CHALCOT WEEKLY - chalcotps.vic.edu.au · 'Child care had told me that my 2 year old is biting other children.' 'I feel like hitting my 4 year old, I don’t want to, but I am at my

NEWSLETTER No 16 – 12TH June, 2020

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CHALCOT WEEKLY

SCHOOL VISION

Chalcot Lodge Primary School empowers all

students to embrace learning, achieve their

personal best and build their emotional, social

and physical well-being.

Engage 1on1 Psychology - Assisting students to ‘Engage with Life’ Just a reminder Psychology services are now available for students at Chalcot Lodge. The services are

provided by Engage 1on1 Psychology, a team of child/adolescent psychologists specialising in working

with young people in schools across Melbourne. They assist young people with a wide range of issues,

including anxiety, stress, motivation, social skills, depression and provide practical strategies for

relationship difficulties.

The service is professional, confidential and provided on-site at the school. Counselling strategies are

evidence based to help improve psychological well-being.

If you are interested in this service, or would like more information, please contact myself or email

[email protected].

Parentline Parentline is a phone service for parents and carers of children from birth to 18 years old. They offer

confidential and anonymous counselling and support on parenting issues.

13 22 89 Available 8am to midnight, seven days a week including public holidays.

What we do They qualified counsellors are available to:

talk about any issues to do with parenting and your relationships with your child

help you with ways to cope and be a positive parent

help with your family's wellbeing and resilience

connect you with services in your area.

Your call They respect your privacy. Your call is confidential and anonymous.

Calls are not time limited and you can call back as often as you need.

There qualified and experienced counsellors have social work or psychology backgrounds. You

can ask for a male or female counsellor and ask to speak to the same counsellor if you call back

again.

We can assist non-English speaking parents and carers connect to a translating and interpreting

service.

If you're hearing impaired, you can call Parentline using the National Relay Service.

Calls from a landline are charged at a local call rate. Mobile call rates will depend on your network

provider. Check with your provider if you're unsure.

They are happy to call you back to minimise the cost to you. If you choose a call back, we will ring

back and you'll be placed at the front of the queue until you're connected with the next available

counsellor.

Some reasons to ring Parentline To can discuss a range of issues about parenting, including:

child behaviour and development

parent / carer child relationships

education

bullying

living with teenagers

family violence

family breakdown

parental stress

"I often lack confidence in what I am doing so being able to talk with someone was really great for me. I

did not feel put down or judged."

"I felt a connection with the counsellor. They tailored (the call) to my situation."

Here are some examples of when Parentline counsellors have explored solutions with callers:

'My 8 and 10 year old continuously fight.'

'I am worried that my child is bullied at school.'

'My stepchildren ignore me.'

'My 12 year old daughter is on the internet a lot and I am not sure what she is doing.'

'Child care had told me that my 2 year old is biting other children.'

'I feel like hitting my 4 year old, I don’t want to, but I am at my wits end.'

'My 15 year old has hit me.'

'I read my daughter’s Facebook – she said that she doesn't want to live anymore.'

'My 2 year old has lots of tantrums and I am struggling.'

'I'm worried about how my relationship with my partner is affecting my children.'

'My son seems very fearful and anxious, and I'm worried he's not coping.'

'I can't seem to talk to my 14 year old daughter without getting into a screaming match.'

If your child has difficult behaviour All children can be naughty at times. This is a normal part of growing up. Some children have difficult and

challenging behaviours that are not normal for their age.

These behaviours include things that might cause harm to themselves or to others, like:

fighting

making threats

throwing furniture

hitting

biting.

You might find these behaviours upsetting and difficult to deal with. It's important you understand the

behaviours and why your child might be acting out.

Work with the school Contact the school if you have concerns about your child’s behaviour. You should ask to speak to your

child’s teacher, year level team leader or a wellbeing staff member.

