New Zealand Food Standards Code,

Food Act 2003 (NSW) and Food Regulation 2010 (NSW).

The canteen at Tempe High School conforms to the Fresh Tastes @ School Canteen Menu

Planning Guide with regards to sugar sweetened drinks. There is a coloured coding system

for red coded ‘occasional’ foods. With sugar foods and drinks that exceed the nutritional

criteria for ‘occasional’ foods these are not permitted for sale in our school. School activities

that involve the provision of food will address the requirements of the Anaphylaxis Procedures

for Schools. The canteen also is sensitive to and respectful of the religious requirements of

the customers they serve and source appropriate foods to prepare.

Fresh Tastes at School

RESPECT SAFETY ENGAGEMENT Page 24

Healthy Choices for excursions

•Teacher designs the excursion considering the Guidelines about food and drink and includes this on parental permission forms

•Teacher checks list of participants for their Health Plans for allgery information and acts /orders appropriately

Activities where the school provides foods and drinks

•The executive make decisions about activities and events to run and the food choices these will include

•Proformas to be devised which state the salient information about the NSW Guidelines. Parents to be advised of "Occasional foods" if these are to be included in the event organisation

The Canteen at Tempe HS

•The Principal or delegate will meet with the canteen operators to view the report issued by the Dietician's Association of NSW - a mandatory governing association who issue authorisation to trade as being a Healthy Canteen

•The DofE's "Nutritian in our Schools" documents to be used to assess, appraise & account for the suitability of menu items

RESPECT SAFETY ENGAGEMENT Page 25

Drug Education

Tempe High School implements appropriate responses to drug related incidents, with an

emphasis on prevention through drug education and safe and supportive school environments,

and intervention and support for students who may be involved.

Drugs in School - Procedures for Managing Drug Related Incidents

The resource supports students to explore and further develop their

understandings of, and skills in managing issues concerning legal and

illegal drugs.

Curriculum

The Personal Development, Health and Physical Education (PDHPE) syllabuses outline the drug

education knowledge, skills and understanding that are to be taught to all students from

Kindergarten to Year 12.

Years 7 to 10

In Years 7 to 10 students have opportunities to consolidate and extend what they have learnt in

primary school.

Students learn:

about the physical, legal and social consequences of drug use and misuse

to analyse influences and reasons why people choose to use or not use drugs

to examine the risks associated with drug use and misuse

to recognise potentially risky situations and plan ways to reduce harm

to analyse the influence of the media, especially strategies aimed at young people

to identify support agencies.

Crossroads

Crossroads is designed to help senior students address issues of health, safety and

wellbeing at a time when they face significant changes and challenges in their

lives. Crossroads aims to prepare and support these students as they encounter situations

related to identity, independence and their changing responsibilities

What is Effective Drug Education