DID YOU KNOW?

  • Dogs are not permitted on school sites in WA schools.
  • Children who arrive early are to sit on the benches outside the classroom.
  • The playground equipment is out of bounds before school.  
  • Our Kiss n Ride parking bays are for that purpose only, DO NOT leave your car parked in these bays, this is a stop and drop area only.
  • Visitor parking bays or parallel bays are down the street. 
  • To contact the front office if there are changes to your child’s daily routine.
  • Office staff are not always able to deliver messages for changes to home time pick up when these come after 2:30pm. Please try to plan arrangements before school hours.
  • The absentee form on Connect is the easiest way of notifying us that your student will be absent.
  • We are an allergy aware school, children are not permitted to share food as some students have allergies.
  • The only pieces of jewellery permitted at school are a standard watch and small earrings.
  • Children take home uneaten food and wrappings.
  • To contact the front office if your child is unwell.
  • We have a before and after school care, ZigZags, on site.
  • We teach the Zones of Regulation as a way of supporting students to self-regulate.
  • We encourage all students to be friends rather than have ‘boy-friends/girl-friends’
  • Our values are Respect, Kindness and Manners.
  • The class teacher should always be the first point of call if you have any concerns regarding your children.
  • Mobiles – All children need to hand in their mobiles to the office for safe keeping at the beginning of the day message watches are not to be used during school time.
  • Playgroup coffee and chat sessions 8:30 -10:30 every Monday in the Hawker Hub (during the school terms).
  • Trees on the school grounds are NOT to be climbed.
  • Walls on school grounds are not to be walked on.
  • Parents are to supervise their children after school if children are playing.
  • Children are still learning and need to know that swearing and inappropriate language is offensive and has no place in school.
  • The School Board Chair meets with the Principal every week.
  • The P&C President meets with the Principal before each P&C Meeting.
  • If your child is unwell, please keep the child home so germs are contained.
  • Students leave toys at home.
  • Students leave sports equipment at home.
  • Students eat lunch and/or play with their own year levels – a year above and/or a year below.
  • Students are to walk bicycles on and off the school grounds.
  • Long hair must be put up and out of eyes.

Hawker Park Primary School (HPPS)

BEHAVIOUR SUPPORT POLICY

PURPOSE

  • To support positive student behaviour
  • To provide individual student behaviour support where the need is identified.

NB: Old Positive New Pro-Social Behaviour. Old Negative New Misconduct

AIM

The HPPS school community will be made aware of this policy document at the beginning of their association with the school and it is available on the school website.

Hawker Park Primary School aims to:

  • create a positive, safe environment within the school and classroom so that the teachers and students can work together in harmony.
  • create a caring school environment where the rights and responsibilities of the individual are recognised and respected
  • recognise those members of the school community whose exemplary behaviour promotes a positive and caring school environment.
  • establish a set of agreements within each class that protect the rights of all individuals.
  • establish a clear set of consequences for individuals who do not accept their responsibilities and break Code of Conduct, so that they are encouraged to recognise and respect the rights of others.
  • establish a procedure so that conflicts and unacceptable behaviour can be resolved in a positive manner.
  • encourage pro-social behaviours through ongoing programmes such as the whole school values programme, Zones of Regulation, SDERA Resilience and other classroom based social skills programme.

 

CODE OF CONDUCT

At Hawker Park Primary School, it is desired that a Code of Conduct is created where the school community learn to conduct themselves in a manner that displays respect, kindness, manners and care and consideration for the rights of others, complying with rules that are formulated for the well-being of all our community.

Such a Code of Conduct is based on the following assumptions: 

  1. Students are to demonstrate respect, kindness and manners.

  2. Students are to adhere to our Playground, Safety and Health Rules.

  3. No tackling games without adult supervision.

  4. Students are to display conduct that contributes to the growth and development of others

  5. School grounds, buildings and equipment must be used respectfully.

  6. Illegal and/or dangerous items are not permitted on school grounds.

  7. Toys/other valuable items are only to be brought to school with teacher permission.

  8. Students must consider their own safety and the safety of others in the classroom and playground.

  9. Follow directions from staff at all times.

  10. Wearing of school uniform is compulsory. Only watches and stud or sleeper earrings may be worn. Refer to School Uniform Policy

  11. Mobile phones must be handed in to the office. Students found using mobiles will have them confiscated and stored for parent pick up.

  12. At Hawker Park we have a “good standing” requirement.  Good standing needs to be included in classroom agreements.  If a child is 1. Violent towards another child or is 2. Disrespectful towards a staff member, he/she loses “good standing” hence would also lose the privilege of going on an excursion, camp, or any other extra-curricular or school social activity (severe clause, Admin level).  Importantly, though a child can re-gain the status of “good standing” by making amends and behaving appropriately (Appendix 1).

