Parent Handbook Working Together

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Parent HandbookWorking Together

Parent Handbook - Working Together

Brisbane Montessori School Page 1 of 23

Contents Campus Map 2

General 3

Expectations of a Montessori Community 3

Structure School Governance 3 School and Houses 4 Outside School Hours Care 4 Communication Communication Channels for Families 4 Communicating with Families 5 Student Progress Reporting 6 Settling your Child into School Child Readiness 6 New Experiences for our Younger Children 6 New Experiences for Parents 7 Protocols Respect for Self, Others and the Environment 7 Infant and Toddler (0 – 3 year olds) 10 Montessori Independent Toddler Community (15 months – 3 year olds) 10 Children’s House (3 – 6 year olds) 10 Primary School (6 – 12 year olds) 12 Middle School (12 – 15 year olds) 12 Health and Safety Food 12 Clothing 13 Caring for the Health of Children and Staff 13 Resilience Policy 14 Administering Prescribed Medication 15 Head Lice 15 Parents Montessori Education for Parents 16 Role of Parents in our Montessori Classrooms 17 Parents and Friends Association 18 Financial Responsibilities Payment of School Fees 18 Child Care Entitlements 18 Voluntary Building Fund 19 Withdrawing Withdrawal Policy 19 Policy for Returning Families 19 Expectations of a Montessori Community 20

Revised July 2017

Dear Families,

This ‘Working Together’ booklet is designed to assist you in your first few weeks at Brisbane Montessori School, and is also useful as an ongoing resource. I invite current parents to review this booklet for up-to-date information. Of particular interest is the inclusion of ‘Expectations of a Montessori Community’, which is at the back of the handbook, and we encourage you to take the time to read it.

Please ask staff or myself if you have any queries. Further information is on the school website at

www.bms.qld.edu.au.

You can also contact us by email at

[email protected].

Please enjoy our community at Brisbane Montessori School, and we will endeavour to make your time with us a valuable and rewarding educational experience.

Yours for our children

May Selkirk Principal Brisbane Montessori School



Campus Map



General Contact Details Brisbane Montessori School Mactier Street (Cnr Fig Tree Pocket Road) Fig Tree Pocket, QLD 4069 PO Box 681 Kenmore, QLD 4069

Phone numbers Reception: 3327 0600 Facsimile: 3878 3953 Outside School Hours Care OSHC 3–6 years: 3327 0604 OSHC 6–15 years: 3327 0631

Website The school website is at www.bms.qld.edu.au. Throughout this booklet you will find many references to the website. Please consult the school calendar on the website regularly for updated information on school events. Parking To ensure the safety of everyone’s children, travel slowly and respect all road signs and traffic markings around the campus. Children are to be supervised at all times when getting in and out of cars and around the car park. Please park in the general car park and on the road between the Administration building and the river. Please do not park on the road beyond the Adolescent community. This area must be clear for emergency vehicle access. There is a staff car park, which is not available for parents to use. Parking in or next to this car park (i.e. on Mactier Street) puts your children at risk and restricts the flow of traffic. There is a safety two-minute drop-off and pick-up zone for Primary and Middle School students in front of the Administration building. If this area is unavailable please park your car and walk safely across the pedestrian crossing. Campus Map The map on the previous page shows the location of all the buildings, playgrounds and sporting areas.

Expectations of a Montessori Community All working communities benefit from a shared understanding of expectations. As a school community there are shared expectations for a Montessori class director, a Montessori parent and a Montessori student. Please refer to ‘Expectations of a Montessori community’ at the back of the handbook to make yourself familiar with each area.

Structure

GOVERNANCE Montessori School Limited trading as Brisbane Montessori School is governed by a Board of Directors. The directors are elected by the members (parents) on an annual basis. As a company member you are entitled to vote at the Annual General Meeting and to stand for



election. To be able to nominate for election you must have a current Blue Card. The school receptionist can help you apply for a Blue Card. The directors have the legal responsibility for the school’s affairs. The Principal manages the school on a day-to-day basis and deals with operational issues.

SCHOOL AND HOUSES Brisbane Montessori School has three key Montessori education offerings. Below is an overview of the school. All staff can be contacted by email using their firstname.surname @bms.qld.edu.au.

EARLY LEARNING Infant and Toddler Community (0–3 years old) This community has two houses: Gumnut House caters for the 0 to 18-month-old children and Banksia House caters for the 18-month to 3-year-old children. Both these programmes are delivered with parents in attendance. Montessori Independent Toddler Community (15 months – 3 years old) The Lotus House caters for these children in an independent environment without parents. Children's House (3–6 years old) There are five classrooms in the Children’s House: Casuarina, Grevillea, Melaleuca, Tulipwood and Waratah House.

COMPULSORY EDUCATIONAL PROGRAMMES Primary School (6–12 years old) The Lower Primary has two houses for the 6 to 9-year-old children: Dunnart House and Wondai House. The Upper Primary has Amanzi, Moana and Yinduru houses for 9 to 12-year-old children. Middle School (12–15 years old) Poseidon House is for our adolescent community.

