TERM DATES FOR 2018 SCHOOLS
- Term 1 Start: Monday 5 February (teachers commence); Wednesday 7 February (students commence).
- Term 1 Finish: Thursday 12 April (students finish). Friday 13 April (teachers finish).
- Easter break: Friday 30 March – 3 April.
- Term 2 Start: Monday 30 April. Term 2 Finish: Friday 6 July
- Term 3 Start: Monday 23 July. Term 3 Finish: Friday 28 September
- Term 4 Start: Monday 15 October. Term 4 Finish: Thursday 20 December (students finish); Friday 21
- December (teachers finish)
PROFESSIONAL LEARNING DAYS 2018
Professional Learning Days are reserved by the State Government for teachers to conduct moderation and undertake professional development. Students do not attend school on:
- Friday 13 April
- Monday 23 July
- Friday 26 October
- Teaching staff on site 8.30am – 3.15pm.
- Students should arrive at school between 8.30am – 8.50am
(no supervision for students before 8.30am).
- Lessons commence 8.55am
- Recess Break 10.35am -11.00am
- Lunch Break 1.00am – 1.40pm
- 1.00pm – 1.10pm ( for eating)
- Classes conclude for Kindergarten (only) 2.45pm
- Classes conclude 3.00pm.
- If students have not been collected by parents they are to come to the office at 3.15pm
Normal office hours are from 8.00am – 4.00pm. The office is closed during term school holidays.
Supervision is provided by school staff as follows:
- Playground 8.30am – 8.55am
- 10.35am – 11.00am
- 1.00pm – 1.40pm
- School Crossing 3.00pm – 3.15pm
Students are not to arrive before 8.30am. This is for the students’ protection and safety as there are no teachers on duty prior to 8.30am. No student will leave the school grounds during the day unless the student is signed out by their parent/carer at the school office.
Students are encouraged to go home promptly at 3.00pm. Students are not detained or kept in after-hours so you should know the time your child would normally be expected to reach home.
Punctuality is required as students arriving late in the morning miss their daily fitness program as well as the important introduction for their daily work program.
Students who arrive after 9.15am must be signed in at the school office. Students leaving school during the school day must be signed out by their parent/carer at the office.
We require notification of any student absence from school. A phone call or message in advance, is preferable. While this is a courtesy which we appreciate, it is more as a safety precaution to ensure that your child has arrived at school for the day.
Student absences please phone the school office on 62 341705 or email email@example.com before 9.30am.
SIGNING IN/OUT REGISTER
For safety reasons, when students leave school for any reason during the school day, we require a parent/guardian to sign students out/in at the school office. This procedure also applies for students arriving after 9.15am at school or leaving earlier than the 3.00pm finish.
Whole school assemblies are held twice a term on Tuesday afternoon from 2pm. Assembly dates are published in the school newsletter. Our assemblies are a great opportunity for our school community to share in the learning experiences of our students.
BEFORE & AFTER SCHOOL CARE
Uniting Scots Early Learning Centre
Provide onsite before and after school supervision.
The number to book a place for your child is Ph. 62 34 2018
After School Care: Kindergarten – Grade 6 for children attending Mount Stuart Primary School.
Canteen is NOT available to Kindergarten children.
The Canteen is open on:
- Thursday 10.35am – 11:00am recess – counter items
- Friday 10.35am – 11:00am recess – counter items
- 1:00pm – 1:40pm lunch/counter items
Regular lunch menus will be distributed to each child. Fortnightly specials are printed on the back of the menu. Replacements are available at the office or canteen. The newsletter will keep you up to date of any changes.
All lunch orders for Friday need to be in on Thursday morning.
ABSENT CHILD ON CANTEEN ORDER DAY
If a student is absent on Friday please inform the office in the morning so that we don’t waste food! The order will be carried over to the following week or if requested the money will be refunded.
ILLNESS OR ACCIDENT
On occasions when a student is ill or has been in an accident at school, parents will be contacted by telephone and suitable arrangements organised. The school has trained First Aid Officers who deal with minor incidents. Students who are unwell should not come to school.
LAUNCHING INTO LEARNING (LIL) – Birth to 4 Years
Launching into Learning provides quality learning environments to promote learning through play, and works with families to support their child’s early learning prior to Kindergarten.
The Mount Stuart Primary School LiL Program will run weekly on Wednesday, Music – ‘Seedlings’ 9.00am – 10.00am and Friday mornings ‘Little Thistles’ from 9.00am to 10.30am from early in Term 1 until the end of Term 3 for those not in Pre Kinder. Starting dates will be advertised in the School Newsletter.