 

PLAYGROUND, SAFETY & HEALTH RULES

  • Stay within the play areas
  • Use toilets for their intended use
  • Keep the school neat and tidy
  • Wear a school hat or play in the undercover area
  • Only enter buildings with an adult
  • Arrive at school 10-15 minutes before school commences
  • Run on grassed areas, walk on all other surfaces
  • Kicking games in allocated areas
  • Trade toys/cards at home not school
  • Use the adventure play equipment sensibly
  • Sit in designated areas when eating
  • Keep the school neat and tidy
  • Wear bike helmet when cycling – No skateboards or scooters
  • Walk bicycles in the school grounds
  • Uneaten food and packaging to go home.

SUPPORTING PRO-SOCIAL STUDENT BEHAVIOUR POLICY

RIGHTS AND RESPONSIBILITIES

Students have the RIGHT to:

  • respect, manners and kindness
  • learn in a pro-social and supportive environment
  • work and play in a safe, secure, friendly and clean environment
  • take pride in their achievements

Staff have the RIGHT to:

  • respect, manners and kindness
  • teach in a safe, secure and clean environment
  • teach in a purposeful and pro-social environment
  • co-operation and support from peers and school community

Parents have the RIGHT to:

  • respect, manners and kindness
  • be informed about course and curriculum material, behaviour support procedures and decisions affecting their child’s health and welfare
  • be informed of their child’s progress
  • access a meaningful education for their child
  • be heard in an appropriate forum on matters related to the rights of their child to education

Students have the RESPONSIBILITY to:

  • demonstrate respect, manners and kindness
  • ensure that their behaviour is not disruptive to the learning of others
  • ensure that the school environment is kept clean and tidy
  • ensure that they are punctual, polite prepared and behave in a pro-social manner
  • behave in a way that protects the safety and wellbeing of others
  • work to their potential

Staff have the RESPONSIBILITY to:

  • model respect, manners and kindness
  • ensure that the school environment is kept neat, tidy and secure
  • establish pro-social relationship with students
  • ensure good organisation and planning
  • report student progress to parents
  • allow students to reach their potential

Parents have the RESPONSIBILITY to:

  • model respect, manners and kindness
  • ensure that their child attends school and is punctual
  • ensure that the physical and emotional condition of their child is at an optimum for effective learning
  • ensure that their child is provided with appropriate equipment to make effective use of the learning environment
  • provide child supervision at the end of the school day while on school grounds to a safe standard
  • provide adequate nutrition for their children (breakfast, healthy snacks, lunch)
  • inform the school of changed contact and relevant personal circumstances.
  • model and support pro-social behaviour.

ROLES

THE TEACHERS WILL

At the beginning of each year the classroom teacher will formulate their Classroom Behaviour Support Plan. This will detail:                  

  1. class agreements
  2. class rewards
  3. class consequences

Ensure that the Classroom Behaviour Support Plan is complementary to the school’s Student Behaviour Support Policy (SBSP). Consideration being given to rights, responsibilities and code of conduct is outlined elsewhere in this policy.

    • Understand and implement the SBSP as detailed in this document.
    • Display in the classroom
  1. Rules – both the school’s Playground Safety and Health Rules and the teacher’s class agreements.
    • Discuss in the classroom:
  1. Rights and Responsibilities
  2. Code of Conduct
  3. Behaviour Management Procedures and Consequences
  4. Anti-Bullying Policy
  5. Good standing
  6. Student views on violence
    • Contribute to an annual review of the SBSP if required.
    • Liaise with other staff on student support.
    • Discuss, as appropriate, with parents their child’s behaviour
    • Develop an IBSP for any student with a behavioural problem.
    • Teach and model behaviours, not just assess behaviours.
    • Maintain records on INTEGRIS/SEN where appropriate (misconduct under behaviour).

ADMINISTRATION WILL

  • understand and ensure that the SBSP is implemented
  • provide a link between parents, staff and students
  • organise outside agencies to assist behaviour support
  • ensure that the school staff and the school board reviews the SBSP on a needs basis
  • ensure that the SBSP is made available to staff, parents, students, relief teachers and other interested parties.
  • maintain behaviour records on INTEGRIS and or SEN
  • code of conduct in poster form

PRO-SOCIAL BEHAVIOUR REWARDS

WHOLE SCHOOL

  • Proximity praise and regular verbal rewards to individuals and groups during recess and lunch breaks which are shared with the class teacher as often as possible
  • Merit awards presented at assemblies
  • Aussie of the Month (good citizenship) awards presented at assemblies
  • Citizenship Award presented to a student from the graduating class at the end-of-year event
  • Displays of work in public areas such as the library
  • Students present work to members of the administration or other teachers either in person or electronically
  • Members of the administration are invited to attend a classroom to view work or presentations