Team Leaders

Prep – Cathy Bracegirdle

1/2 - Allyson Keay

3/4 – Ashley Ablitt & Anastasia Leggas

5/6 – Sally Han

Wellbeing Coordinator

Ashley Ablitt

The school will suggest a plan to address your child’s behaviour. This is called a behaviour support plan.

It will include things you, your child and the school can do to help your child.

The plan might include help from staff in school. For example, speech pathologists or psychologists.

It's important to let the school know if your child has a:

medical condition

mental health issue

disability.

We might ask for your consent to speak to your child’s doctor or health professionals. This is so that we

can give your child the right support.

Things you can do at home Talk to your child at the end of the school day. This will help you find out what they have done at school,

what was good about their day and what wasn't. It's important that you:

do not criticise or lecture

do not overreact. Listen and share your ideas instead.

treat them with the same courtesy and respect that you show adults.

Talk to your doctor. They can rule out any medical causes for the behaviour. They can also make referrals

to other professionals like psychologists.

You can also contact Headspace if you're worried about your child’s mental health.

Students with a disability If your child’s behaviour is related to a disability, you may be eligible for support. Contact:

DHHS - the disability intake and response service on 1800 783 783, or

NDIS on 1800 800 110

School Policies

For community information, please find attached a copy of the school’s Curriculum Framework,

Dangerous Goods and Duty of Care policies.

If you would like to comment on these policies, please feel free to email me through the school’s email

address [email protected]

Paul Poliviou

Acting Principal

Mon – Fri 15th – 19th June Chalcot Community Challenge Kind Words

Friday 26th June Junior Outdoor Disco 9.30- 10.15 Gold Coin Donation

Friday 26th June Senior Outdoor Disco 11.45 – 12.45 Gold Coin Donation

Friday 26th June End of Term 2 Current finishing times & locations

Monday 13th July Term 3 Begins

Week 10 ENGAGEMENT ACTIVITY- Daily Exercise Challenge

Complete a daily exercise challenge with your class. Your class teacher will record your

results and send them to Miss Ablitt.

Monday- Run around the oval for 15 minutes. Try and get as many laps as you can. How many

laps around the oval can your class do in 15 minutes? Which class had the most laps?

Tuesday-Complete an exercise class with your teacher

Wednesday- Complete an obstacle course

Thursday- Complete running races in your class for 10 minutes

Friday- Dance/ move to 2 songs without stopping

Have fun getting fit and active with your class. Remember try your best and do what you

can.

Miss Ablitt

CHALCOT COMMUNITY CHALLENGE-

WEEK 10

Kind Words

The Prep- 2 students have now been back for 3 weeks and the Year 3-6 students have had

their first week back at school. We are so glad to have students all back at school together.

This weeks community challenge is to send kind words to your buddy class. Your class

may write a letter, you may make a kind word poster or picture for someone in your buddy

class.

This is to help us reconnect with other classes and year levels in the school. Your kind

words will be sent to your buddy class, for teachers to hand out to students.

Have a great week sharing kind words with your class, your buddy class and don’t forget

your teachers too!

Miss Ablitt

CHALCOT LODGE PRIMARY SCHOOL

POLICY: CURRICULUM FRAMEWORK POLICY

INITIAL COPY DRAFT/REVIEW

27/04/2015 09/06/2020

PURPOSE

To deliver a high quality education that meets the individual learning needs of all students, ensuring equal opportunities for all to succeed.

GUIDELINES

Curriculum covers all the arrangements the school makes for students’ development and learning. It includes the course content, student activities, teaching approaches, the way in which teachers and classes are organised and decisions on the need for and the use of facilities and resources.

Chalcot Lodge PS recognises and responds to diverse student needs when developing its curriculum plan and programs.

Chalcot Lodge PS will comply with all Department of Education (DET) guidelines about the length of student instruction time required in Victorian schools.

The DET places a high priority on the teaching of English, Mathematics, Science, Physical & Sport Education, The Arts and Resilience.

School curriculum programs are designed to enhance effective learning. Teaching and learning programs will be resourced through the Program Management

process.