Pre Kinder sessions will be held weekly for 7 sessions will be held in Term 4 in November and information will be sent to the new students.
The feeder schools for children who attend Mount Stuart Primary School are New Town High, Ogilvie High School or Taroona High School. The appropriate forms are made available to our school in Term 3. Parents / carers of Year 6 students are required to complete a high school intention form at that time.
Kindergarten is a play-based inclusive learning environment for 4 and 5 year old children. Teachers provide a stimulating educational program incorporating both planned and spontaneous play experiences as the most natural methods for learning for young children.
Belonging, Being and Becoming-The Early Years Learning Framework (EYLF) for Australia is the foundation document on which the Kindergarten program is based. The EYLF has five learning outcomes:
- Children have a strong sense of identity
- Children are connected with and contribute to their world
- Children have a strong sense of well being
- Children are confident and involved learners
- Children are effective communicators
Kindergarten is often the first contact children and families have with the school community.
It forms an important link between home and school, and is a place where:
- Children learn to become a part of a larger group and to work and play cooperatively
- The diversity of children’s interests is recognised and used as a starting point for a challenging, child-centred program
- Children are encouraged to be responsible, resourceful, caring and independent
- The excitement of learning is fostered and the children’s natural curiosity is stimulated
We are excited about the 2018 Kindergarten year and look forward to starting your child on their learning journey. We will have three Kindergarten groups in 2018. The days for each of these classes are as follows: Monday – Tuesday – Wednesday, Tuesday – Wednesday – Thursday and Wednesday – Thursday – Friday. This enables all the students to be at school on Wednesday so they can have P.E and Music and also for the teachers to collaborate planning for Kindergarten.
The Kindergarten class times are 8.55am – 2.45pm.
To assist the children with their transition into school life, we will be staggering the starting dates for Kindergarten students. Children with surnames A – M on the first day, N – Z on the second day and on day 3 all children will be attending together. Parents will be notified of the starting date early in the New Year.
If your child needs medication for Asthma or an EpiPen we would like a medical plan in the Kinder Class and also in the medical room in the office area. If the student is in the grounds of the school other than the kinder area it is essential that we have medication close at hand for these children.
Starting school is an exciting time for children and families. On the first day, please help your child find their name tag and place their bag on their named bag tag. Help them choose an activity they would like to participate in. You are welcome to stay for a short time if you wish. It is important you assure your child that you will return when Kindergarten finishes. Don’t prolong goodbyes. If your child is upset, please let the teacher know.
Please ensure children are brought to and picked up from the classroom by a parent or guardian. It is important to be punctual at the end of the day as children easily lose confidence in a new situation. If someone else will be picking up your child or there is a change to their normal routine, please let the teacher know. If your child will be absent from school for any reason, please let the school office know.
Canteen is not available for Kindergarten children.
Children need to bring food for three breaks – a fruit break, morning recess and lunch – in a clearly named lunch box. Due to allergy issues, please do not send along nuts and nut products. Children will also need a drink bottle that is clearly named. Each child will be given a broad brimmed school hat that connects them to a Sports House on the first day of school. Please CLEARLY NAME all personal belongings.
Your child’s progress
During second term, all children will undergo the Kindergarten Development Check, a compulsory assessment devised by the Department of Education. Areas assessed include: gross and fine motor skills; personal and social behaviour; listening, speaking and understanding; and cognitive development. The checklist is designed to identify children who may require additional assistance in these areas. During term two parent teacher interviews are held to discuss the Kindergarten Development Check and your child’s progress in Kindergarten. At the end of the year, your child will receive a ‘Celebration of Learning’ report based on the EYLF.
The Department of Education has recently launched a new website called Kinder Ready which contains important information and short video tips for parents to support children in preparing for Kindergarten. Go to http://kinder-ready.tas-education.org/
LEVIES AND STUDENT ASSISTANCE
Levies are calculated at the end of Term 3. This levy includes all activities, performances, Gr 6 Camp, materials, excursions, and swimming, “Growing Up” Programs and Online Programs.
The Library is situated in the Main Block. Our Library is open all week to classes accompanied by their teacher. Students are encouraged to protect their library books by using a library bag available from the uniform shop.
The school newsletter is the main form of communication with our school community. It contains information about current school events and activities which may interest parents. Our newsletter is published weekly on a Wednesday and is distributed to parents electronically, on our School Website and can be accessed via our School Stream App that can be downloaded from the App Store on your smart phone, follow the prompts and put Mount Stuart Primary School as your preferred school and your device will automatically receive the Newsletter information. Alternatively, a copy can be collected from the school office if needed.
