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TRANSCRIPT
THE SCHOOL TEAM
PARENT HANDBOOK
2019 EDITION
Telephone:3358 2344
E-mail:
Website:
www.holyspiritnewfarm.qld.edu.au
The Corporation of the Trustees of the Roman Catholic Archdiocese of Brisbane
TABLE OF CONTENTS
GENERAL INFORMATION
3 - 8
Message from Principal 3 Vision Statement
4
Statement of Religious Character
5
School Team
6
School Hours 6
School Term dates – 2019 6
School History 7
ENROLMENT POLICY 8-9
SCHOOL FEES 9-11
FEES CONCESSION POLICY
10
PRIVACY POLICY
12
LEARNING AT HOLY SPIRIT
13-22
ADMINISTRATIVE MATTERS
22-28
BEHAVIOUR LEARNING
29-33
PROGRAM ACHIEVE
34
BULLYING POLICY & PROCEDURES
35-38
HOMEWORK POLICY
39-40
GRIEVANCE POLICY & PROCEDURES
41-42
MISSION – FAITH POLICY
43
ANAPHYLAXIS POLICY
44
COMMUNITY POLICY
45
CURRICULUM POLICY
46
SUNSMART POLICY
47-48
SCHOOL PRAYER
49
A MESSAGE FROM THE PRINCIPAL.
Dear Parents/Caregivers,
Welcome to Holy Spirit School, New Farm.
The decision to enrol your child in school is an important one. The need to be informed and make an informed decision is a responsibility you carry. I hope that this handbook will be an aid in this process for you and it will provide an insight into processes and procedures at Holy Spirit School.
Holy Spirit School is a Catholic school and belongs to the systemic schools of Brisbane Catholic Education as a Parish school. As such it is committed to Gospel values and the development of a Catholic ethos in the context of New Farm Parish.
Our school aims to develop the whole person – intellectual, emotional, physical, social and spiritual. This is undertaken in an atmosphere of care and support, with a concept that learning is enjoyable and motivates students. We believe that the learning environment we establish nurtures your child’s gifts.
Schools do not succeed by themselves. All research indicates that parents have a critical role to play in the education of their child. To this end we like to work in partnership with parents; with teachers providing the lead due to their professional expertise. A co-operative relationship between home and school is essential.
Our school is diverse in almost all aspects. We have a diverse cultural mix of cultures present. Differing religious faiths are present, not just Catholic or Christian. Families of all economic backgrounds are members of our school. We are proud of this diversity and take opportunities to celebrate our community. Tolerance is not taught but lived here at Holy Spirit School.
Our quality staff know each child by name and character. The personal approach is a strong feature of the teaching-learning process. All staff are committed to progressing the learning and development of your child.
We look forward to you contributing to our vibrant and life-giving community.
With every good wish,
Kim Davis
Principal
Our Vision
Our vision is for an inclusive school with a welcoming Catholic faith community embracing hope, quality teaching & learning, tolerance
and understanding of difference.
Through the ideals of Catherine McAuley of service, dignity and compassion and by living the Gospel of Jesus, we aim to empower learners of all ages to embrace challenge, transform and enrich our world ‘to know what is right’.
Our mission
We will achieve this Vision by:
· providing our whole community with Christ-centred experiences by being positive and compassionate role models focused on the Gospel values.
· building positive relationships within our school, parents, Parish and wider community, embracing love, compassion, justice and respect for all.
· equipping our children with a desire for learning and encouraging them to be the best that they can be.
· supporting spiritual, intellectual, emotional and social growth in an environment where they are confident, safe, valued for their individual abilities, background and aspirations.
· supporting staff to continue to develop their knowledge and skills to implement best practice in teaching and learning.
· encouraging and seeking opportunities to enhance our educational service and facilities as evidenced by current research and data.
Our mission is supported by the following values built into the school community as our ‘Five Keys to Success’ program:
Confidence, Resilience, Persistence, Getting Along and Organisation.
May 2015
STATEMENT OF
SPECIAL RELIGIOUS XE "Religious" CHARACTER
Holy Spirit School New Farm acknowledges the Turrbul people as the first owners of the land now occupied by the school. Catherine McAuley the founder of the Sisters of Mercy valued service, dignity and compassion which continues to live through the school community, her story enables us to equip our children as life long learners. Pride in our school is celebrated in the school song, prayer and class liturgies. Holy Spirit School is committed to the sustainability of our local and world environment through quality teaching and our vision and mission.
THE SCHOOL TEAM
PARISH PRIEST:Fr Ignacio Gutierrez
PRINCIPAL:
Mrs Kim Davis
AP-RE:
Mrs Sue Williams
PRIMARY LEARNING LEADER: Mrs Jo Stower
TEACHERS:
Mrs Mischelle Devitt
Miss Gabi Yates
Mrs Tania Jeffrey
Miss Stephanie Knott
Miss Courtney Pobar
Miss Cecilia Bozzi
Miss Zoey Secco
Mrs Gina Mooney
Mr Troy Giess
Miss Lucy Tuttiett
Mrs Brenda Partridge
Miss Emily Patroni
TEACHER LIBRARIAN:Mr Peter Drew
LOTE TEACHER:
Mrs Ruth WongESL TEACHER:
Ms Aleese Cini
ART TEACHER:
Mrs Georgia Jones
MUSIC TEACHER:
Mrs Rosemary La Spina
GUIDANCE COUNSELLOR: Ms Maria Kazovsky
SECRETARY:
Mrs Monique Heck / Mrs Anne-Maree Power
FINANCIAL SECRETARY:Mrs Mandy Hodge
SCHOOL OFFICERS:Mrs Tracie Tello
Mrs Tracey BarkerMs Agata Nucifora
Mrs Leonie Roberts (WHSO)
**********************************************************************************************************
SCHOOL HOURS
8.30 - 11.00
FIRST SESSION
11.00 - 11.40
FIRST LUNCH
11.40 - 1.25
SECOND SESSION
1.25 – 1.55
SECOND LUNCH
1.55 - 3.00
THIRD SESSION
TERM DATES for 2019
Term 1 Wednesday 30 January to 5 April
Term 2 Tuesday 23 April to 28 June
Term 3 Monday 15 July to 20 September
Term 4 Tuesday 8 October to 6 December
PUPIL FREE DAYS
Term 4: Monday 21 October
SCHOOL HISTORY
New Farm’s origins begin with the convict days of Brisbane colony. The area was used, some 400 acres to cultivate maize, potatoes, pumpkins and the like. The area became known as the new farm and ultimately New Farm. The first buildings appeared in 1847.
In 1923, when a house was brought to be used as a Mass centre, New Farm began to be developed as a part of the Valley parish.
Holy Spirit Church was opened on June 1st 1930.
Holy Spirit School, with Sister Mary Benigna in charge, assisted by Sister Mary Paul and Sister Philomene, opened on Monday July 7th 1930. The school opened with seventy-nine students, two-thirds girls; one-third boys. It had classes for infants, junior and senior classes. The existing Mass centre was used for school until 1937.
A new school building was erected in 1937 to replace the old building. This building is still standing and is the main section we use for classes today. (the two storey block) It was blessed and opened by Archbishop Duhig. “A large and distinguished gathering assembled, and amongst the guests was His Lordship the Administrator-Apostolic of Kimberley, who delivered an inspiring address to the people.” (The Catholic Leader, Sept 30 1937) It cost four thousand pounds, paid for by the generosity of the parish and anonymous donors.
Extensions were made to the building in 1959, which is the ground level block you can see from Villiers Street. Holy Spirit Hall was opened in 1966 as a Memorial Hall. The Resource Centre, Resource Centre annex and tuckshop area were opened in November 1984 and the Resource Centre dedicated to Sister Rosita Williams.
The Convent (now Prep & Yr 1 classrooms) was opened in 1970 and until 2002 was home to some religious. In January 2003 the Convent was refurbished as a Preschool / Year 1 facility. In 2004 the school administration area, staffroom and 2 downstairs classrooms were refurbished. In 2006 the remaining upstairs classrooms were refurbished and a Resource Centre was developed downstairs in place of the original classrooms. The Parents & Friends Association completed air-conditioning the school in October 2006. In 2010 the library was extended and the hall and tennis court experienced extensive refurbishment. In 2012 two new classrooms were built under the existing Prep classrooms to accommodate increasing enrolments. Future building works are planned to build more classrooms to accommodate the families that are wanting their children to come to Holy Spirit School.