IMPLEMEMTATION

The Victorian Curriculum will be used as a framework for curriculum development and will be delivered from Foundation to Year 6.

Programs will be developed on a termly basis and take into account student needs and DET guidelines.

The school will identify and provide programs that will address the specific needs of students in relation to special learning needs, disabilities and impairments and students from language backgrounds other than English.

Professional Learning Teams (PLT) will determine the curriculum program for each year. Inquiry overviews will be developed over a two year cycle including the DET Capabilities;

Critical & Creative Thinking, Ethical Intercultural and Personal & Social. PLT’s will incorporate the Chalcot Lodge Thinking Curriculum throughout all areas of

planning and teaching to enhance student metacognition. The school curriculum for Foundation to Level 6 will be documented by class and specialist

teachers through yearly overviews (English, Mathematics and Inquiry), termly projections and weekly work programs.

Termly projections and weekly planners will include documented collaborative teaching and learning sessions across designated levels in the areas of Number and Reading, to focus specifically on the learning needs of the students.

The use of Information and Communications Technology (ICT) will be integrated across the curriculum to support the improvement of teaching and learning outcomes.

As part of the Program Management process, curriculum leaders will be required to prepare a comprehensive annual program budget and submit these to the Business Manager in Term 3.

The school will provide at least 25 hours student instruction per week, allocated in the following 8 key learning areas:

Key Learning Area: Allocated Time Per

week: English; including; Chalcot Reading Program; Writing, 7 Steps Writing program; Spelling, Sound Waves Spelling Foundation – 6; Speaking and Listening, Chalcot Lodge scope and sequence and the Chalcot Lodge Writing & Grammar schedule.

10 hours

Mathematics 4 hours Health and Physical Education 2 hours Arts 1 ½ hours Information Communication Technology: including mobile devices, ICT lab and media room.

2 hours

Studies of Society and Environment & Science: including History, Geography, Science, Environmental Studies, Food Technology, Economics & Government and Citizenship.

5 hours

Languages other than English: Mandarin 30 minutes

EVALUATION

The Curriculum Framework Policy will be reviewed by Professional Leaning Teams in consultation with the Education Policy committee, every three years or sooner if required

CHALCOT LODGE PRIMARY SCHOOL

POLICY: DANGEROUS GOODS

INITIAL COPY DRAFT/REVIEW

15/10/2009 9/06/2020

PURPOSE To provide a safe environment for staff, students, parents and visitors by eliminating or controlling the

risks associated with the use, handling and storage of dangerous goods.

GUIDELINES

Dangerous Goods is an internationally recognised classification system for hazardous

chemicals and articles, based on their immediate physical or chemical hazards, such as

flammability, toxicity or chemical reactivity.

Dangerous goods are substances or articles that can cause serious injury and severely affect

property and the environment. They are classified on the basis of immediate physical effects

on property, the environment or people.

Dangerous goods need to be readily identifiable and safely managed, stored and handled in

accordance with regulatory requirements.

Dangerous goods and hazardous substances are classified according to different criteria.

Dangerous goods are classified on the basis of immediate physical or chemical effects –

such as fire, explosion, corrosion and poisoning – on property, the environment or people.

The Dangerous Goods (Storage & Handling) Regulations 2000 apply to all workplaces,

including our school, where Dangerous Goods are stored and handled in any quantity.

Hazardous substances are classified only on the basis of health effects, both immediate and

long-term (see Hazardous Substances policy).

Many substances will be both hazardous substances and Dangerous Goods, and in these

cases, both sets of laws will apply. For some duties, however, complying with one set of

regulations will be enough to ensure compliance with the other.

IMPLEMENTATION

The Dangerous Goods (Storage & Handling) Regulations 2000 will apply to all workplaces, including our

school, where Dangerous Goods are stored and handled in any quantity.