CONSEQUENCES FOR MISCONDUCT

WHOLE SCHOOL

  • Rule reminder.
  • A warning which clearly states both the inappropriate behaviour and desirable behaviour.
  • Behaviour reversal in which a student rectifies their behaviour (eg. if the student ran on a path, they return and walk the path or if the student dropped rubbish, they pick up the rubbish and put it in the bin).
  • Loss of privilege in which the student walks with the duty teacher or sits and is unable to join peers for a specified time.
  • Misconduct dealt with immediately eg. 5-minute benching close by.
  • Serious misconduct (Golden Rule) is reported to the Associate Principal/Principal and results, after investigation, in isolation and detention, noted on INTEGRIS/SEN and recorded in Red Card file. Student removed from the playground area, isolation in the administration block for a specified time and completion of a “Think Sheet” and letter of apology. Parents are phoned or Think Sheet goes home for signing and returned next day. Student’s behaviour reported at weekly SAER meetings.  After third serious breach of Golden Rule – case conference organised.
  • Suspension from the school if a child physically or verbally attacks other students, instigate a fight or films a fight rather than seek help. Only Principals can suspend a student after an investigation.
  • Internal suspension (informal) from one hour to a full day with work to complete. Recess at separate times from other students.  Parents notified the day before.
  • Move to exclude a student if a staff member is attacked.
  • Loss of good standing (See Appendix 1).

Severe Clause:  Determined by the Principal:  Consequence at the discretion of the Principal

CONSEQUENCES FOR MISCONDUCT

CLASSROOM

  • Rule reminder
  • A warning which clearly states both the inappropriate behaviour and desirable behaviour
  • Loss of privilege.
  • Loss of ‘good standing’ (Appendix 1) if a child shows disrespect to a staff member or attacks another student
  • Isolation in the class (if possible) or buddy class
  • In-school suspension in which the student remains at school but is isolated from other students
  • The severe clause of the teacher’s plan activates a red card being sent to the office

SUPPORTING PRO-SOCIAL STUDENT BEHAVIOUR POLICY

GUIDLINE FOR SUSPENSION AND EXCLUSION

When all efforts to support the behaviour of a disruptive student have failed, the Principal is authorised by the Education Department to exercise one of the following options.

SUSPENSION

Definition:           Suspension is a legal process of preventing students from attending school for a limited period of time if their behaviour and conduct is not conducive to the good order and proper management of the school.

*After investigation, to establish circumstances, Principal will automatically suspend a student who attacks other students or instigates fights or films a fight.

In cases of either repeated or serious breaches of the Code of Conduct, the Principal may authorise the suspension of students for a limited period.

Parents will receive a written notice informing them of the reason for suspension and its duration. The suspension is completed through Integris.

A. A copy of the reason for suspension and the duration of suspension will be forwarded to the parent or guardian and the suspension will be recorded on INTEGRIS. The student will be provided with work.

B. A RE-ENTRY contract is planned for the student on his/her return. This will include a meeting with parents and staff and the development of a Behaviour Support Plan.

EXCLUSION

Definition:           Exclusion is a legal process which involves the prevention of a student from attending a particular school, or all schools for a fixed period of time or for all time.

*Principals will automatically move to exclude a student who attacks a school member.

SUSPENSION

Special note to accompany BMIS Policy

As per the Education Department’s Regulatory Framework, suspension is classified either as:

  • Breach of discipline – requires prior warning to parents.
  • Serious breach of discipline – allows immediate suspension.

(P9 Reg. Framework)

The Education Department has 9 Categories of Suspension (P20 Reg. Framework) that must be quoted when the suspension is imposed.

All of these categories are important and there is no hierarchy of severity to the divisions.

At Hawker Park Primary School, all cases will be judged on the context of the incident and the history of past infringements by the student. Two students who repeat a similar breach of discipline, CAN receive different punishments.

For example:

A. For a student who continually misbehaves it is the responsibility of the teacher to place the child on an IBSP (Individual Behavioural Support Plan.) Part of the IBSP would include discussion with the parent where courses of action would be agreed upon should further breaches of discipline occur. At that time the IBP would include the possibility of immediate or “Serious” suspension as prior notification would have been agreed upon.

On the occasion of a new incident, either form of suspension may then be imposed.

B. When a misdemeanour occurs with a student that is out of context to the normal behaviour of the student, a different approach is allowed to be implemented.

On the occasion of an incident, this student may receive intense counselling and his/her parent notified, but not be suspended. The degree of severity of the incident would determine which suspension form would be used if suspension deemed necessary.