The school motto: “To Know What Is Right” is part of the rich cultural tradition that has always been with the school.
ENROLMENT POLICY
Our mission at Holy Spirit School is to provide a holistic education, synthesising the Catholic faith, human life and culture for children with Christian values being central to the process. To enable the Catholicity of the school to be maintained sufficient numbers of the school community should be Catholic.
A clear commitment to the ethos of the school is essential for all wishing to enrol. The school will be open and welcoming to all who wish to join it, providing it has the capacity to cater for the needs of the student.
The school has a vital role in the life of the parish and its ongoing development. Attending Holy Spirit School is regarded as integral to the faith development of young Catholics and their families.
Where vacancies exist, enrolment preference will be given to the children of:
1. Siblings of existing families who already belong to the school community.
2. Catholic families who belong to Holy Spirit Parish community.
3. Other Catholic families.
4. Other families who value the Catholic ethos of our school.
ENROLMENT POLICY GUIDELINES IMPLEMENTATION
AVAILABILITY OF A VACANCY
The principal will determine the availability of a vacancy.
ENROLMENT AGE
To be eligible to enrol in the Preparatory Year in 2020, a child must be born between 1 July 2014 and 30 June 2015.
A child’s birth certificate and baptismal certificate must be presented at the time of enrolment.
ENROLMENT APPLICATIONS
It may be necessary to use the date of application to assess applications of equal merit.
The submission of an enrolment application indicates the intention of parents to support school policies and policy guidelines.
No enrolment is accepted until an interview with the school authorities takes place, and it is evident that the policy requirements are fulfilled. Following the interview a placement will or will not be offered, dependent upon vacancies and compliance with the Enrolment Policy.
Please note that Prep is the entry point for Holy Spirit School and a Waiting List may apply for entry into any year level.
CHILDREN WITH SPECIAL NEEDS
Enrolment of children with special needs will be processed according to guidelines established by Brisbane Catholic Education.
CHILDREN TRANSFERRING FROM OTHER SCHOOLS
Children transferring require a transfer certificate from their previous school prior to enrolment.
SCHOOL FEES
School fees are posted to parents/caregivers each term and are 14-day accounts. School fees usually change each year in accordance with the policy of the Archdiocese.
Accounts are issued by term – 4 terms per school year. The fees are reviewed periodically.
The 2019 fee structure is as follows:
2019 Yearly Fee Summary
Yearly Fees
1 Prep
$3847
1 Primary
$3469
2 Primary
$5019
3 Primary
$6067
1 Prep + 1 Primary
$5397
1 Prep + 2 Primary
$6445
2 Prep + 1 Primary
$6823
These fees do not include charges for Camps. As a guide the following estimates are given:
Year 6 (Canberra)$1500
Year 5 (Currumundi) $ 300
Please contact the office for other fee calculations.
For new enrolments an enrolment fee of $150 per family is charged upon enrolment and is non-refundable.
This Parish school is a Catholic systemic school belonging to the Archdiocese of Brisbane. As such fees are set and a central levy is paid. Further the school follows the conditions that apply to all schools in the state. The school has a building fund, which it needs to maintain capital works. Contributions to this fund are compulsory.
We also are aware that from time to time some parents find themselves in financial difficulties. With this in mind, our aim is that no Catholic student will be denied a place in our schools due to parents genuine inability to pay full or even part fees.
Unless there is an agreement for fee concessions at enrolment, the acceptance by parents of a position at Holy Spirit School assumes the ability to pay fees in full. Future concessions can be considered only in cases where children have already enrolled and where financial circumstances have subsequently changed in such a manner as to make fee adjustments necessary. Concession of Fees will be on tuition and capital levy only and must be applied for at the beginning of each year.
It is appreciated that changing family circumstances will sometimes require that a student transfer to another school. Fees will be payable for the whole of the term or part thereof in which the enrolment is terminated, except in cases where fair notice is given or where it is deemed that fair notice was impractical.
FEES CONCESSION POLICY
Procedure:
1. Families wishing to apply for concessional fees should do so on the form “Application for Concessional Fees” obtainable from the school office.
2. Parent/s or guardian/s requesting concessions must provide evidence of gross income, tax and housing costs. Pay slips and Centrelink statements are acceptable evidence of income, and rental receipts or bank society statements and rate notices as evidence of housing costs.
3. Where the Principal is satisfied with the documentary evidence provided, a concession may be granted without necessitating an interview.
4. If there is a perceived problem on the part of either party, an interview may take place.
5. The application and/or interview process is aimed at determining a just and equitable fee which is within the family’s ability to pay.
6. No allowance is made for repayments on such items as holiday houses, luxury cars, investment houses, pools etc.
7. Once a fee concession is granted, it is essential that this commitment is honoured in full and on time. If family circumstances change the school must be informed.
8. All Concession fees will be paid through Direct Debit.
9. If concessions are required beyond the current year, new arrangements must be negotiated each school year.
10. The school is willing to arrange different methods of payment if this is a help to the individual family.
11. Unless prior arrangements have been made, the school expects that agreed fees will be paid by the due date. All concession fees will be linked through Direct Debit so a regular commitment is made. If there is a problem in meeting this deadline, a letter of explanation should be sent to the Principal.
12. Any concessional fee arrangements may be reviewed by the Parish Priest.
SCHOOL FEES BILLING PROCEDURE
1. An account of full fees and levies will be issued by the School in the first week of each term, payable within 14 days of issue.
2. Any arrangements to vary the terms of payment must be made with the Finance Secretary.
3. Reminders on overdue accounts will be processed within seven days after the due date.
4. Accounts which remain outstanding 14 days after the due date will be dealt with in one or more of the following ways:-
* Letter from the Principal
* Phone contact by the Principal
* Interview with the Principal
5. Where accounts still remain unpaid three months after due date and no appropriate arrangements have been made to pay the agreed fee, the account will be placed in the hands of a debt collector.
6.Once in the hands of the Debt Collecting Agency and fees are not settled following their process, the continued enrolment of your child at Holy Spirit School will be reviewed.
PRIVACY POLICY
Information we collect
Our school collects and records personal, sensitive and health information from students and parents/guardians before and during the course of a student’s enrolment at our school.
Purpose of collection
The primary purpose of collecting and recording this information is to enable the provision of quality Catholic education. In addition, some of the information we collect and record is to satisfy the school’s legal obligations, particularly to enable the school to discharge its duty of care to students and parents/guardians. This information may also be used for appropriate parish purposes.
Disclosure of information
This information may be disclosed by us for administrative and educational purposes to others including, but not limited to, personnel within Brisbane Catholic Education Centre, other systemic schools, medical practitioners, people providing services to schools, such as specialist visiting teachers and consultants.
Our privacy position
Brisbane Catholic Education is bound by the Privacy Amendment (Private Sector) Act 2000, and has adopted the ten (10) National Privacy Principles. A privacy statement detailing Brisbane Catholic Education’s practices and procedures for the use and management of the personal, sensitive and health information it collects and records can be accessed on the Brisbane Catholic Education website – www.bne.catholic.edu.au. Alternatively a hard copy of the statement may be provided on request.
Information required
If we do not obtain the personal, sensitive or health information referred to above, we may not be able to enrol or continue to enrol your son/daughter.
By completing and submitting this application for enrolment form you have confirmed your understanding of and agreement with the above.
Learning at Holy Spirit
The implementation of the Australian Curriculum began in 2011. All classes from Prep to Yr 6 teach the Australian Curriculum in English, Maths, Science, Technologies, The Arts and HASS. It is our aim to provide teaching and learning programs that assist learners to develop the roles for life-long learning. These skills, attitudes and the ability to continue learning are common to all learning areas and permeate the curriculum at Holy Spirit School. These overall learning attributes describe the lifelong learner as someone who is a:
· reflective, self-directed learner
· community contributor
· quality producer
· leader and collaborator
· designer and creator
· effective communicator
· active investigator.