To reduce risk of injury from Dangerous Goods, the Principal will ensure the following process is followed

and documented:-

Establish a risk assessment team including the Principal, the Health & Safety Representative and staff

that are exposed to or handle Dangerous Goods, to identification, assessment and control of Dangerous

Goods in each area of the school;

Conduct a survey of all areas of the school to identify, assess and control Hazardous Substances and

Dangerous Goods;

Create a Register of Hazardous Substances & Dangerous Goods used in the school;

Obtain a Material Safety Data Sheet (MSDS) for all Hazardous Substances and Dangerous Goods and

attach them to the Register;

Eliminate all Hazardous Substances and Dangerous Goods that are no longer used, and substitute all

Hazardous Substances and Dangerous Goods that have a non-hazardous alternative;

Ensure that all other Hazardous Substances and Dangerous Goods containers are labelled with the

manufacturers or importers label. Non-original containers must also be correctly labelled, including

signal words from the Hazardous Substances – Code of Practice;

Ensure that no Dangerous Goods are present in the school in quantities that exceed the placarding

quantities (see Schedule 2 page 68 – Dangerous Goods [Storage & Handling] Regulations 2000. If so,

have the excess amounts responsibly removed from the school property;

Complete an abbreviated ‘Hazard Identification & Risk Assessment’ form for all Dangerous Goods

and implement control measures as identified;

Implement control measures consistent with the following hierarchy of control:

The elimination of the Dangerous Goods from the school, including the elimination of any hazardous

substance that requires atmospheric monitoring, and the elimination of Dangerous Goods that are too

dangerous to store or where control methods are impractical;

The substitution of the Dangerous Goods for a less hazardous alternative;

The isolation or storage of Dangerous Goods from people, property or other goods by distance or

physical barrier;

Engineering controls such as using the Dangerous Goods in a maintained fume cupboard, the

elimination of all ignition sources where flammable substances are stores, bunding all areas where

liquids are stored to contain spillages;

Administrative controls such as ensuring that all storage is to be in original closed containers and

written mandatory hazard prevention procedures, proper signage and restricted access by restricting

keys;

Personal Protective Equipment such as the use of safety glasses, masks, gloves, respirators, lab coats

etc.;

Review risk assessment if MSDS changes, or an incident occurs regarding the Dangerous Goods, and

at intervals not exceeding 5 years;

Training relating to Dangerous Goods, MSDS, reasons behind Dangerous Goods control measures, and

the fit and maintenance of personal protection equipment etc will be provided to all staff and

supervisors who work with, or are exposed to Dangerous Goods as well as contractors, visitors and

volunteers as appropriate. All training to be recorded on Training Register including records of

demonstrated competence in each area of training;

The school’s fire system and fire protection measures will be well maintained in accordance with

Department of Education annual inspections schedule;

Emergency procedures will include actions to be taken in response to potential incidents arising from

the storage and handling of Dangerous Goods as per the Code of Practice (Section 23);

The school will have all Hazchem signs and Dangerous Goods signs etc clearly and properly located

around the school;

All incidents involving Dangerous Goods to be thoroughly investigated, documented and another risk

assessment undertaken regarding the Dangerous Goods involved;

Carry out regular (at least every 5 years) reviews of risk control measures to monitor implementation,

effectiveness, and/or changes to products or procedures;

The Register of Hazardous Substances and Dangerous will be available at the school office;

A copy of the Code of Practice for Dangerous Goods Storage & Handling will be available from the

school office; and

Whilst there are no lower quantity limits for Dangerous Goods below which the Regulations apply, our

school will not store or handle Dangerous Goods in a ‘Placarding Quantity’ which is a higher quantity

level at which additional Regulatory requirements apply (see Placarding Quantities Schedule).

EVALUATION

The Dangerous Goods Policy will be reviewed by the Principal and the Health & Safety Representative,

in conjunction with the Education Policy Committee, every three years or sooner if required.

CHALCOT LODGE PRIMARY SCHOOL

POLICY: DUTY OF CARE INITIAL COPY DRAFT/REVIEW

30/5/2014 9/6/2020

AIMS

To ensure that staff have an understanding of their duty of care to students, and behave in a manner that

does not compromise these legal obligations.