If you have items for inclusion in the Newsletter, please ensure that they are related to school or students and left at the school office by Monday afternoon. If you would like to email an item for the newsletter please send it to firstname.lastname@example.org, and mark it “newsletter item”. We don’t guarantee that it will be in the newsletter but space permitting we will do our best.
We encourage parent help at Mount Stuart Primary because it offers benefits to all involved. Children benefit from the positive interaction with their own parents, other adults and in being able to participate in a wider range of experiences.
Parents benefit from being able to observe classroom operation, their own child’s strengths, weaknesses and social interactions. They know what is happening in the classroom and can be more involved with their children and support their learnings on the home front.
People that help in a school environment are now required to have a Working with Vulnerable Peoples Card (WWVP) which can be applied for on line at: http://www.justice.tas.gov.au/working_with_children
What would I be doing?
Within the classroom you could be working directly with children: listening to reading, supervising small groups with various English, Maths, Art, Science, History, computer or gross or fine motor activities. Also at time parent support is required for sporting events, coaching, helping with the many tasks in the library or assisting with working bees. Many parents have expertise in special fields that could be useful in regard to classroom programs.
How does it all work?
Individual teachers have their own way of advertising for parent help. Some send home a letter, others have a classroom roster. Some teachers start the year with parent help, others like to wait until discipline and routines are firmly established. If you are in doubt just ask!
Are there any problems associated with parent help?
We wouldn’t be honest if we said no. It can be unnerving to have another adult in the room. It can be frustrating if a parent doesn’t turn up when a teacher has planned for a particular activity. It doesn’t work if young siblings come along, so try and have someone baby sit if you are coming for parent help. Children can take advantage of parent helpers.
Teachers would want parents to receive the same respect as themselves. You should always let the teacher know if there is a problem. Teachers provide hands on experiences so children can practise fine motor and numeracy skills. It is therefore important that it is the children practising those skills.
Teachers never feel they have enough time to explain an activity. We would recommend arriving a little early just so you can check out what is required.
Teachers must operate under a Code of Confidentiality and as a parent in someone’s classroom you must be prepared to adopt the same code. This means not discussing individual students’ ability, behaviour or personal circumstances within the classroom or in the wider school community. All parent helpers and volunteers will be required to have a current Working with Vulnerable Peoples Card (WWVP)
Hints on Helping with Reading
- Talk about the cover, story, title, author and illustrator first.
- Ask “What the story might be about?”
- Encourage children to use reading strategies such as predicting, sounding out, saying in syllables and picture cues rather than just telling them the word.
- If a child makes a mistake that changes the meaning, wait until they finish the sentence and then ask, “Does it make sense?”
- At the end discuss an aspect of the story. For example: “What part did you enjoy?”
Parents are requested to ensure all items of children’s clothing, stationery and equipment are clearly marked. Although every care is taken, we cannot accept responsibility for lost or damaged property. Students are asked not to bring valuable toys or electronic items to school. A lost property box is located in the ‘Link’ outside the GP room behind the door with the sign on it.
Sometimes people forget about other people’s rights and the responsibilities that go with protecting and caring for each other. In a school setting, we refer students to common-sense rules which are aimed at preventing unfair, unreasonable, unproductive and unacceptable behaviour. Whilst subject to change, this overview of school rules can be a handy reference point:
- Children are to stay within the school boundaries during school hours.
- When moving around the school, do so safely and without disturbing others.
- When near doorways, give way to people already coming through or close to the doorway.
- Children should enter and leave school buildings by the exit nearest to their classroom. The school front entrance and staff car park are not access ways for children unless accompanied by an adult.
- Unless accompanied by an adult, students are not to be in the school grounds after 3.15pm.
- If a student has a problem in the playground and they need a teacher, first seek out a Duty Teacher.
- Use equipment carefully and report any damage or loss to your class teacher.
- Use caution when moving through busy areas of the school, e.g. by toilets, by exit doors.
Do not play around these areas.
- No cricket balls or other hard balls are to be brought and used at school.
- If students are playing games where rules apply, they should stick to the rules i.e. documented handball rules.
- If students are inside on a wet day, they should stay in their own classroom.
- Students should not interfere with the work and games of others.
- Students should not enter staff areas until they have knocked and been invited in.
Please see the School Policies section for further information about behaviour management.
Mount Stuart Primary has three sports houses – Cato – green, Ross – yellow and Miller – white.
Students are allocated a house when they begin school and stay in that house until they leave school.
As parents and fellow road-users we should always be concerned about traffic safety. We can all help around our school by observing these things:
- Children walking to and from school from should use the School Crossing.
- No Parking on the crossing – crossing is clearly marked.