The Principal, or an appointed person, reserves the right to make such decisions.

Compiled in May 2001. In accordance to regulatory Framework as part of the Education Act of 1999.

Category 1:         Physical aggression toward staff

Aggressive physical contact committed intentionally against staff.

Category 2:         Abuse, threats, harassment or intimidation of staff Verbal or non-verbal actions that are abusive, harassing, intimidating or threatening, including stalking, sexual harassment, sexual innuendo and manipulation.

Category 3:         Physical aggression toward students Aggressive physical contact committed intentionally against another student.

Category 4:         Abuse, threats, harassment or intimidation of students Verbal or non-verbal actions that are abusive, harassing, intimidating or threatening, including stalking, sexual harassment, sexual innuendo and manipulation.

Category 5:         Damage to or theft of property Direct or indirect damage to, or theft of, property.

Category 6:         Violation of Code of Conduct or school/classroom rules This covers student misconduct not addressed in any of the other categories that violate the school’s Code of Conduct.

Category 7:         Possession, use or supply of substances with restricted sale This category covers use or supply of substances such as cigarettes, alcohol and prescribed medicines, that are not in themselves illegal, but the sale of which may be restricted to persons over 18.

Category 8:         Possession, use or supply of illegal substance(s) or objects The substances referred to in this category are those that are illegal under the Criminal Code. This includes weapons and illegal drugs.

Category 9:         Breaches under the Students Online policy or Personal Use of Mobile Electronic Devices requirements. Includes breaches of an Acceptable Use Agreement; Appropriate Use of Online Services Agreement; and recording, distributing, or uploading of inappropriate images or messages of students, parents or staff with reasonable nexus to the school

HAWKER PARK PRIMARY SCHOOL BULLYING POLICY

RATIONALE

The school is a caring community with everyone having responsibilities towards each other.  Each person has a right to an education in a school where they feel cared for, valued and safe.  Bullying is unacceptable and will not be tolerated.

DEFINITION

  • A person is bullied when exposed regularly, and over a period of time, to negative actions by one or more persons.
  • The term is not applied to one-off incidents of nastiness—one of the defining features of bullying is its persistence and that it involved misery-making over a period of time.

 It may be exhibited as:

  • Social
  • Physical
  • Verbal
  • Cyber

We need to be aware that not all aggression is bullying, nor all name calling.  It becomes bullying when exercised through the use of perceived power rather than exchange between equals.

PREVENTATIVE STRATEGIES

The school aims to:

  • Acknowledge that bullying and harassment exist in all communities
  • Develop a process of education about bullying for teaching and non-teaching staff, students and parents. This is reflected in the School Development Plan and may involve strategies such as class discussions, a list of consequences and methods of recording.
  • Creates an environment in which students, parents and staff understand their responsibilities and rights.

GUIDELINES FOR RESPONDING TO INCIDENT

  1. Victims of bullying and harassment will be supported.
  2. Address the cause of the bully’s actions.
  3. Parents will be informed of details pertaining to particular incidents as they arise and have access to all relevant information.
  4. The Counselling Approach procedure will be used when interviewing both victim and bully. In dealing with incidents as they arise the principle of changing student behaviour is always more important than punishing behaviour.
  5. Outside agencies such as School Psychologists, Chaplain etc. can be called in to assist.
  6. If bullying continues, measures such as Suspension and Exclusion will be considered and used.

(see guidelines for Suspension & Exclusion)

BULLYING POLICY COUNSELLING APPROACH

Step One – Interview with the victim

When the teacher finds out that bullying has happened he/she starts by talking to the victim about the incident. He/she needs to know who was involved.

step Two – Convene a meeting with the people involved

The teacher arranges to meet with the student group who have been involved, excluding the victim. This will include those who joined in but did not initiate any bullying.

Step Three – Explain the problem

Tell students how the victim may be feeling i.e. the consequences of their actions for the victim. Do not discuss details of the incidents as this can deteriorate into an argument.

Step Four – Share responsibility

The teacher does not attribute blame but states that he/she knows that the group is responsible and can do something about it.

Step Five – Ask the group for their ideas

Each member of the group is encouraged to help solve the problem by suggesting ways in which the victim could be helped to feel happier.

Step Six – Changing behaviour

The teacher ends the meeting by stressing to the group their responsibility to change their behaviour. He/she arranges to meet with them again to see how things are going.

Step Seven – Meet the people involved again.

About a week later the teacher individually discusses with each student, including the victim, how things have been going. This allows the teacher to monitor the bullying and keeps the students involved in the process.