Definition

Whenever a student–teacher relationship exists, the teacher has a special duty of care. This is defined as:

“A teacher is to take such measures as are reasonable in the circumstances to protect a student under the

teacher’s charge from risks of injury that the teacher should reasonably have foreseen.” (Richards v State

of Victoria (1969) VR 136 at p. 141) As part of that duty, teachers are required to supervise students

adequately. This requires not only protection from known hazards, but also protection from those that could

arise (that is, those that the teacher should reasonably have foreseen) and against which preventive

measures could be taken.

School authorities in breach of the duty may be liable for injuries inflicted by one student on another, as

well as for injuries sustained by a student.

Schools normally satisfy the duty of care by allocating responsibilities to different staff. For example, the

principal is responsible for making and administering such arrangements for supervision as are necessary

according to the circumstances in each school, and teachers are responsible for carrying out their assigned

supervisory duties in such a way that students are, as far as can be reasonably expected, protected from

injury. This duty extends to intervention in single-sex areas if need be by a teacher of the other gender.

GUIDELINES

The Chalcot Lodge Duty of Care policy will be in line with the Department of Education Policy and

Advisory Guidelines.

In addition to their professional obligations, principals and teachers have a legal duty to take reasonable

steps to protect students in their charge from risks of injury that are reasonably foreseeable.

Principals and teachers are held to a high standard of care in relation to students. The duty requires

principals and teachers to take all reasonable steps to reduce risk, including:

provision of suitable and safe premises provision of an adequate system of supervision protecting students from dangerous situations and activities implementation of strategies to prevent bullying ensuring that medical assistance is provided to a sick or injured student.

Implementation:

Although the general duty is to take reasonable steps to protect students from reasonably

foreseeable risks of injury, specific (but not exhaustive) requirements of the duty involve

providing adequate supervision in the school or on school activities as well as providing safe and

suitable buildings, grounds and equipment.

A teacher’s duty of care is not confined to the geographic area of the school, or to school activities,

or to activities occurring outside the school where a student is acting on a teacher’s instructions.

The duty also applies to situations both before and after school where a teacher can be deemed to

have ‘assumed’ the teacher pupil relationship.

The teacher’s duty of care is greater than that of the ordinary citizen in that a teacher is obliged to

protect a student from reasonably foreseeable harm or to assist an injured student, while the

ordinary citizen does not have a legal obligation to respond.

Teachers duty of care will include:

arriving to scheduled timetabled yard duty responsibilities on time

act appropriately to protect a student who is being bullied

reporting matters of abuse appropriately

being on time to supervise the line up of students

not leaving students unattended in the classroom

instructing a student who is not wearing a hat to play in the shade

ensuring safe play

obtaining approval before leaving the school during time release

adequate supervision of students on school excursion and camps

Staff members will refrain from giving advice on matters that they are not professionally

competent to give. Advice is to be limited to areas within a teacher’s own professional

competence and given in situations arising from a role (such as careers teacher, year level

coordinator or subject teacher) specified for them by the principal.

Teachers must ensure that the advice they give is correct and, where appropriate, in line with the

most recent available statements from institutions or employers. Teachers should not give advice

in areas outside those related to their role where they may lack expertise.

Risks to Students Outside the School Environment

Teacher’s duty of care does not start nor end at precise times during the day. The approach generally

taken is that a teacher’s duty applies irrespective of whether the risk occurs in or outside the school

environment. The school and teachers must take reasonable steps to protect the student from the

risk.

The following instructions and notices apply to all staff.

Classroom Supervision

It is not appropriate to leave students in the care of ancillary staff, parents or trainee teachers (At

law, the Duty of care cannot be delegated)

It is not appropriate to leave students in the care of external education providers for example

incursions (At law, the Duty of care cannot be delegated)

In an emergency situation use the classroom phone to contact the Principal or Assistant Principal

or contact the teacher in the next room. (if appropriate – send another student for assistance)

No student should be left unsupervised outside the classroom as a withdrawal consequence.