Therefore, curriculum at Holy Spirit School is currently organised around the following nine key learning areas:
· Religious Education [R.E.]
· Mathematics
· English
· History & Social Sciences
· Science
· Health and Physical Education [HPE]
· Cultural Literacy and Languages other than English [Chinese] [LOTE}
· The Arts [Media, Music, Visual Arts and Design, Drama, Dance]
· Technologies
Religion
Keeping in mind the vision of Catholic Education and the ethos of Holy Spirit school, religious education is an integral part of the curriculum and life of the school.
Religious education aims to develop student’s religious literacy in the light of the Catholic tradition. This aim promotes the development of knowledge, skills and values, which students need to participate critically and effectively in the life of their faith communities and the wider society.
The Brisbane Catholic Education Religious Education curriculum has been granted the Imprimatur by Archbishop Mark Coleridge for use in all schools in the Archdiocese of Brisbane. This curriculum document describes the core content that is to be taught and is therefore the starting point for the planning, teaching, learning and assessing of Religion in schools.
The four strands of the Religion Curriculum P-12 are:
· Sacred Texts
· Beliefs
· Church
· Christian Life
The strands are interrelated and their content is taught in an integrated way.
All children attending Holy Spirit School are involved in:
· Class and whole school prayer
· Assemblies
· Liturgical celebrations involving the school and parish.
Preparation and celebration for the Sacraments of Penance, Confirmation and Eucharist are parish based in line with Archdiocesan policy.
Mathematics
The Australian Mathematics Curriculum is organised around the interaction of proficiency strands and content strands. The Proficiency Strands describe how content is explored or developed, that is, the thinking and doing of mathematics. These strands include:
· Understanding,
· fluency,
· Problem solving and reasoning.
The Content Strands describe what is to be taught and learnt and are as follows:
· Number and Algebra
· Measurement and Geometry
· Statistics and Probability
At Holy Spirit School we believe the following:
· Effective learning and teaching of mathematics develops the numeracy capabilities necessary for personal, work and civic life, and provides the fundamentals on which mathematical specialities and professional applications of mathematics are built.
· The successful learning and teaching of mathematics requires the integration of the proficiency strands with the content strands of the curriculum.
· Students develop increasingly sophisticated and refined mathematical proficiencies and positive dispositions towards mathematics through participation in engaging, challenging and creative experiences.
· Mathematics lives in the everyday and the curriculum aims to instil in students an appreciation of the elegance and power of mathematical reasoning.
English
The Australian English curriculum is organised into three interrelated strands. Together the three strands of the English curriculum:
· Language
· Literature
· Literacy
support students growing understanding and use of Standard Australian English and focus on developing students knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating.
At Holy Spirit School we believe the following:
· English is an evolving body of knowledge, understandings and skills students develop about language, literature and literacy within three interrelated strands.
· The effective teaching of Standard Australian English empowers all students to participate in and contribute to a present and future inclusive, democratic Australian society.
· The English curriculum values, respects and explores the distinctive contribution of Aboriginal and Torres Strait Islander peoples to Australian society's contemporary and literary heritage and emphasises links with Asia.
· Spoken, written, visual, multimodal, and digital texts provide the means for communication.
Science
The Australian Science Curriculum provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues.
The Australian Science Curriculum is organised into three interrelated content strands:
· Science Understanding
· Science as a Human Endeavour
· Science Inquiry Skills.
At Holy Spirit School we believe the following:
· Science provides opportunities for students to develop an understanding of science, its contribution to our culture and society as well as application to our lives.
· The six overarching ideas in science help integrate the three stands and support the coherence and developmental sequence within and across the years.
· The three strands of the science curriculum are interrelated and provide students with understanding, knowledge and skills through which they can develop a scientific view of the world.
· The science curriculum emphasises inquiry-based teaching and learning.
History
The Australian History Curriculum is organised into two interrelated strands:
· Historical knowledge and understanding: includes personal, family, local, state or territory, national, regional and world history. Historical understanding is developed through a range of disciplinary concepts inherent to the discipline of history including evidence, continuity and change, cause and effect, significance, empathy, perspectives and contestability.
· Historical skills: includes skills that are used in the process of historical inquiry associated with: historical questions and research; the analysis and use of sources; perspectives and interpretations; comprehension and communication. There is an increasing emphasis on historical interpretation and the use of evidence within this strand.
At Holy Spirit School we believe the following:
· History is the imaginative reconstruction of the past from the remaining evidence.
· The evidence is in the form of primary and secondary sources. Primary sources were created at the time of the event; secondary sources were created after the event and comment on the event.
· The purpose of teaching history is to allow students to learn from the lessons of the past so that they can make informed judgements in the future.
· History is not a single version of the past. There are many different perspectives of what happened and why it happened. It is important that students understand this and speculate on why people see things differently.
Health and Physical Education
This learning area provides a foundation for developing active and informed members of society. It offers students opportunities to develop knowledge, skills and attitudes necessary for making informed decisions about:
· promoting the health of individuals and communities
· developing concepts and skills for physical activities
· enhancing personal development.
Active engagement in physical activity is a major emphasis of this key learning area.
Sports equipment is made available to the children during the lunch time each day. A playing area is set aside for games. Teachers do playground supervision and practice is arranged for the various games and athletics. The children have a PE lesson each week with the schools PE Teacher.
We belong to Catholic Schools Zone 6. Interschool Sports include: Athletics and Swimming Carnivals, Cross Country, Netball & AFL.
Children in Prep-6 participate in paid swimming lessons.
Cultural Literacy and Languages other than English [LOTE]
LOTE is the area of the curriculum where students develop the knowledge, skills and understandings to communicate effectively and appropriately in languages other than English. Chinese (Mandarin) is the LOTE language offered at Holy Spirit School.
The focus of this key learning area is on communication. Communication involves comprehending and composing in written and spoken modes in a language other than English.
The Arts
The Arts offer fundamental ways of knowing about ourselves and our world. Five key strands form a framework for the arts at Holy Spirit School. These key strands are understood as distinct areas of knowledge and experience with particular skills and processes.
The five key strands are:
· Dance
· Drama
· Media
· Music
· Visual Art and design.
Technology [More than computers!!!!]
This key learning area provides opportunities for children to use and develop processes and products to solve problems and generate new ideas. Currently the study and use of technology is integrated within other key learning areas, primarily Science and the Arts.
Assessment/Reporting
Each teacher progressively evaluates the progress of his or her pupils. Parent-Teacher dialogues are held at the end of Term 1 and the beginning of Term 3 and summative based reports are issued at the end of semester 1 and 2. A variety of assessment tools are used to ascertain the child's level of development. The staff welcomes interviews with parents but these must be arranged beforehand for a mutually convenient time to avoid disrupting classes and for appropriate preparation to take place. Reporting is ongoing through letters, emails, phone calls, notes, open classrooms, dialogues, summative reports etc. Reporting should also be two-way where parents inform teachers of issues that may be affecting their child.
Library and Resource Centre
Our library is dedicated to encouraging a lifelong love of reading and learning. Students are actively encouraged to read widely and access a range of information sources.
Library Borrowing
All children visit the library each week for borrowing. Named library bags are essential especially for our younger children due to the damage to books that can result after being in their school bag. Plastic bags are not a long term alternative. Children are permitted to borrow books for one week. Unless they are absent, all children who do not return their books are issued with an overdue notice that will be sent home with the child.
Resource Loan Limits
Prep to Year 1 = 2 books
Years 2 - 4 = 3 books
Middle School = 3 books
Missing Books
Books can sometimes go missing. We ask that parents continue to search for the missing books. We also check the library shelves and ask the child’s classroom teacher to help check the classroom.
Parent Involvement
We welcome parent involvement in our library. Volunteers are always needed and we have a variety of jobs that need attention. Please contact the Teacher-Librarian if you can assist in this area.
Support Teacher – Inclusive Education
The learning program is designed for children of all abilities. The support teacher works with the inclusion team consisting of Guidance Counsellors, Consultants, Specialists, Teachers, Teacher Assistants and Parents in an effort to identify, test and modify programs for all students. Consultation and referral to specialist agencies may occur if necessary.