Based on the seven step plan “The No Blame Approach” (Maines & Robinson)

 

Appendix 1

Good Standing

In 2018, the Minister of Education, through the Department of Education introduced the concept of good standing to support the continuation of positive student behaviour in schools.  All students start with good standing. A student loses good standing after a breach, or series of breaches, of school discipline. For example, these include, but are not limited to:

·           repeated inappropriate behaviour

·           starting a fight

·           making physical contact with the intention to harm

·           filming a fight

·           use or possession of e-cigarettes and vapes, and more

Students who lose good standing may be withdrawn from non-curricular and other school activities. If a student loses good standing, both students and parents are informed.  A student’s good standing is re-instated when appropriate behaviour is demonstrated.

At Hawker Park Primary School, staff have always worked towards achieving positive student outcomes and view classroom and playground incidents as learning opportunities, always relating back to our school values of Respect Kindness and Manners. At times, for very few students, some severe or repetitive incidents require consequences. These may range from reprimands, red zone time out, the involvement of parents through meetings and telephone conversations, loss of good standing and suspensions. 

At Hawker Park, after consultation with the Principal, should a child lose his/her good standing, something the school has implemented only twice in the last 6 years, the child forfeits the right to participate in offsite activities, for example, excursions, interschool sports and other off-site activities. For safety reasons, when students go off-site, they need to be trusted to follow directions.  Additionally, students are representing Hawker Park PS which currently has an excellent reputation in the school and wider community.  We are all very proud of our school. 

The School’s Behaviour Support Policy clearly outlines the responsibilities of students, teachers and parents to support positive student behaviour. 

RIDING TO SCHOOL POLICY

The consensus from the Board was for the school to develop a Riding to School Policy that included the following safety points:

  1. The Road Safety and Drug Education authority suggest students younger than 10 years do not ride independently as developmentally, they cannot judge the speed of traffic.
  2. Students under 16 years are not permitted to ride eRideables.
  3. Students who ride to school need to park and secure their bicycle, scooter or other in the bike rack outside the music room.
  4. The school will not take any responsibility for bicycles, scooters or other that may be stolen or damaged while at school.
  5. As a safety measure, students must walk their bicycles, scooters or other while on the school grounds.
  6. For their own safety, students riding their bicycles, scooters or other, must wear helmets.
  7. Should students ride their bicycle, scooter or other on school grounds, parents will be notified and have their child to come to school using another method.
  8. Students riding their bicycles, scooters or other are expected to be self-disciplined and adhere to the above relevant points.

Introduction

The purpose of this document is to place all ‘communication with parents’ information in one place to be called the Hawker Park Primary School Communication Policy.

Definition

For this policy, communication is defined as a process of consultation and imparting information from one party to another, for the purpose of greater participation and collaboration between home and school to benefit students.

Procedures

At Hawker Park PS we have numerous ways to consult and communicate with parents at both the classroom level and whole school level.

At the classroom level, teachers use Connect, email, face-to-face communication and end of semester reports. 

At the school level, administrators use the fortnightly Hawker Headlines, Connect, the school website, surveys, emails, the noticeboard, class representatives, the School Board and the P&C.

General Principles

  • At the end of term one, a parent/teacher reporting day will be organised. 
  • Parents are asked to make an appointment to speak to the classroom teacher if they wish to discuss their child’s progress or have concerns.
  • Teachers will communicate with parents prior to the end of a semester if they believe a child will achieve a ‘D’ grade in the end of semester report.
  • Parents have been asked to approach the teacher first if they have queries or concerns and then administration should the issue not be resolved.
  • A Parent Information Evening week 2 term 1 will coincide with the welcome picnic.
  • For students of substantial Educational Needs, parents will be communicated with on a needs basis.
  • Parents to advise teachers of adjustments to their child’s health and well-being which may affect their child at school.
  • Teachers are not expected to check Connect during the school day while teaching.
  • For any urgent/important messages or changes to daily routine eg pick up, parents are to contact the school via telephone or email.
  • Consultation with parents will take place, where possible, for decisions impacting parents.
  • Review this policy on a needs basis.

School and sports/faction uniform

  • are expected always
  • must be worn daily, except on special days


Kindergarten

  • have the option to wear the Kindergarten T shirt and Kindergarten Hat


School Hats
         

  • are compulsory all year


Footwear

  • for non-sports days wear appropriate covered shoes or sandals
  • no fashion shoes and no thongs, except for swimming


Hair

  • if long, must be tied back or up
  • must be neat, free of artificial colour, practical and conservative


Jewellery/Makeup

  • only stud earrings, sleepers and watches
  • nail polish and other make up must not be worn


Free Dress Days/Crazy Hair Days

  • once a term as a fundraiser or other reason
  • must be appropriate to students’ age