- Staff carpark is for school staff only.
- We have a Kiss & Drop area on the top side of the staff car park. This is designed for students to be dropped off and picked up, cars are not to remain parked in this area.
- There are two disability parking spaces in the car park. They are to be used strictly by people with disabilities only.
Occasional reminders to cyclists about safe practices can also assist in promoting traffic safety with our students. A bike rack is located in the quadrangle below the office area.
USE OF SCHOOL GROUNDS
Parents are responsible if their children use the school grounds at weekends and after school. Parents are requested to work with staff in encouraging respect for the school property and the environment.
Parent volunteers coordinate our school banking every Friday morning. The money is banked with the Commonwealth Bank. All children are welcome to use this service and our school benefits as a payment is made to the school for each deposit – irrespective of amount deposited.
SWIMMING AND WATER SAFETY
The program for Grades 3 – 5 will run for two weeks i.e. 10 days in Term 2. The cost of this program is incorporated into the school levies.
ADMINISTRATION OF MEDICATION FOR STUDENTS
Administration of prescribed medication for students by designated staff members during school hours will only be undertaken if it is absolutely necessary. In such cases a meeting between the parent/carer of the student concerned will take place beforehand. This will entail the parent/carer filling in an ‘Administration of Routine Medication Authorisation’ form which will be held at the school office. A letter from the student’s doctor is required to be attached to this form.
Any medication that needs to be administered to a student during school hours must be kept in a secure place at all times. The type of storage place may vary, depending on the type of medication.
Non-prescribed medication (such as analgesics and over-the-counter medication) will not be administered to students by staff members. The exceptions to this are: inhalers for known asthmatic students and EpiPens for students who have had a severe allergic reaction.
• To provide a safe learning environment for all members of the Mount Stuart Primary School community.
• To raise awareness of all members of the school community regarding the prevention of, and procedures related to severe allergies at the school.
• Anaphylaxis, or anaphylactic shock, is a systemic allergic reaction that can be fatal within minutes; either through swelling that shuts off airways or through a dramatic drop in blood pressure.
• Our allergy awareness includes exposure to animals, insect bites and/or foods that contain nuts, almond meal, seeds, fish, cow’s milk and/or egg.
• All children who have allergic reactions will be identified, and their photos and medical needs displayed in the staffroom, sickroom, office and individual class and relief folders. Duty bags will also contain this information.
• Class teachers, as well as all other staff who work with children who have allergic reactions, will be fully aware of the child’s needs and emergency procedures.
• Staff will maintain “Allergy Aware” supervision of student eating times.
• Students will be discouraged from sharing food.
• Students and staff will be encouraged to wash hands after eating.
• When the school or a class is having a shared food day that includes a student who has an anaphylactic reaction to food products, all parents of students involved will be encouraged not to bring or send along any foods containing those products.
• All food products provided for school events, including shared food days, will need to include a full list of ingredients.
• The Principal will obtain specific medical information from the family at the time of enrolling a student with a “severe allergy” (i.e. an Anaphylaxis Action Plan being provided by a medical practitioner). This will include a clear photo of the child and documentation of the allergic triggers.
• Families will supply in-date medication, as prescribed in individual Medical Action Plans, to be kept at school in an agreed location e.g. classroom or office.
• Parents of students with severe allergies which require the use of an EpiPen will be asked to supply an additional EpiPen for excursions.
• Actions Plans will be updated by the family Doctor at the beginning of each school year as part of the validation process.
• An Action Plan for Anaphylaxis completed by the student’s medical practitioner is provided to the school by parents. The Action Plan will be in the national format developed by Australasian Society of Clinical Immunology and Allergy (ASCIA).
• Staff will follow the individual Management Plan provided for a child who presents with an Anaphylaxis reaction.
• Staff will take EpiPens, medications and medical plans on any excursions including swimming lessons. If the classroom teacher is not attending the event it is their responsibility to relay relevant information and medication to the attending staff member.
• A treatment information poster will be displayed in classrooms, the office, the sickroom, and the staffroom outlining the treatment system for anaphylaxis. A copy will also be included in all duty bags.
Education and Promotion
• All staff participates in annual training in understanding and dealing with Anaphylaxis and the use of EpiPens.
• Parents and caregivers are informed of the Allergy Awareness Guidelines through the annual Parent Handbook.
• Parents of students with allergies will ensure that their child understands the condition, the triggers and symptoms. The child also needs to know what to do if they believe they are having a reaction.
• Staff, including relief and registered volunteers, will be made aware of specific students via photographs and information in staffroom, sickroom, office and individual class and relief folders.