English as an Additional Language or Dialect (EALD)
An EALD teacher works with children who are able to speak another language other than English. These children can cover a broad spectrum of language activity which aims to cater for and support children within the English language as a result of being multi-lingual.
Homework
The Holy Spirit Homework Policy is provided at the end of this document. Based on a survey conducted in 2018, the teacher and parent community at Holy Spirit School value homework. We believe it:
· Promotes discipline in children from a young age;
· Develops organisational skills;
· Reinforces & revises class work;
· Enables parents to connect with work being completed in the classroom;
· Allows parents to see where children are having success or experiencing difficulty.
The Homework Grid developed by an educator and principal provides an opportunity for students and families to respond to various learning and to make connections to the world in which they live. Family life is vastly different today with the many influences of media, personal computers, internet, X-Box, Pay TV, Shift work etc. School life is vastly different, with an increasing curriculum [the 3 R’s have changed into the 9 Key Learning Areas], plus extra curricula that is politically motivated and schools are expected to educate against the many ‘social ills’ of society. Unless we are prepared to change with it, we run the serious risk of being left behind.
The Homework Grid offers a balance between study, family life, sport and recreation and helps children establish a positive routine of regular and independent study. The grid is issued on a weekly or fortnightly basis. Each grid sector requires a suggested minimum time [to be determined by age of child] of work over a week or fortnight. The suggested times are MINIMUM. There is absolutely no problem with children spending more time in some sections if they are interested in it.
Two sections are to be done nightly –
Reading or being read to;
Housework
Certain evenings are stipulated.
Some sectors could be specific. Others could be more open-ended to allow choice for children. Some of the sections will be “controlled” by teachers – assignments etc - & some will be controlled by parents. YES. You can stipulate what housework you want them to do!
Parents who want to extend children in various areas could set more time & activities. This would be your responsibility, although we would be happy to make suggestions as to what activities you could use. Each fortnight, the grids will be checked & children could be asked to share their experiences.
Parental Involvement
There are many ways in which you can become involved in your child's education at Holy Spirit School. Classroom teachers structure their programs so that parents can be of assistance with child learning. eg reading, story editing, art & craft, science experiments, Sausage Sizzle, Eat Right Tuckshop, Sports days or Perceptual Motor program.
Assisting your child with homework and regular contact with the teacher provides a team approach to your child's learning.
Parental representation on the P&F Association, and various committees are another option.
ADMINISTRATIVE MATTERS
Entering and leaving the School Grounds
In the morning: Children are to enter the school grounds through the front driveway and walk to the multipurpose court. The bell to commence school goes at 8:30am, after this time children should enter through reception and collect a late pass if arriving after 8:40am. During the day: If your child is leaving school early, notification to the class teacher is required. The child must be signed out by the adult at reception. The class teacher will be informed and the child will be brought to the office. After school: Children will walk out the main building or along the driveway from the Early Years Building. Parents are to collect their children from the grassed area at the front of the office. Parents who regularly collect their child/ren from school need to inform the class teacher or School Office if someone different {whether this person is a relative, friend or another parent} is picking up their child that day. This especially applies to children in Prep and Year 1 where children are often unsure of who is collecting them when arrangements have been changed. This is for your child’s safety.
Thank you for your assistance, this is for the safety of all children.
Absences
In the event of a child being absent from school, a telephone call or notification via the parent portal is needed from parents on the day of absence before 9.00am am to the School Office. Repeated or extended, unexplained absences must be reported to the Department of Children's Services.
Accidents
The School actively follows Workplace, Health and Safety requirements.In case of sudden illness or accident at school the staff will make every effort to contact parents. In serious cases, if neither parent can be reached, appropriate action will be taken. (Child taken to hospital etc.)
All staff are qualified in Senior First Aid and CPR and are able to cope with minor accidents. All accidents are recorded and investigated.
The School has ambulance cover and contacts family or ambulance for anything over and above first aid.
Administration of medicines at school
Due to changes in Workplace Health and Safety regulations the following guidelines apply to the administration of medication to children while at school or on a school related activity.
· The medical practitioner who has treated your child must provide written authority and information for administering the medication prescribed.
· The parent or legal guardian must fill out a written request for school staff to administer prescription medications.
· The medication must be in a container labelled by the pharmacist showing the name of the drug, the ‘use by’ date, the name of the child's medical practitioner and the child, the dosage and the frequency of administration.
· In the case where it is necessary for the child to keep the medication in their possession (eg asthma puffers), the parent or guardian must include this instruction in their advice.
· Oral medication such as analgesics and over-the-counter medication that have not been authorised by the child’s medical practitioner must not be administered by school staff.
· It is the responsibility of the Principal to ensure that an official register for the administration of medication to students is kept and such medications are stored according to the policy.
The school staff are not able to administer Panadol, cough mixtures, motion sickness medication and the like without a medication request form from a parent with instructions from a medical practitioner. Documentation is now mandatory.
Before and After School and Vacation Care
Care For Kyds operate within the school environment. Before care is available from 7am to 8.15am. After school care is available from 3pm through to 6.00 pm and vacation care operates during school holiday periods if sufficient numbers. Contact the coordinator of the program, regarding enrolment. (Phone 3358 3506 or mobile 0409 891 827)
Appointments with teachersThere will be times when you will need to speak to your child’s class teacher. The teachers are pleased to speak to any parent regarding their child. For practical reasons we invite you to please make an appointment with your child’s teacher for either before or after school so there is no interruption to class teaching time.
Celebration of children’s birthday at school
While we appreciate parents including children in their child’s class in the celebration of their child’s birthday, please be aware we are a ‘Healthy School’ promoting ‘Healthy Foods’ and as such whatever you provide as a parent for your child’s celebration needs to reflect this. Some suggestions other than a cake are a fruit platter, homemade biscuits, jelly cups or iceblocks. Please also be aware of allergies within your child’s class and always ask the class teacher if your birthday treat will be appropriate.
There has been an alarming amount of media attention focussed on ‘obesity’ in children and as a community we are trying to set the right example for children. Soft drinks such as Coke and or packets of lollies do not reflect Holy Spirit’s focus on ‘healthy foods’ and as such are unsuitable to use as part of a classroom birthday celebration.
Tuckshop
The tuckshop operates on Friday (first lunch) only. Food sold at the Tuckshop is focused on encouraging children to eat healthy types of food. Children can buy at first lunch break only. All lunches are ordered online through Flexi Schools (www.flexischools.com.au) and must be ordered by Wednesday morning at 9am. The tuckshop and sausage sizzle is operated by volunteers and we encourage all parents to get involved in this great service to our community. Sausage sizzle operates on Wednesdays at first lunch $2.00 per sausage. Orders are due online through Flexi Schools by Tuesday morning at 9am.
Drop Off / Pick Up Zone
If you are using this facility, please make it clear to your children they will be asked to wait with staff at the grassed area in front of the main school building [which is the designated waiting place] until your car appears at the head of the line in this zone. This is the only supervised area after school.
A staff member will be on duty after school to ensure this flows smoothly.
Please note between the times of 3.00 pm and 3.20 pm, staff will direct children to enter their parent’s/ carer’s car in this zone, following the instructions below as set out by Brisbane City Council.
Two Minute Passenger Loading Zones
Use the zone like a quick moving taxi rank.
Drive slowly to the head of the line.
Move forward as space becomes available.
Load / unload only at the head of the line.
Driver to stay in the car unless assisting loading of baggage & passengers.
Do not park for more than two minutes during signed hours of operation.
If others abuse the zone, don’t follow their lead.
Do not leave the vehicle. This is an offence during hours of operation.
In the afternoon
Delay your arrival until after release time. Do not park in the zone. Tell your child to wait in the designated area near the head of the zone.
Do not stay in the zone if your child is not in the designated waiting area.
Ensure your child is watching for your arrival.
Ensure siblings are waiting together.
Prohibit ball games in this area.
Ensure passengers remove backpacks & secure seatbelts before driving off.
Never call children across the road.
Headlice
The occurrence of head lice is the most common insect infestation in humans throughout the world. In Queensland, infestation occurs mainly in children of primary school age. However, head lice infestation may affect people of any age, nationality, gender or socio-economic status. It is as much a social issue as a health or educational issue, and the way that it is approached can have significant influence on a student’s emotional, social and educational development.