Special Dress Days

  • limit to as appropriate to school life, e.g. bush dance


Sports Days

  • wear sports/faction uniform, including hat, sunscreen, sneakers

Choir

  • wear uniform for performances as required
  • windcheater and t-shirt uniforms provided by school


Excursions

  • expect all students to wear full school uniform and adhere to School Dress Code unless otherwise specified by classroom teacher

MODIFICATIONS

Health

  • As discussed with Principal
  • Medic-Alert bracelets are encouraged

Religious/Tradition

  • Specific religious clothing (e.g. headgear, signet ring) may be worn for special reasons after discussion with the Principal

SEQUENCE OF CONSEQUENCES

  • Families have information at enrolment through the Family Information Booklet and Newsletters
  • For older children seek support from them to adhere to School Dress Code
  • Parent letter seeking support for adherence to School Dress Code
  • Parents have option to talk to Principal and to have a ‘period of grace’
  • Students excluded from activities where child represents school, such as excursions, photos, public performances

The care of each and every individual person is paramount at Hawker Park Primary. Our school aims to provide support and guidance for the development of the whole child.

We have an established Student Support team consisting of the Principal, the Students at Educational Risk Co-ordinator, the school Psychologist and the Chaplain. This team meets weekly to discuss any needs that may have become apparent to the class teacher who then provides this information to the support team.

The support team then provides guidance to the class teacher and parents for the benefit of the student.

School Chaplain

The role of the School Chaplain is to:

  • Support children and families who might be dealing with crisis, grief or loss in their lives.
  • Support students with the Zones of Regulations.
  • Organise emergency relief such as food hampers.
  • Facilitate the Christmas Good Samaritans collection.

 

This program is funded by the Australian Government Department of Education under the National School Chaplaincy and Student Welfare Program. 

Disclaimer: The views expressed herein do not necessarily represent the views of the Australian Government Department of Education.

The school is a caring community with everyone having responsibilities towards each other. Each person has a right to an education in a school where they feel cared for, valued and safe. Bullying is unacceptable and will not be tolerated.

DEFINITION

  • A person is bullied when exposed regularly, and over a period of time, to negative actions by one or more persons.
  • The term is not applied to one-off incidents of nastiness or targeting—one of the defining features of bullying is its persistence and that it involves misery-making over a period of time.

It may be exhibited as:
Social
Physical
Verbal
Cyber

  • We need to be aware that not all aggression is bullying, nor all name calling. It becomes bullying when exercised through the use of perceived power rather than exchange between equals.

 

PREVENTATIVE STRATEGIES

The school aims to:

  • Acknowledge that bullying and harassment exist in all communities
  • Develop a process of education about bullying for teaching and non-teaching staff, students and parents. This may involve strategies such as class discussions, a list of consequences and methods of recording.
  • Create an environment in which students, parents and staff understand their responsibilities and rights.


GUIDELINES FOR RESPONDING TO INCIDENT


1. Victims of bullying and harassment will be supported.

2. Address the cause of the bully’s actions.

3. Parents will be informed of details pertaining to particular incidents as they arise and have access to all relevant information.

4. The Counselling Approach procedure will be used when interviewing both victim and bully. In dealing with incidents as they arise the principle of changing student behaviour is always more important than punishing behaviour.

5. Outside agencies such as School Psychologists, Chaplain etc can be called in to assist.

6. If bullying continues, measures such as Suspension and Exclusion will be considered and used. (see guidelines for Suspension & Exclusion)


BULLYING POLICY

COUNSELLING APPROACH


Step One – Interview with the victim
When the teacher finds out that bullying has happened he/she starts by talking to the victim about the incident. He/she needs to know who was involved.

Step Two – Convene a meeting with the people involved
The teacher arranges to meet with the student group who have been involved, excluding the victim. This will include those who joined in but did not initiate any bullying.

Step Three – Explain the problem
Tell students how the victim may be feeling i.e. the consequences of their actions for the victim. Do not discuss details of the incidents as this can deteriorate into an argument.

Step Four – Share responsibility
The teacher does not attribute blame but states that he/she knows that the group is responsible and can do something about it.

Step Five – Ask the group for their ideas
Each member of the group is encouraged to help solve the problem by suggesting ways in which the victim could be helped to feel happier.

Step Six – Changing behaviour
The teacher ends the meeting by stressing to the group their responsibility to change their behaviour. He/she arranges to meet with them again to see how things are going.

Step Seven – Meet the people involved again
About a week later the teacher individually discusses with each student, including the victim, how things have been going. This allows the teacher to monitor the bullying and keeps the students involved in the process.
(Based on the seven step plan “The No Blame Approach”…. Maines & Robinson

Hawker Park Primary School acknowledges Bateman Primary School and Perth College in the development of these Guideline.