ASTHMA MANAGEMENT GUIDELINES
• To provide a safe learning environment for all members of the Mount Stuart Primary School community.
• To raise awareness of all members of the school community regarding the procedures related to managing asthma at the school.
• Asthma is a disease of the airways. Sometimes it is harder for a person with asthma to breathe in and out, but at other times their breathing is normal.
The most common symptoms of asthma are:
• wheezing – a continuous, high-pitched sound coming from the chest while breathing.
• shortness of breath – a feeling of not being able to get enough air.
• a feeling of tightness in the chest.
• coughing – alongside other symptoms.
A person does not need to have all of these symptoms to be diagnosed with asthma.
Asthma triggers differ between individuals. Some can be avoided altogether whilst others will need to be planned for.
• The school will obtain specific medical information from the family at the time of enrolling a student with Asthma (i.e. an Asthma Action Plan provided by a medical practitioner).
• All children who have Asthma will be identified, and their photos and medical needs displayed in the staffroom, sickroom, office and individual class and relief folders. Duty bags will also contain this information.
• Families will supply in-date reliever medication and an individual spacer, to be kept at school in an agreed location e.g. classroom or Medical room.
• Class teachers, as well as all other staff who work with children who have Asthma, will be fully aware of the child’s needs, triggers and emergency procedures.
• If sport is identified as a trigger for Asthma, affected students will be instructed by staff to use their blue reliever medication prior to activity to open up their airways.
• Actions Plans will be reviewed with parents at the beginning of each school year as part of the validation process.
• An Action Plan for Asthma, completed by the student’s medical practitioner, is provided to the school by parents.
• Staff will follow the individual management plan provided for a child who presents with Asthma.
• Staff will take medications and medical plans on any excursions including swimming lessons;
if the classroom teacher is not attending the event it is their responsibility to relay relevant information and medication to the attending staff member.
A treatment information poster will be displayed in classrooms, the office, the sickroom, and the staffroom outlining the treatment system for asthma. A copy will also be included in all duty bags.
Education and Promotion
• All staff participate in training to understand and deal with Asthma.
• Parents and caregivers are informed of the Asthma Management Guidelines through the annual Parent Handbook.
• Parents of students with Asthma will ensure that their child understands their condition, the triggers and symptoms. The child also needs to know what to do if they believe they are having an asthma flare-up.
• Staff, including relief and registered volunteers, will be made aware of specific students via photographs/information in staffroom, sickroom, office and individual class and relief folders.
Parents are asked to inform the school in cases where children contract infectious diseases – Swine Flu, Chicken Pox, Conjunctivitis, Diphtheria, Hepatitis A, German Measles, Hand/Foot & Mouth, Leprosy, Measles, Mumps, Slapped Cheek, Whooping Cough, Head Lice and School Sores. For further information go to: www.education.tas.gov.au
MEDICAL / EMERGENCY CONTACT DETAILS
A student information validation form will be distributed for completion for each child at the beginning of Term 1 each year. These forms become the basis of an emergency contact file for use in the case of accident, illness or emergency at school. It is most important that this form is filled out and returned to school promptly. Parents are asked to advise the school of any disability, medical health or allergy problem affecting their child and any accompanying medical action plans and medications.
If children require medication to be administered at school, an Administration of Prescribed Medication Authorisation Form needs to be signed by the child’s parent. Members of school staff are not permitted to administer non prescribed oral medication such as analgesics or other over the counter medication without the appropriate authorisation form signed by the child’s parent.
POSITIVE BEHAVIOUR SUPPORT
Mount Stuart Primary School has a set of values that underpin each and every response and rationale in all aspects of student behaviours and achievements.
Mount Stuart Values:
• Being Safe
• Being Respectful
• Being Resilient
• Being Courageous
• Being Creative
Understanding and applying our values:
Each classroom has posters that clearly show our values and has examples of actions that exhibit our values in action in both the classroom and the playground. Each classroom teacher uses these values as the foundation for establishing the classroom rules and expectations. We celebrate and recognise those students who have shown these values in their behaviour at our assemblies, through our Values Certificates.
Zones of Regulation:
In 2017, Mount Stuart Primary adopted the Zones of Regulation as a means for teaching and learning about student self-regulation. This approach is school-wide and works at each and every student having explicit teaching so that they understand what zone they are in, how to act to self-regulate and what to do if they find themselves out of their preferred zone.
The zones are human emotions, none of them being unusual or “bad” however in a school environment being calm and regulated; usually in the Green Zone is the optimal zone for learning.
Each student understanding their own levels of focus and anxiety is important to them having ownership over their own learning and not negatively impacting upon the learning of others.