Schools should utilise the following guidelines, adapted from guidelines developed by Education Queensland, for minimising the presence of head lice at school and managing head lice incidents.
GUIDELINES
1.Prevention
Expectations of Schools
1.
Instruct classroom teachers to inform the principal immediately of possible outbreaks in their classrooms;
2.Implement classroom organisation and teaching programs, as well as guidelines for play, that minimise head-to-head contact during outbreaks of head lice;
3. Support and encourage parents appropriately through practical advice
4. Request parents not to send children with head lice to school until after treatment has commenced and inform school that hair has been treated. (This is in accordance with the recommended minimum exclusion period promulgated by Queensland Health to schools.)
5. If head lice is detected at school, parents are informed to come and collect their child immediately, so treatment can be carried out. Child can return to school once treated with appropriate head lice treatment.
Expectations of Parents
It is the parents’ responsibility to ensure that their children do not attend school with untreated head lice. To achieve this, it is reasonable to expect that parents will:
1. regularly inspect their child’s scalp and hair to detect the presence of lice or lice eggs;
2.regularly inspect all household members and treat them if required; and
3.notify the school if their child is affected, and advise when treatment has begun.
2.Detection
1.
It is considered the prime responsibility of parents to detect and treat head lice.
2.There is no general expectation that schools will physically check students for the presence of head lice. However, if the teacher suspects the presence of head lice at school, it must be reported to the principal and parents are notified.
3.Treatment
1.As outlined in section 1.3 above, it is the parents’ responsibility to treat head lice. Current information on recommended treatment is available from Queensland Health, the local pharmacy or doctor.
Mobile Phones
While we understand some parents may wish to have contact with children directly after school, please note that any mobile phone brought to school must be handed in to the class teacher during the school day and collected at home time.
Private Lessons
Some students are withdrawn from class for instrumental music lessons. Other private classes take place after school in the hall or multi-purpose court, including tennis, drama and chess. Information flyers are available at the school office. Children are to move to these areas after school and wait for their instructor or are to be booked into Care for Kyds until the time of their lesson. It is important to understand if you choose to send your child to a private lesson during class time teachers are not expected to make up the work that the child has missed.
Travel Options
We encourage Active School Travel where children can walk, cycle or scooter to school. Each Wednesday we encourage children to take up this option to travel to school.
Uniform
Uniforms can be purchased from DR Manufacturing, 5/6 Virginia Strret Geebung. Phone 32571472. DR hold a pop up shop in the school hall once a term.
ALL ITEMS OF UNIFORM MUST BE CLEARLY MARKED
The uniform consists of:
A polo fleece and track pants are added for cold weather.
It is expected that students with long hair have it tied back in colours of blue or gold. Hair colour is to be child’s natural colour and haircuts should not be shorter than a blade 3 cut.
No jewellery is to be worn apart from watches, religious chain, sleeper or stud ear rings, one in each ear. No nail varnish is to be worn on finger nails.
DRESS CODE FOR UNIFORM FREE DAYS
As sanctioned through P&F Association meeting 9.8.2000.
When uniform free days operate children are to wear clothing which complies with ALL the following:
· Closed in shoes, which are suitable for running.
· Clothing which covers the full torso.
· Dresses/shorts to be to mid-thigh length minimum.
· School sun hats.
Children not complying may be asked to:
1. Return home and change clothing to suit the policy or
2. Wear clothing provided at the school which does comply or
3. Be refused the privilege in future.
EXTRA CURRICULAR ACTIVITIES
Excursions
During the year there are a number of occasions when the children will be required to leave the school grounds with a teacher. These could include swimming lessons, sporting trips or excursions connected with the child's school work. To assist with the administration we require a consent form to be signed or acknowledged on the parent portal with the understanding that parents will always be notified beforehand.
Liturgical Celebrations
Children celebrate special events liturgically throughout the year. Such occasions include: Holy Week, Holy Spirit Feast Day, Special feast days and community events.
School Camp
Each year, children from Years 5 and 6 go on a school camp. With the help of parents, children may fundraise to contribute towards the final cost of the camp.
Student Leadership
Children in Yr 5 & 6 form student leadership committees in which they develop proposals to implement into the school. The implementation of leadership proposals needs to be passed in the student leadership forum. All other years have class representatives who lobby the Yr 5 & 6 student leaders with their class issues. The leadership program at school enables our students to learn about leadership and the responsibility that goes with it.
Pastoral School Board
A Pastoral Board was formed in October 2004. Members must go through a 6-hour training session to understand how this Board operates. The areas it is involved in are: School Renewal, Policy formation, Building & Maintenance and Capital Projects.
Parents and Friends Association
The P&F is an active group which holds a vital role in the life of the school in looking at ways to build community as well as resource the school community. Parents and Friends meet on the second Wednesday of each month at 7.00 p.m. in the school library. All parents are invited to attend meetings. Meetings keep you informed about what is happening at the school. Fundraising activities conducted by the Parents and Friends Association provide financial support for many teaching aids, sporting equipment and other materials needed to enhance the educational opportunities for your children. An annual P&F Levy is charged with the school fees and is compulsory.
HOLY SPIRIT SCHOOL NEW FARM
BEHAVIOUR LEARNING
Holy Spirit Values
· Respect
· Generous spirit
· Resilience
· Perseverance
· Shared responsibility
Global Specific Goals
1. Develop and manage technically elegant systems for classrooms, playground and school.
2. Establish classrooms, playground and school expectations consistent across school community.
3. Provide multiple opportunities to teach and learn necessary skills, systems and routines.
Teaching Specific Goals
1. Develop and manage technically elegant systems for classrooms, playground and school
· For conflict resolution, problem solving and developing initiatives and ways of doing things.
· Routines for transitions, starting, maintaining and ending lessons.
· Routines for visitors, specialist teachers and volunteer helpers and for managing a clean and organised classroom.
· Routines for whole school participation.
· Develop a non-belonging out system.
2. Establish classrooms, playground and school expectations consistent across school community
· Each class in partnership establishes a Vision and Mission within the first 3 weeks of school year.
· Align the classroom Vision and Missions with the school wide behaviour expectations.
· Names explicitly the minimum level behaviours for the classroom, playground and school and a response to bullying, harassment and violence.
· Renew and revisit class expectations at least once a term and additional revisits as often as needed for individuals, groups and whole class.
3. Provide multiple opportunities to teach and learn necessary skills, systems and routines. (What you teach is what you get; Where you teach it is where you get it.)
· Use an appropriate learning process to teach behaviour (Mindfields Teaching and Learning Process).
· Teach and use the non-belonging out system as a tool for teaching and learning (School approved Step Process) and use a re-entry process.
· Individual behaviour plans are devised in conjunction with inclusion team as needed.
· Teach required behaviours to Mastery Level with specific teaching for systems and routines. Re-teach and practice as required.
· All systems are monitored, reviewed and renewed for technical elegance.
Students are taught the expected behaviours for learning by using the following Holy Spirit Behaviour Chart.
Affirming Positive Behaviours
At Holy Spirit we believe in rewarding children demonstrating positive behaviours through:
Classroom Prep-Yr2
· Verbal affirmations – in and out of classroom from all teachers to all students
· diary/email acknowledgement of good behaviours
· star of the week award
· ‘bonza behaviour’ individual awards
· individual marble shop awards
· end of day affirmation
· free working time rewards
Classroom Yr 3-6
· verbal affirmations – in and out of classroom from all teachers to all students
· weekly raffle individual and group awards
· diary/email acknowledgement of good behaviours
· merit awards
· end of day affirmation
· free working time rewards
Whole school
· student awards weekly
· program achieve afternoon tea twice a term
· sticker reward for transition from play to classroom – free time
· environment award
· public displays of work around school and in classroom
· names published in newsletter to let community aware of award recipients
· afternoon teas
· visiting principal for sticker
· acknowledgment at assembly
· end of lunch stickers
· year 6 awards at the end of the year
· Affirmation in report cards – program achieve
· Newsletter reports
· School leaders in prep playground
· Garden of good manners
Non-compliant or non-productive behaviour is responded to through a variety processes using the following:
Record Keeping
Each instance involving minor or major behaviour incidents are recorded via the Student Behaviour Support System. The data is presented to staff on a term basis and ongoing professional development occurs to inform staff in the procedures of data collection at Holy Spirit school.