INTRODUCTION

Hawker Park Primary School aims to reasonably ensure the privacy of members of the School Community is protected wherever feasible.  The School acknowledges we live in a digital age and the use of still and video images is a part of everyday life.  In an educational setting, images are used by staff and students for documenting their learning and teaching processes, to celebrate events and to retain memories.

The School understands parents wish to record their child/ren’s educational journey while at school through still and video images to create memories.

In capturing these images parents are required;

– when taking images, that they focus on their child only;

– images that may include other students must not be placed on the Internet or put on public display without the express permission of other parents involved; and

– to protect the privacy of all individuals, by ensuring no names are attached to any images placed on the Internet or on public display.

PURPOSE

The aim of these guidelines is to:

– Advise parents/guardians when photographs and/or film are to be taken and how they will be stored and/or used.

– Control and manage how and when others collect and publish photographs and/or films of students.

– Provide guidelines for parents regarding photographing or filming their children participating in Hawker Park Primary School events or performances.

– Provide parents/guardians with the choice to withdraw consent for their child to be photographed or filmed.

Definition – ‘Use’ relates to both images and film that are shared and distributed within the school for school purposes and images and film that may be shared and distributed outside of the school staff and are available for other students, parents/ guardians and the wider school community.

GUIDELINES

– There are many occasions during the school year where staff photograph or film students participating in school activities or events, for example: classroom activities, sports events, concerts, excursions, camps etc. Hawker Park Primary School does this for many reasons, including celebrating student achievement and participation, showcase particular learning programs, document student learning and experiences such as camp, excursions, sport events, communicate with parents/ guardians and wider school community through different medium. All photos taken for school purposes will be stored on the school server.

– A consent form will be provided to families once per the student’s time at Hawker Park Primary School giving general consent for their child’s photo to be used in publications such as, but not limited to, online and printed school newsletters, reports and other materials, school websites, P&C Facebook site, Department of Education of WA online and printed information printed external media such as newspapers, on the internet, or on film or video.

– Any time a child is having a photo or filming conducted by a third party for the use of the school website, media, brochures, or online, parents/guardians will be notified of the third party and how the photographs/filming will be used. Parents/guardians are able to withhold permission for their child to be photographed or filmed by the third party.

– Hawker Park Primary School will use student images reasonably, appropriately and sensitively, consistent with our obligations under Department of Education Intellectual Property Policy and Procedures Document. If at any time a parent/ guardian or student have concerns about the use of any images or film, they should contact the front office to talk to someone in Administration.

– It is the parent/guardian responsibility to notify the school if they wish to withhold consent for photos taken and used during a specific school approved activities.

OFFICIAL SCHOOL PHOTOGRAPHS

– Each year, Hawker Park Primary School will arrange for a professional photography company to take official school photographs of students. This will generally involve both whole class photos and individual photos being taken as well as year 6 graduation photos. Official school photos may be; purchased by parents/guardians, used for school/student identification purposes, stored on the school server.

– Hawker Primary School will notify parents/guardians prior to the official school photographs being taken to give them an opportunity to decide whether their child will be included in them.

SCHOOL PERFORMANCES, SPORTING EVENTS AND OTHER SCHOOL APPROVED ACTIVITIES

– Hawker Park Primary School invites parents/guardians to photograph or film only their own child/ren during sporting events, performances such as assemblies, community songs, end of year concerts and other school approved activities.

– Parents/ guardians are not permitted to photograph or film any other student and upload to social media sites such as Facebook, Instagram etc at any type of school event or carnival.

– Parents/guardians will receive reminders prior to school performances, sporting events and other school approved activities about the photography and filming guidelines.

STUDENT USE OF PERSONAL DEVICES

– Hawker Park Primary School students may have images or film of other students for work related purposes only. The student that has taken the photographs or video must have permission from the other student/s and the classroom teacher must be aware of the photographs or film been taken. As Hawker Park Primary School students must hand their phones in at the office on arrival at school, images should only be on school devices.

– Hawker Park Primary School students cannot upload images of other students to any sort of social media such as Facebook, Instagram, YouTube etc.

– Students will be required to delete any photos or video that involves any other student at the end of each school year if the school is aware of them.

– School shared iPads will be cleared of photos and video at the end of each school year.

– Refer to Hawker Park Primary School Behaviour Support Policy if breaches of this aspect occur.

STAFF USE OF PERSONAL DEVICES

– Hawker Park Primary School staff may use their own personal devices to capture images of students for reasonable and legitimate educational purposes. If this occurs, staff are expected to upload the images to the school server and delete the images from their device within a week of the images being taken.