Promoting Positive Behaviour at Mount Stuart Primary School
Mount Stuart Primary School has a variety of activities and opportunities that support students developing their own positive sense of self and their own engagement and alignment with our school community.
Some ways we achieve this are through:
• Social skills sessions within the classroom based on our school values.
• Health and Wellbeing Units.
• Social Clubs – operating every lunchtime to allow structured opportunities for learning and play through a range of activities such as Lego, chess, veggie patch, table tennis and “tinker club.”
• Buddy Class systems which encourage children to get to know each other across the school.
• The Daily Fitness Program provides students with cross grade groups where they can build friendships and where Grade 6 leaders have the opportunity to demonstrate their leadership skills through respectful relationships. Grade 5 students are also mentored by the Grade 6 students to become leaders the following year.
• Individual Education Plans (IEPs) are sometimes used by teachers to provide a documented plan of strategies to assist a student with specific behaviour issues. In most cases, parents/carers are involved in this procedure.
Consequences for Inappropriate Behaviour
The Mount Stuart Primary School community values a caring and supportive environment where positive relationships are fostered among staff, parents and students. All students deserve the right to learn in a safe and secure environment to develop their potential. Any behaviour which prevents this will be appropriately managed in the following manner:
• Consequences will, in the first instance, relate to the primary behaviour in question.
• The consequence will reflect the seriousness of the behaviour.
• The student will be dealt with in a professional manner.
• Students will be given the opportunity to calmly and honestly present their version of the event.
• Parents will be involved as per the staged behaviour management policy outlined next page.
Supportive Classroom Environment
Each teacher works to ensure that their classroom is the most supportive and inclusive environment that supports each student achieving to their potential. Each teacher has a set of rules or expectations that is specific to their class and physical space. These are based on our whole school vision and values.
If a student does not act in a way that is within our expectations, the teacher will act in this way:
1) Verbally redirect the student to the task at hand and offer support to allow engagement. If the student fails to comply:
2) The teacher will ask the student to change their physical location in the classroom (either to another space in the room or to a relocation class). If the student fails to comply:
3) The teacher will engage senior staff to support them in dealing with the behaviour; this will usually result in some time out of the classroom until the student is calm, able to talk about the issue and willing to engage with the learning.
Supportive Playground Environment
Each teacher has an obligation and duty to ensure that each child is safe and cared for at Mount Stuart Primary School. During any recess or lunch break, there are at least 4 adults on duty. These adults are there to support students who may have hurt themselves, who may be having social difficulty or who need someone to talk to. When outside the key values that we think about is being Safe and being Respectful. If a student is not acting in this way then the teacher may:
• Give verbal directions to the student about what they should be doing.
• Engage the student to have some “time out” such as walking with the teacher, sitting on a bench, staying in a certain space or staying away from a certain space.
• If a student continues to act in an unsatisfactory manner then the teacher will ask the student to go to the office for senior staff to then engage with the student.
Sometimes situations occur between students that requires a broader conversation and “unpacking” of the situation. If this is required then parents/carers will be included in the communication and staff will use the restorative justice model of empowering all students to share their own feelings, understand their own impact on others and restore the social damage that they may have done.
ENROLMENT & CLASS PLACEMENT
Your child must be four on or before 1 January to be able to start at Kindergarten that year.
The process of enrolment at Mount Stuart Primary School is as follows:
• Contact the school and you will receive a copy of the Handbook and Application for Enrolment form.
• Make an appointment to have a tour of the classrooms and grounds. We encourage potential new families to visit the school.
• Meet with the Principal or a member of senior staff. This provides an opportunity to discuss the schools operations and programs. It can also be combined with an orientation session for your child to visit the school.
Our Enrolment Policy is as follows:
• Our school has a ‘Home Area’ which is basically the Mount Stuart area.
• 85 – 90% of our students live in our ‘Home Area.’
• We do from time to time accept ‘Out of Area’ enrolments for a variety of educational reasons and circumstances. You have to fill in an out of area enrolment form and submit to the office to be considered for a place. Decisions in regards to out of area enrolments and placement offers are made in Term 4, week 2 as stipulated in the Education Act.
Homework can be a useful link between school learning and the home for primary school students. School learning can be supported and enhanced at home through students completing unfinished school work, undertaking research and practising educational skills with minimal parental assistance.
Term outlines will express skill and topics that can be focused on at home.
K – 2: No formal homework at all. Reading and information gathering encouraged.
3 – 6: Unfinished class work may be sent home by a teacher for a student to complete by a due date determined by the teacher.
• Students may be asked to complete educational skills’ practice at home.
• Reading and information gathering at home encouraged.