Withdrawal is to be conducted by sending a student to a colleague’s classroom, or to the Assistant

Principal or Principal. The teacher, Principal or Assistant Principal is to be contacted first to alert

them that the student is on their way.

No student/s should be left unsupervised outside during instruction time.

Movement of Children

Care needs to be taken in allowing students to leave the room to work in other areas of the school.

Students must be sent in pairs when moving around the school during class time. Eg as monitors or

going to the toilet.

Yard Supervision

Yard duty supervision within the school requires the teacher to fully comply with DET guidelines

and brings with it an increased duty of care. It is a teacher’s responsibility to be aware of these

guidelines and duty of care responsibilities. Teachers are also expected to

follow school procedures whilst on yard duty.

Teachers rostered for duty are to attend the designated area at the time indicated on the roster.

Teachers on duty are to remain in the designated area until the end of the break period or until

replaced by the relieving teacher, whichever is applicable.

The handing over of duty from one teacher to another must be quite definite and must occur in the

area of designated duty. Where a relieving teacher does not arrive for duty, the teacher currently on

duty should send a message to the office, but not leave the area until replaced.

No changes to the yard duty roster are to be made without the approval of the Assistant Principal

or Principal.

Staff must be alert and vigilant -intervene immediately if potentially dangerous behaviour is

observed in the yard - enforce the school’s rules and consequences for breaches of safety rules.

Teachers should always be on the move and highly visible and wearing the designated yellow vests.

Excursions, Incursions and Camps

Staff must be aware that children are usually less constrained and more prone to accident and injury

than in a more closely supervised classroom.

Teachers must be aware that an incursion with an external provider does not absolve supervision

duties of the teacher, including first aid duties. A teacher must be present at all times and remain

the person designated with duty of care responsibilities.

Teachers must be aware that camps and excursions outside the school require the teacher to fully

comply with DET guidelines and bring with it an increased duty of care. It is a teacher’s

responsibility to be aware of these guidelines and remain the person designated with duty of care.

Teachers must be aware that excursion and camp activities require the teacher to ensure that the

venue and transport adhere to DET guidelines.

Teachers must ensure that students are counted on and off transport and at other times on a regular

basis whilst on excursion or camp activities.

All teachers attending an excursion or camp will have copies of all confidential medical forms and

permission notes with contact details. A copy of this material will also be kept at school.

Arrangements will be made for students not attending excursions or camps to continue their normal

program at school under supervision of another classroom teacher.

The teacher in charge or designated staff member of an excursion or camp will carry a mobile

phone and a first aid kit.

If the return time from an excursion or camp is delayed, the teacher in charge will contact the school

to inform the Principal of the new arrival time so that parents can be contacted and a senior staff

member will remain at school until they arrive.

If crossing roads students are to use designated crossing points. Staff are to walk to the middle of

the crossing to ensure visibility and orderly crossing. Other staff control the flow of students across

the road.

All staff must follow the DET guidelines when organising an excursion, incursion or camp. All

procedural steps contained in the School camping, excursions and incursions Policy and Procedure

outlines must also be followed.

Informing Staff of the Legislative Liability of Duty of Care All staff at our school will be informed of their legal requirement via:-

A copy of this document will be provided to each member of staff at the first staff meeting at the

commencement of the school year.

New staff will be informed of their Duty of Care as part of the school’s Induction Program

Teacher in charge will complete a risk assessment including duty of care when completing planning

for camps and excursions.

Teacher in charge will complete the school’s Management Planning document prior to camps,

excursions and invisits.

Staff will be directed to the Student Wellbeing and Discipline, Emergency Management, First Aide,

Anaphylaxis and Mandatory policies annually.

EVALUATION This policy will be reviewed by the Principal in consultation with the Education Policy Committee,

every three years, or sooner if required.