IMPORTANT – PLEASE NOTE:  It needs to be understood that while Hawker Park Primary School will only use and/or publish a child’s information for the above-stated purposes, the School has no control over its subsequent use and disclosure by other parties once it is published. Parents need to understand that they can withdraw permission given at any time by contacting the school in writing; however, this will not affect materials that have already been published and disseminated.

REVIEWED BY THE SCHOOL BOARD – Date TBA

  • Stay within the play areas                 
  • Use toilets for their intended use
  • Keep the school neat and tidy                               
  • Wear a school hat or play in the undercover area                   
  • Only enter buildings with an adult       
  • Arrive at school 10-15 minutes before school commences        
  • Run on grassed areas, walk on all other surfaces
  • Kicking games in allocated areas                             
  • Trade toys/cards at home not school
  • Use the adventure play equipment sensibly 
  • Sit in designated areas when eating
  • Walk bicycles on the school grounds
  • Wear bike helmets when cycling—no skate boards or scooters
  • Uneaten food and packaging to go home

SUPPORTING PRO-SOCIAL STUDENT BEHAVIOUR POLICY

AIM

The HPPS school community will be made aware of this policy document at the beginning of their association with the school and available on the school website.

Hawker Park Primary School aims to:

  • Create a positive, safe environment within the school and classroom so that the teachers and students can work together in harmony.
  • Create a caring school environment where the rights and responsibilities of the individual are recognised and respected
  • Recognise those members of the school community whose exemplary behaviour promotes a positive and caring school environment.
  • Establish a set of agreements within each class that protect the rights of all individuals.
  • Establish a clear set of consequences for individuals who do not accept their responsibilities and break Code of Conduct, so that they are encouraged to recognise and respect the rights of others.
  • Establish a procedure so that conflicts and unacceptable behaviour can be resolved in a positive manner.
  • Encourage pro-social behaviours through whole school programmes such as The Zones of Regulation and SDERA Resiliency programme.

         

CONTENTS

  1. Definitions
  2. Identification of gifted and talented students
  3. Catering for gifted and talented students
  4. Parent communication

 

1.Definitions

Gifted

The possession and use of outstanding natural abilities, called aptitudes, in at least one ability domain

Talented

Outstanding mastery of systematically developed abilities, called competencies (knowledge and skills), in at least one field of human activity. Talent emerges from ability as a consequence of the student’s learning experience. 

References Committee: The Education of Gifted Children, October 2001

2. Identification of Gifted and Talented Students

2.1 Teacher observation/judgement/assessment (consider student performance in key learning areas)

2.2 Principal input, Coordinator input

2.3 Parent input

2.4 School Psychologist input

2.5 Be mindful that a student’s gifts and talents may emerge at any time during their education

2.6 Consider twice exceptional students

2.7 Neale’s Gifted and Talented checklist – Parents

2.8 Standardised assessment (e.g. ACER, NAPLAN, Brightpath)

2.9 NCCD discussions with Learning Support Coordinator (LSC)

2.10 AGAT testing at the end of Year 1

3. Catering for Gifted and Talented Students

3.1 Develop Documented Plan for twice exceptional students

3.2 Differentiate the curriculum. G&T students identified/documented in classroom Teacher’s planning

3.3 Investigate PEAC for students in Year 1, 2

3.4 PEAC for Year 5-6 students

3.5 Provide authentic opportunities for students to utilise gifts and talents (e.g. outside competitions: math, writing, art competitions, include research opportunities in class etc.)

4. Parent communication

4.1 Inform Parents of Documented Plan (if a twice exceptional student)

4.2 Inform Parents of how Teacher is catering for their G&T child

4.3 Maintain regular contact to inform Parents of Student’s progress

 

 


RATIONALE

  • School identity
  • Pride
  • Team spirit
  • Equality
  • Reduces fashion concerns
  • Cost considerations
  • Health and safety


GUIDELINES

  • Appropriateness for ages of students
  • Relevant for both male and female students
  • Health and safety
  • Meets expected standards
  • Includes some choice
  • Reasonable cost to parents by offering new and used
  • New students can wear previous uniform or Hawker Park Primary School colours in the interim


REQUIREMENTS

  • Navy blue and gold polo-neck t-shirt with school logo on left breast
  • Faction shirt with faction name printed under logo
  • School or navy blue shorts, skirts, skorts, track pants or trousers.  No jeans.
  • Hawker Park Primary School blue-check dress (as shown in display book)
  • School windcheater with school logo on left breast.
  • Closed flat shoes and suitable flat sandals with ankle support
  • School hat
  • School Jacket


PURCHASING UNIFORMS

  • School uniforms are available from the uniform shop, through the P&C Uniform Co-ordinator, located in TA10 on Fridays 8:00am-8:30am and afternoons between 2.30 and 3.00. Since COVID-19, by appointment.
  • New and used uniforms are available

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