• Teachers will expect homework to be completed, but a simple note from a parent saying the homework could not be completed will be accepted.
• Working at home on school work for 30 minutes per session is the maximum recommended time.
All homework should be able to be completed with minimal parental assistance.
MOVE WELL EAT WELL
Healthy eating and physical activity are associated with improved learning and concentration, better mood and behaviour, healthy growth and weight and lifelong health and wellbeing. Our school community can help students develop healthy habits to live, learn, grow and play.
• To provide a range of relevant learning experiences to students and parents about current health and wellbeing resources and information.
• To create a school environment that supports healthy eating and physical activity.
• To enable parents to participate in decisions made about their children’s health and wellbeing.
• To promote the health and wellbeing of students by making healthy eating and physical activity a regular part of every child’s day.
• To recognise that the school community impacts on children’s health and can contribute to creating an environment that promotes healthy eating and physical activity.
• To ensure all members of the school community including staff, students, parents and volunteers are supported to meet this policy.
• An awareness campaign of Move Well Eat Well is implemented across all classes and
throughout the curriculum.
• The Health and Wellbeing Curriculum is implemented from Kinder to Grade 6.
• Each class has a daily fruit and vegetable and water break at 10:00am.
• The school promotes the eating of healthy foods including Vegie Month. Promotional activities are linked to the School Canteen menu.
• Students are encouraged to drink water throughout the school day including class time.
Water drinks are encouraged following any physical activity including daily fitness, outdoor games and physical education. Drinking fountains provide access to water at all times for students.
• School based community events will offer water as an option in preference to sugary drinks.
Staff and parents are encouraged to model and participate in physical activity and healthy eating choices. The school provides families with information and ideas through the Parent Association meetings and newsletter inserts.
• The parent volunteer run canteen is committed to retaining its accreditation with the Tasmanian School Canteen Association, and to offering healthy food choices. The canteen runs a classroom based activity each term, promoting healthy food options.
• Staff are encouraged not to use ‘occasional’ foods as rewards in class.
• Chocolate drives are discouraged throughout the school. ‘Meet the Teacher’ and other barbeques will include wholemeal and grain bread options. Class parties will promote healthy food options.
• Students from Grades 3 and 4 participate in Kids in the Kitchen activity, educating students about food safety and hygiene and making healthier food choices. Teachers and Grade 6 students are provided with, and watch DVD resources about food handling. Grade 6 students assist in the canteen on a rotational basis demonstrating practical food safety techniques.
• Play and sporting equipment is provided through a borrowing system run by students at break times. Access to equipment is available to all students at all year levels. This is monitored and evaluated regularly.
• There is a well-established Daily Fitness Program run by grade 6 leaders which is highly valued and is well resourced from the Healthy Active Australian Schools and Community Grant. Students from Prep to grade 6 participate in the program. Students with additional needs participate in a Daily Activities Program aimed at developing gross motor skills.
• The whole school participates in the Get Walking Tasmania Day, and all classes are involved in an appropriately challenging walk.
• Classes are encouraged to walk to local excursions weather permitting.
• All students are encouraged to participate in active games, sports and walking at the end of year picnic.
• A Walking School Bus program encourages students to walk to school under the supervision of volunteer parents.
• A representative from The Parents Association is actively involved in developing safe traffic solutions around the school in consultation with the Hobart City Council.
• All classes participate in a specialist Physical Education lesson per week.
• Parents are involved in coaching of students Prep-6 in soccer, basketball and netball.
REPORTING TO PARENTS POLICY
Throughout the year there exists an open invitation for parents and carers to contact teachers to arrange an appointment to discuss their child’s progress at school and any concerns. Likewise, teachers may contact parents for an appointment at any stage when a particular need arises in relation to their child’s learning, progress or wellbeing.
A term outline will be provided by all class teachers to parents/carers by the end of the first week of each term.
PREP-6 REPORTING SCHEDULE
• A short progress statement will be provided to all Prep-6 parents and carers by the end of week 6 of Term 1 to inform them about how their child is settling in to school and to advise them of any early areas of concern.
• Teachers will provide a full written report for parents and carers by the end of Term 2. The mid-year report will detail each child’s progress and any matters that need attention.
• Parent – teacher discussions will be conducted in the second week of Term 3.
• An end of year Summary Report will be sent home in December along with class lists for the next school year.
Results of each child’s performance in the Performance Indicators for Prep Students (PIPS), as well as an explanation of these progress indicators, will be provided to parents and carers in addition to the end of year summary report.
Parents/carers will also be provided with a copy of the Department of Education’s documentation of their child’s performance in the NAPLAN Year 3 and 5 Literacy and Numeracy monitoring when released.