The purpose of student behaviour data is to:
· Track and monitor where problem behaviours are occurring
· Capture an accurate description used to inform an appropriate response at a school level and in discussion with parents
· Identify patterns of behaviour requiring further planning and support at a school
Guidelines for Teaching the Foundations of ‘Program Achieve’
The Foundations are:
1. Getting along 2. Persistence 3. Confidence 4. Organisation 5. Resilience
Getting along means working well with others solving problems without getting angry and following expectations of your group/community.
Persistence means trying hard and not giving up when something feels like it is too difficult.
Confidence means believing you can do it and not being afraid to make mistakes or try something new.
Organisation means setting a goal to do your best, planning your time and having all your supplies ready.
Resilience means being able to bounce back when something challenging happens; being aware of one’s thinking and feelings and knowing how to manage them when they become extremely upset.
Integration of the Foundations
Ideally these foundations are built into the culture of the classrooms and school community rather than being an ‘add on’ program to whatever is done within the classroom and school community. The content of the ‘Program Achieve’ has been specifically devised to meet the developmental needs of primary aged children. ‘Program Achieve’ manuals are available from Teacher Resources.
‘See it, Name it, Do it’ Approach
See it: Develop a picture in the mind of what each Foundation means.
Name it: Recognise the Foundations in everyday life.
Do it: Acting out the Foundations in our daily lives.
Implementing Program Achieve
Term One
1. Introduction lessons in booklet.
2. Introduce all five keys.
Term Two
1. Focus on ‘Getting Along’ (approx 5weeks)
2. Focus on ‘Confidence’(approx 5weeks)
Term Three
1. Focus on ‘Persistence’ (approx 5weeks)
2. Focus on ‘Organisation’(approx 5weeks)
Term Four
1. Focus on ‘Resilience (approx 5weeks)
2. Review all. (approx 5weeks)
BULLYING POLICY AND PROCEDURES
Say ‘No’ to Bullying
Introduction
A recent Federal Government study has found that one in four students has been affected by bullying with an increase in the incidence of cyberbullying in Primary schools as well as High schools. At Holy Spirit School we understand that involvement in bullying can have long term negative impacts on the people involved and there is clear evidence that school action can dramatically reduce the incidence of bullying.
Background
Guidance for action in response to bullying behaviour can be found in the school’s Behaviour Learning Program, in the workplace harassment regulations and through legal processes. Above all the treatment of bullying involves a unified team approach to counteract the power structures in place. This is largely due to the fact that bullying does not just happen at school but can occur outside school and extend into the wider community, particularly through social media.
The school has an ongoing commitment to education programs meeting the issue of bullying, which are implemented across all year levels. It is committed to treating bullying with both a perspective for the person being bullied and the person demonstrating bullying behaviour. The situation is unhealthy for both people and they each require support to dissipate the power situation. This may necessitate the utilisation of professionals skilled in counselling both the person demonstrating bullying behaviour and the recipient. .
We have a responsibility to ensure that the dignity and privacy of people involved in an incidence of bullying is respected.
Definition of bullying
Bullying is defined as ‘the repeated oppression of a less powerful person by a more powerful person or group of persons’.
Bullying does not mean ordinary teasing, fights or disagreements. It is not a single event. Bullying is ongoing in nature where one person repeatedly exercises power over another in an unbalanced manner causing grief to him/her. This can be done in a number of ways: verbally, physically, socially or psychologically and can be performed in person or through social media.
What IS bullying
Bullying is the repeated use of any of the following forms of oppression:
· Physical: hitting, kicking, any form of violence, threat or intimidation that could cause physical harm
· Verbal: name calling, sarcasm, spreading rumours, persistent teasing, intimidation, lying about someone
· Emotional: excluding, tormenting, ridicule, humiliation, intimidation that could cause emotional harm
· Racist: taunts, graffiti, gestures, intimidation
· Sexual: unwanted physical contact, abusive comments, intimidation
· Cyber: unwanted text messages, emails, facebook posts, twitter, instagram images.
What is NOT bullying
In keeping with the above definition, “one off” incidents involving social isolation, conflict, random acts of aggression/intimidation or meanness are not defined as bullying.
Some examples of situations that are not bullying are:
· A conflict between two students where there is an equal balance of power and both students want to find a solution to the conflict.
· Talking to a teacher or parents about something that someone has done.
· A random act of hurt or harm against another without provocation.
· A random act of destroying property.
· Leaving someone out of an activity once because of different interests or skills.
· Standing up for others and reporting bullying behaviours.
· Accidents are not bullying as there is no intention to hurt or harm.
Policy
At Holy Spirit School every child has the right to personal safety, and to live and learn in a safe and happy environment. This is a core value which underpins our Behaviour Learning Program. Bullying is a breach of the respect and safety of an individual. Bullying is a serious matter and is not an acceptable practice within Holy Spirit School. This applies to all members of the school community – not just children.
Implementation of Policy
The school has a four-phased approach to bullying that involves prevention, early intervention, intervention and consequences. It is believed that by focusing efforts on the first two phases there should be reduced risk of having major issues of bullying resulting in intervention and consequences in the school.
1. Primary Prevention
· Model service, dignity and compassion to empower all ‘to know what is right’ by embracing tolerance and understanding of difference in living the gospel of Jesus.
· To provide programs that promote resilience, life and social skills, assertiveness, conflict resolution and problem solving.
· Continued professional development of staff relating to bullying, harassment and the strategies to counter-act them.
· Buddy program
· Each classroom teacher to clarify at the start of each term the Behaviour Learning Program and the School Policy on Bullying to both students and parents
· Children will be regularly exposed to education activities to reinforce positive social behaviours.
2. Early Intervention
· Encourage children to report bullying incidents involving themselves or others.
· All teachers on a regular basis reminding children to report incidents and that reporting is not dobbing.
· Parents are encouraged to contact class teacher if they become aware of a problem.
· Recognition and rewards for positive behaviours at Prayer Assembly.
· Class record of reported incidents to establish pattern of behaviour that can be identified as bullying.
3. Intervention
· Incidences of bullying will be recorded on the school incident register. The register will record incidences of bullying and be regularly monitored and tracked for any patterns.
· Once identified, the children involved in bullying incidences and witnesses will be spoken with and all allegations of bullying will be fully investigated and documented.
· All parties involved will be offered support in line with our faith and community policies.
· If bullying is identified, parents of all children involved will be contacted to discuss the incidence and action of support.
· Action taken will be consistent with school’s Behaviour Learning Program.
· Individual Behaviour Learning Plans will be developed.
· Counselling will be suggested if identified as needed by children involved..
4. Consequences
The consequences for bullying will depend on the severity of the incident but can range from:
· Exclusion from class
· Exclusion from playground
· Internal suspension - exclusion from the class for an extended period in discussion with parents
· External suspension
Ongoing counselling from appropriate agency for individuals involved in bullying
· Ongoing monitoring of children demonstrating bullying behaviour
Also students who have been involved in a bullying incident and go onto showing positive behaviour, such as attributes outlined in ‘Program Achieve’ (persistence, resilience, getting along, confidence and organisation), should be acknowledged by the school through school reward activities and in general communication with teaching staff and family members. It is also important the child is encouraged to be self-affirming about positive behaviour without a reliance on external rewards.
Procedures
Dealing with bullying is difficult as many of the behaviours are not readily observed and hotly debated with much taking place ‘out of sight’ away from the attention of teachers or adults. One critical factor in the treatment of bullying is having disclosure from the students to an appropriate person. Knowledge is the key to addressing bullying in a school and we encourage students and parents to alert the school to any incidence.
Our emphasis is on the emotional well-being of the person being bullied and the protagonist. Our aim as a school is to develop the scaffold for the students involved in the experience to break the cycle of bullying. This is in alignment with the Social and Personal Development guidelines in the Australian Curriculum.