OUTSIDE SCHOOL HOURS CARE Before School and After School Care is available for Children’s House children (ages 3–6) from 7:30am to 6:00pm. There is a teacher on duty at the Peace Plaza before school for the Primary and Middle School children from 7:30am and After School Care is available for this age group from 3:00pm to 6:00pm. Families using Outside School Hours Care (OSHC) may refer to the website for fees, booking forms and vacation care details. email: [email protected]

Communication

COMMUNICATION CHANNELS FOR FAMILIES The school community is best supported through mutual acceptance, respect and support between staff, students and parents. When you need clarification on educational, general school or other matters, please talk to the class director. They are always your first and



immediate point of contact at the school. If further discussions are needed the heads of the Children’s House and of Primary and Middle Schools will become involved, alongside the class director. If there are any issues that remain unresolved the Principal will facilitate an outcome and provide a final ruling. All general financial matters need to be directed to the business manager. For requests or disputes contact the Principal, who will provide a final ruling. The Grievance Procedure can be found on the school website.

email for the Children’s House: [email protected] email for the Primary School: [email protected] email for the Business Manager: [email protected] email for the Principal: [email protected]

COMMUNICATING WITH FAMILIES General School Correspondence Most of our school correspondence, including newsletters, forms and notices, are sent electronically to your nominated email address. It is essential that you keep the school up to date with your email address. There are times when you will receive correspondence by mail. Website Calendar Please consult the website calendar for updates and details of the upcoming events. Pathways Newsletter Each month the Pathways newsletter will provide an overview of the term ahead and other relevant information for parents. House Newsletters Each classroom provides the What’s On update to their families, which gives an overview of past or upcoming activities. Permission Forms and Notices You will be notified in writing and your consent requested if your child is required to travel offsite, or if supervision is necessary, or for school activities for which there is a cost. We will give permission notes to the children, which will also be available via email or on the website. Each child needs parental permission before participating. The Permission to Administer Medication and the Authorisation for Alternative Collection forms are also available on the website. Community Noticeboard Please check the noticeboards at the classrooms, Children’s House entrance and Mactier Street for new postings of seminars and events. Annual ‘Focus’ Magazine This is the school’s annual magazine, which celebrates the work of the students over the school year. It is published and distributed at the end of each school year and each family is invoiced for one copy. Additional copies can be purchased at reception.



STUDENT PROGRESS REPORTING Montessori Independent Toddler Community parents have the opportunity once a semester to meet with the director to discuss their child’s progress. Reports are provided for the 3 to 4.5-year-old students in term 4. All students over 4.5 years of age are provided with formal written progress reports at the end of terms 2 and 4. You will have an opportunity to meet with the class director for a conference in terms 1 and 3 to discuss your child’s progress and acknowledge their development. It is important that you talk to the class director if you have any concerns about your child’s progress. You are welcome to book a conference with your class director at any stage if required. Observing Your Child in Class We encourage you to participate in an observation of your child at work in class. This observation is a valid component of informing you about your child’s progress: emotionally, socially and academically. Observations are to be arranged with reception. email: [email protected]

Working With Your Child Each term parents accompany their children into the classroom to work alongside them. This gives the parents a window into the child's learning experience.

Settling Your Child into School

CHILD READINESS The class director is interested in the whole child, their ability to communicate, cooperate and learn and the child’s willingness to accept and master new experiences. Academic ability is not our main criterion for considering your child’s readiness for school. Throughout your interview process the Principal and the class director consider your child’s readiness in this holistic context. For younger children, after a period of two weeks’ settling in, your child is expected to be at school every day. Independent toileting is a requirement for all children entering the Children's House.

NEW EXPERIENCES FOR OUR YOUNGER CHILDREN When the child has started their full-time programme their social and academic experiences will be enhanced. Below are some of the skills your child will start to develop and/or refine straight away. Keeping Track of Belongings The school provides specific storage areas for storing clothes, shoes and so on. Understanding Order Zipping, buttoning and general self-care skills will arise out of the necessity of having to take care of oneself in the classroom. Children will want to learn these skills as they see the older children carrying them out. Sharing an Adult The child will learn how to share the attentions of an adult with other children.



Self-control Freedom of choice is an inherent part of a fully functioning Montessori classroom, yet freedom is within the limits of the wellbeing of the community. Each child will develop sympathy to the needs of the whole community. Development of Language New experiences and feelings will eventually broaden your child’s range of expression. Children experience a strong drive to improve their ability to communicate in the school community. Independence Assist your child in their natural development for independence. For the younger child, allow them to carry their own bags, make choices (from a limited offering) about their lunches and what clothes to wear that day. The slightly older children (Lower Primary) can make their own lunches and go to class without you.