Year 6 students will receive an assessment against the Year 6 ICT Checklist at the end of each year.
PREP REPORTING SCHEDULE
Prep teachers will talk with all parents before week 6 of Term 1 to ensure their child has the best possible start to school.
An end of year Summary Report will be sent home in December.
Results of each child’s performance in the Performance Indicators for Prep Students (PIPS), as well as an explanation of these progress indicators, will be provided to parents / carers in addition to the end of year summary report.
Parents/carers will also be provided with a copy of the Department of Education’s documentation of their child’s performance in the NAPLAN Year 3 and 5 Literacy and Numeracy monitoring when released.
Our Sun Smart policy has been developed to ensure that all students and staff attending this school are protected as well as possible from skin damage caused by harmful ultraviolet rays from the sun. Excessive sun exposure in the first eighteen years of life can contribute significantly to the lifetime risk of developing skin cancer. However, some skin exposure to the sun’s UV rays is needed for the production of Vitamin D, vital for maintenance of healthy bones, teeth and general good health. Therefore a safe balance between skin protection and sun exposure for Vitamin D is of paramount importance.
As part of general Sun Smart strategies:
• Students and staff members will use a combination of sun protection measures when UV Level is 3 and above (usually from mid-September to mid-April) on school days during outside break times and all outdoor activities.
• Require students to wear hats which protect the face, neck and ears whenever they are outside (recess, lunch, sport, excursions) in Term I and Term 4.
• Students without a sun safe hat at peak UV ray times will be directed to one of two large shade areas at the school. “No Hat, No Sun”.
• Encourage children to use available areas of shade for outdoor activities at peak UV times.
• Sunglasses – close-fitting wrap-around sunglasses that comply with Australian Standards AS1067:2003 (Category 2, 3 or 4) are encouraged but optional.
• Encourage staff and parents to act as role models by practising Sun Smart behaviours.
• Students with very dark skin (skin types 5 and 6) may need 4-6 times as much sun for vitamin D production and do not need sunscreen when outside at school but it is recommended they wear hats and or sunglasses to provide eye protection.
• Incorporate programs on skin cancer prevention into the curriculum at all grade levels.
• Regularly reinforce Sun Smart behaviour in a positive way through newsletters, parent meetings, and student and teacher activities.
• Ensure the Sun Smart policy is reflected in the planning of all outdoor events (e.g. excursions, sporting events).
• Schedule outdoor activities before 11.10am and after 3.00pm during Terms 1 and 4 whenever possible.
• Organise outdoor activities to be held in areas with plenty of shade whenever possible.
• Work toward increasing the number of shelters and trees so as to provide adequate shade in the school grounds.
STUDENTS WATCHING VISUAL MEDIA AT SCHOOL
EDUCATIONAL VISUAL MEDIA
Teachers, where appropriate, may use visual media to enhance their educational programs or to address the component of ‘viewing’ as part of the Australian Curriculum English.
Teachers may include:
• Commercially produced instructional and educational DVD or CD.
• Recorded TV, YouTube clips.
• Current Affairs programs.
• Specially produced commercial television programs.
• Direct broadcast of significant events.
Teachers will communicate to parents and carers when the material being viewed may be sensitive in nature and, in particular, when related to personal growth and development.
ENTERTAINMENT VISUAL MEDIA
Teachers may use entertainment visual media when the material has a direct relation to the classroom program. For example, a class has read ‘Charlotte’s Web’ and then they view the DVD for comparison between media forms. Occasionally, a movie may be shown as a reward or as an ‘end of term’ activity.
Where possible, only ‘G’ rated movies will be used with students from Kindergarten to Grade 6, however on some occasions, teachers may want students to view a DVD or CD (or part thereof) rated ‘PG’. In this case, permission will be sought from parents at least one week prior to showing the movie.
The use of visual media should have a clear purpose in the educational program of the class.
Teachers have the responsibility to communicate to parents and carers when they use ‘non educational’ films or videos during instructional time or when the material may be of a sensitive nature.
Parents have the responsibility to communicate to class teachers if they do not wish their child/children to view a particular film or DVD / CD.
WHITE RIBBON POLICY
Family Violence and Violence Against Women – White Ribbon Australia Workplace Accreditation Program.
Mount Stuart Primary School embraces the White Ribbon Policy as set out in the Department of Education
Guidelines which are:
A commitment to zero tolerance to all forms of violence, including Violence Against Women.
This policy demonstrates the priority given to active engagement in the campaign to bring
about culture change in the school and broader community.
Please see link for more information – Department of Education