This requires staff to:
· Provide children with clear procedures in the event of bullying – validate the concern, recognise the student’s grievance and provide direction for closure.
· Be vigilant at all times and observant of signs of distress and suspected incidents of bullying
· Be positive role models
· Make efforts to remove opportunities for bullying through active supervision at all times
· Continue to educate children about prevention of bullying through ‘Say No to Bullying’ from Protective Behaviours Program and Personal and Social Development Program
· Take appropriate action by reporting suspected incidents to appropriate staff member [ Class Teacher, APRE or Principal]
· Respond to parents if they report an incidence of suspected bullying relayed by their child
· Inform parents if their child has been involved in a bullying incident.
This requires children to:
· To put in place strategies from ‘Say No to Bullying’ from the Protective Behaviours Program and Personal and Social Development Program
· Understand that to spectate or witness bullying and not do anything is to condone it
· If children are directly involved or present when bullying occurs they should:
1. take some form of preventative action
2. not condone, encourage or be a spectator to bullying
3. report the incident or suspected incident to a teacher or parents.
The school recommends that parents:
· Provide positive role models for their child around the issue of bullying
· Watch for signs that their child may be bullied
· Take an active interest in their child’s whereabouts after school and their child’s friends and acquaintances
· Discuss with your children with in the event of bullying – acknowledge the concern, validate the student’s grievance and provide direction for closure
· Encourage their child to inform the class, but for parents to communicate if child reluctant to do so. Inform their child’s class teacher if bullying is suspected, if the child is reluctant to do so.
· Encourage their child to ‘tell’ their teacher if they are being bullied. If possible allow the child to report and deal with the problem him/herself. They will gain increased confidence and resilience by taking the initiative and dealing with the problem with minimal parent help.
· Discourage their child from retaliating
· Be willing to attend meetings with staff at the school if their child is involved in a bullying incident.
· Support the school’s response to bullying outlined in the Behaviour Learning Program
Further information about bullying at schools visit:
· Personal and Social Development Program (Australian National Curriculum)
· National Centre Against Bullying: www.ncab.org.au
· www.bullyingnoway.com.au
· www.kenrigby.net
Endorsed by Holy Spirit Pastoral Board
Date: October 2013
Due for review: 2016
Homework Policy
Endorsed by the School Board August 2018
As a Catholic, Christian community, we educate all to be successful, creative and confident, active and informed learners; empowered to shape and enrich our world. To enact this, Holy Spirit School aims to improve literacy and numeracy standards and provide purposeful and meaningful opportunities for real-life learning in an inclusive and supportive environment.
Introduction
Based on a survey conducted in 2018, the teacher and parent community at Holy Spirit School value homework. We believe it:
· Promotes discipline in children from a young age;
· Develops organisational skills;
· Reinforces & revises class work;
· Enables parents to connect with work being completed in the classroom;
· Allows parents to see where children are having success or experiencing difficulty.
Homework at Holy Spirit School is given using the ‘Homework Grid’ system. The Homework Grid offers a balance between school work, family life, creativity, sport and recreation. It helps children establish a positive routine of regular and independent study. Study tasks included in the Homework Grid have a direct link to topics being taught in the classroom. This reinforces learning and allows parents to observe how their child has connected with these topics. The Homework Grid develops a positive routine in children. The Homework Grid is issued on a weekly or fortnightly basis depending on the age and class of the child.
Parents have a supportive role with regards to homework. Parents are encouraged to assist children by providing the necessary resources, listening to children and reading over their written work. This support role should not take away from the prime responsibility of the child.
Parents may aid their children and support the teachers' role by:
· providing a quiet area in which to do homework;
· structuring a routine which balances homework, family and extra curricula activities;
· setting realistic time limits for homework to be completed;
· alerting the teacher as to any difficulties the child has experienced in completing the homework;
· discussing with the teacher special needs or concerns in relation to homework;
· encouraging and expecting a high personal standard of work;
· participating in daily reading with/to their child in addition to the Homework Grid.
Procedures
The Homework Grid may be issued to be completed on a weekly or fortnightly basis and this will be clearly stated on the Grid and communicated to the student. The following table provides a guide as to the potential nature of a student’s homework and the time it may take:
Year Level
Time that may be spent on homework per night*
Prep
10 minutes
Years 1&2
Up to 20 minutes
Years 3&4
Up to 30 minutes
Years 5&6
Up to 45 minutes
*Please note these are indicative time frames and may vary dependent on tasks.
Below is an outline of the different roles and responsibilities of the key participants so that positive benefits from homework may accrue.
Responsibilities of Students
· To take pride in and submit their best work;
· To try to be fully engaged with the homework task;
· To use technology responsibly;
· To be organised and to bring completed work to school by the due date;
· To ask their teacher or parents if they are having difficulty understanding a task or need assistance.
Responsibilities of Teachers
· To ensure that homework expectations are consistent with the school’s homework guidelines;
· To communicate homework tasks and expectations clearly to students;
· To ensure that students understand when homework is due to be completed and brought to school;
· To affirm positive attitudes to homework;
· To provide feedback to students and parents where required.
Responsibilities of Parents and Caregivers
· To affirm positive attitudes towards homework;
· To read with or to their children and provide frequent opportunities for independent reading;
· To encourage their children to be organised, manage their time and meet homework deadlines;
· To celebrate their children’s learning successes;
· To provide responsible access to technology to support student learning;
· To provide feedback to teachers where required.
Responsibilities of the Principal
· To ensure that homework expectations are consistent with the school’s homework guidelines;
· To facilitate the communication process between school and home and support home/school partnerships in relation to homework;
· To facilitate review of the school’s homework guidelines.
GRIEVANCE POLICY & PROCEDURES
Holy Spirit School takes a pastoral approach to the resolution of grievances. Parties involved in a grievance, regardless of its nature, need to understand and accept that the outcome of this process is not to apportion blame or to issue sanctions/penalties, even if the grievance is about actual wrongdoing.
The sole purpose of the grievance policy and procedure is to facilitate the parties (to a grievance) amicably resolve their differences so that they both can continue to be positive and involved members of our school community.
Confidentiality will be maintained at all times.
Goals
· Parents and teachers have an opportunity to discuss concerns or complaints in a supportive environment.
· These matters are resolved effectively and in a timely manner.
· The best interest of the child remains the primary focus of any discussion
Policy
We care for each child in our school. We believe that open and honest communication between parents/guardians, staff and children is of the utmost importance. We seek to be proactive in addressing and seeking to resolve difficulties and concerns that may arise while your child is at Holy Spirit School.
Parents acknowledge that the school has a process of non-belonging for addressing wrongdoing by students. Where parents may have additional concerns or complaints about matters arising at school it is important that these matters are discussed and resolved. To ensure that these matters don’t interfere with the effective running of the school it is vital that we have a clear and simple set of procedures in place.
Underlying Consideration
Second-hand information, gossip and rumour are not the best source of fact gathering. Children do not always report the facts accurately as there are always two or more sides to an issue.
Procedures
1. When a parent/guardian is concerned about any issue regarding their child, they should contact the child’s teacher, as soon as possible to make a suitable time to discuss the concerns they have.
2. In the case, however, of matters concerning the whole school or serious allegations, these should be directed to the Principal in the first instance.
3. If a member of staff is concerned with an issue regarding a child, then they should contact the child’s parents or guardians as soon as possible and advise the principal.
4. Where parent/guardian or staff believe their concerns have not been addressed by the above procedure, they should contact the principal. It is the responsibility of the staff member to record the purpose and outcomes of the interview and give a copy of this to the principal. (This excludes parent teacher interviews that are part of the normal reporting process.)
5. The outcome of further discussions with the principal may include:
· the principal referring parents/guardian and staff member to meet again for
· further interview
· the principal to discuss with the staff member the parents/guardians concerns
· the principal convening a meeting of the parties to seek a resolution of the concerns
6. Where parents/Guardians believe their grievance has not been effectively resolved
by the above processes they are welcome to express them in writing to the principal, a copy of that letter will given to the staff member. The principal may also notify the Area Supervisor from Brisbane Catholic Education.
7. If after discussing the grievances with the principal, parents/guardians or the staff member are still not satisfied that their concerns have been addressed, they may contact the Area Supervisor directly.
8. The Area Supervisor is not an arbitrator. They can only work within the school grievance policy and procedure. While they may make recommendations to people involved in a grievance, they do not have the authority to make decisions on their behalf.
Endorsed by Holy Spirit Pastoral Board September 2012
Witness to Mission-Faith Policy
Rationale
Many parents seek enrolment at Holy Spirit school to assist them in forming their children in the Catholic Faith. At Holy Spirit School we believe that Catholic Faith Education is a lifelong process sustaining all through the joys and difficulties of life. It begins in the home, continues in the Catholic school and matures through involvement in the parish, local community and wider society.
Values
Holy Spirit School promotes the core Christian values of faith, hope and charity as expressed by:
•a personal relationship with a loving God;
•service to neighbour;
•respect for the dignity and rights of all people;
•compassion and practical help for the sick and needy;
•stewardship of the environment ; and
•confidence and hope for the future.
As a school with a Sisters of Mercy tradition, there is an emphasis on understanding the Mercy of God and the need to reflect this in our relationships with others, as expressed in scripture and the life of Blessed Catherine McAuley.
Policy Statement
The School leadership, staff, parents and children embrace and promote:
•the family as the core of the community of Faith and parents as having the primary responsibility for nurturing faith in their children;
•the School as that part of the Community of Faith which supports Catholic parents by providing an academic and a religious education for their children;
•faith in Jesus Christ and the practice of love of God and neighbour leading to eternal life as the framework of the educational experience and environment which Holy Spirit School provides for its students and sponsors and promotes through all school-related activities.
Implementation
The School leadership believes that effective Faith formation of students requires the support of the whole school community in partnership with parents and the parish.
Through its religious education and faith formation program the school strives to provide children with the opportunity, now and throughout their lives to:
•know and love God as revealed in Jesus Christ;
•develop through faith education, prayer and celebration, a personal relationship with the
almighty Father, his Son Jesus Christ and the Holy Spirit within the Holy Church;
· be active participants in the life and mission of the Church
· learn about Catholic Religion
· be religious in the sense of social action and justice, religious identity and culture, prayer and worship, evangelisation and faith formation.
Anaphylaxis Policy
Policy
We at Holy Spirit School value the well being of each child and we will strive to provide a safe and healthy environment for all members of our school community. We recognise that individuals may be affected by anaphylaxis, and we endeavour to inform the wider school community.
Common triggers of anaphylaxis include:
FoodMilk, eggs, peanuts, tree nuts, sesame, fish, crustaceans and soy are the most common food triggers.
Insect Venom Bee, wasp and jumper ant stings are the most common causes of anaphylaxis to insect stings. Ticks and fire ants also cause anaphylaxis in susceptible individuals.
Medication Medications, both over the counter and prescribed, can cause life threatening allergic reactions.
Other Other triggers such as latex or exercise induced anaphylaxis are less common and occasionally the trigger cannot be identified despite extensive investigation
Procedure
Upon enrolment or when detected, parents are required to notify the school of the child’sanaphylaxis and provide records of any specifics for their child (ie attack history).Information will be communicated to all relevant stakeholders of the child’s condition through one or more of the following procedures:-note to parents/ caregivers -opportunities for the child’s parent/caregiver to inform other parents/families of the condition at the beginning of the year-interviews-display of the child’s photograph with accompanying details of the condition-develop a strategic plan for the training of staff from a health professional or parent
Document an action plan for children who have had previous acute severe allergic reactions (anaphylaxis) as per the BCE Medication Policy. In the result of an anaphylaxis event at school the action plan for that person will be followed
Medication for anaphylaxis is to be kept in the student’s classroom and the school office at all times. Children if required, are to carry their medication during play time and when moving around the school grounds.
If there is an anaphylactic event while the child is not attending school and if there are any changes to the medical history, parents should notify the school of that information.
Individual Parents are responsible for food sent to school – while the school endeavours to ensure that all precautions are taken they cannot be held responsible.
Please do not bring any form of nuts to school.
Endorsed by the Holy Spirit School Board April 2012
Holy Spirit School
Community Policy
Rationale
Holy Spirit Parish School believes students, staff, parents, parish and the wider community are called to build positive relationships that embrace love, compassion, justice and respect for all. Working in partnership enables our community to maintain relationships for life, to live out its vision of being a welcoming, inclusive faith community. We embrace hope, quality teaching & learning and instil an understanding of difference.
Values
· Respect
· Generous Spirit
· Resilience
· Shared Responsibility
· Honesty
· Integrity
· Good judgement
· Tolerance
· Gospel value
Policy Statement
We value the partnerships which exist between school, parents, the local parish and the community. This makes the school environment a caring place where children and adults feel they can make a contribution and are valued members of the community.
Procedures for Building Community Relationships
· Sunday Eucharist
· Opportunities for school liturgy/prayer
· P&F Association, School Board, Celebration of Learning Week, Grandparents Day, School Fete (alt. yrs), Assemblies
· Practises that foster positive relationships e.g. Pastoral care, parent representatives, awards, celebrations, parent involvement in sporting activities, fundraising in local community, adopt-a-cop
· Collaboration with all sectors of the local community on community focussed projects
· Communication with the community e.g. newsletters, P/T dialogues, ongoing reporting, school website, email
· Inclusive programs to support all students, parents and those in need within the outreach program
-Creating emotionally healthy people through: Student Leadership, Behaviour Learning
procedures, Buddy system, Program Achieve “You can do it”, “We can Work it Out.”
Endorsed by the Holy Spirit School Board August 2010
Curriculum Policy
Rationale
We at Holy Spirit are an inclusive and welcoming community that value the importance of educating the whole child, spiritually, academically, emotionally and physically: to teach, to challenge, to transform. The school subjects including Religious Education, English, Mathematics, Science, History, Languages, Geography, Arts, HPE and ICT form the foundation for the curriculum which promotes a commitment to development and lifelong learning.
Values
· Perseverance/Commitment
· Resilience
· Shared Responsibility
· Respect
· Generous Spirit
· Effective Communication
· Creative enquiry and thinking
Policy Statement
Our school based programs are developed from the Australian Curriculum to meet the interests, needs and abilities of all our students. Continuous monitoring of the children’s progress and communication with key partners informs our planning. Teachers are supported in providing an exciting and relevant curriculum through staff professional development, networking peer feedback and collaborative partnership and planning.
Implementation
Holy Spirit recognises the need to foster and support the natural inquisitiveness of individuals and encourage learning as part of a lifelong process. Available data such as NAPLAN, formative and summative assessments, school community feedback and any other information supporting learning shall be used to inform and guide decision making around curriculum, planning and enactments to ensure its effectiveness in the education of a variety of student learners. Learning must respond to the social, emotional, academic, cultural and spiritual contexts of individuals. Worthwhile partnerships between school, parish, home and the community will be fostered to support and complement the learning process.
Endorsed by the school Board June 2012
Review June 2014
SUNSMART POLICY STATEMENT
Holy Spirit School
Rationale
Queensland has the highest rate of skin cancer in the world. Two out of every three Queenslanders will develop some sort of skin cancer in their lifetime. Research suggests that at least two-thirds of all melanomas occurring in Australia could be prevented if children were protected from the sun during their first 15 years.
Skin damage, including skin cancer, is the result of cumulative exposure to the sun. Research shows that severe sunburn contributes to skin cancer and other forms of skin damage such as sunspots, blemishes and premature ageing. Most skin damage and skin cancer is therefore preventable.
Ultraviolet radiation (UVR) levels are highest during the hours that children are at school.
With this in mind Holy Spirit School realises the need to protect children’s skin and educate them about SunSmart behaviour, thus reducing the risk of skin damage from exposure to the sun.
Aims
The policy aims to:
· provide ongoing education that promotes personal responsibility for skin cancer prevention and early detection.
· provide environments that support SunSmart practices.
· create an awareness of the need to reschedule work commitments and outdoor activities to support SunSmart practices.
PROCEDURES
Our school recognises that winter sun also contributes to skin damage. The implementation of this policy will therefore be conducted throughout the year.
The purpose of the SunSmart policy is to ensure that all children attending our school are p