NEW EXPERIENCES FOR PARENTS Parents may experience a sense of loss of closeness, control and intimacy. Parents are the first educators of the child. As the child becomes ready for school, they also become ready to embrace experiences away from parents. They are embarking on their important journey of acquiring independence and parents are honoured to support them in this journey. The acquisition of independence is a fundamental human tendency and the child will relish in this opportunity each day, while the parent can feel at a loss. Please ensure goodbyes are as buoyant and as short as possible. Moving away from the classroom quickly allows a child time to reorientate to the classroom community, without the lingering, and often painful, separation experience.

Protocols

RESPECT FOR SELF, OTHERS AND THE ENVIRONMENT In our community, guidelines or rules establish a sense of membership, responsibility, safety and respect towards others. Our school applies one principle to every situation: respect. Rules apply both during school hours and, if children are on the campus, outside school hours. Some of the ways respect is sensibly applied includes:

Respect for Self During school hours: Children arrive on time to begin the day. School-aged children who arrive late regularly will be asked to sign in at the office. Children remain on the school grounds unless prior arrangements have been made. If leaving early from the Children’s House children are collected from the classroom; in the Primary and Middle School children are collected from the office and signed out by a parent or guardian. At the end of the school day: Children wait at their classrooms (Children’s House) or near the Peace Plaza (Primary and Middle School) to be collected. At 3:15pm: Children remaining at school without parent supervision go directly to OSHC. Entering rooms: Children enter rooms only with permission from and supervision by a staff member.



Sunsmart policy: At all times when outdoors children wear sunscreen and hats that protect the face, neck, head and ears. Dress code: Children wear appropriate clothing: practical and sun safe. They must be modest in their dress, wearing clothes that cover their midriffs and thighs. Girls must wear leggings with shorts. Footwear: Closed-in shoes are worn outdoors at all times. Hair must be neat and kept out of the face and eyes. For health reasons, tying longer hair back is encouraged. Food must be healthy and supportive of the child’s need to concentrate. All children bring their own food for snacks and lunches. Children should eat only their own food at these times. Nuts: Any item containing nuts should be left at home. ‘Junk’ food: Lollies, chocolate, chips, soft drinks and chewing gum should be left at home. Generally, foods high in sugar or salt are inappropriate. Tree climbing: School-aged children are welcome to climb the identified climbing tree at the Peace Plaza. Only four children are allowed in the climbing tree at a time, to the height of the painted rings.

Respect for Others Games: Only safe, friendly, non-violent games are allowed. Communication: Respectful, appropriate language is to be used at all times. Offensive language is unacceptable. Walking: Children should walk, not run, around buildings, on verandahs and on concrete areas. Bikes and scooters are allowed before 8:15am and after 3:15pm. Please wear a helmet, ride away from others, stay off ramps and out of the car parks at all times. Children’s House playground is available for play before and after school hours (9:00am to 3:00pm). If your children are signed out during school hours, you should take them to play elsewhere. During school time this area is reserved for the children under the teachers’ direction. Primary School playground is available for Children’s House students to play after Primary children have gone back to class at 12:15pm. Please note that this playground equipment is designed for children over the age of six, and younger children will need to be closely supervised. After school, when OSHC is using the facility, the playground is for their sole use. Play under parent supervision is on the green, the hard court and the top playground only. No play is allowed around the gazebo, staff car park or toilets. Parents must be able to see their children to supervise them. Seating: Children should sit on the seating and benches provided. Table surfaces are meant for working and eating. Toys and games should be left at home. Electronic equipment is to be used outside school hours only, e.g. mobile phones, iPods, iPads.



Respect for the Environment Cubbies: Building cubbies with fallen vegetation is acceptable for Primary children as long as they do not destroy living vegetation for building materials. Cubbies are allowed in the top Primary playground only, adjacent to the Peace Plaza. Flower beds are for flowers and garden plants. Children should play outside of these areas. Materials and implements should be used for their intended purpose only. Montessori classrooms extend outside. Chicken coops, class garden beds and the Children’s House individual yard areas may only be entered with permission from and supervision by a staff member. Adhering to these guidelines as a community helps ensure our school is a happy, healthy and safe environment.

UNDERSTANDING THE EXTENDED OFFERINGS Friday Markets: Children in Primary School are given an opportunity to learn a variety of skills by holding a ‘market stall’, which is offered after school every second Friday of term. Children learn about project management, marketing and money handling. This is also an opportunity to support the wider community through fundraising. If your child chooses to hold a market stall, please remember to support them by letting them do as much of the work as possible on their own and keeping a distance away from the stall. Going Out: The Going Out programme is part of the prepared environment for the Primary and Middle School. It is an opportunity for the children to experience the real world and extend their learning beyond the materials, books and theoretical construct of the classroom. Children decide, usually in pairs or small groups, on the destination and do all the planning and risk assessment involved with the guidance of a class director. The children are responsible for seeking assistance from adults if necessary. Assembly: Each term, on the last day of school, children from age 3 to 15 are given an opportunity to practise their performance skills in front of their peers and showcase their current learning. Performances can be individual, group or class based. Parents and extended family are invited to the assemblies in terms 1, 2 and 4. Term 3 assembly is for the children only. Seasonal Celebrations: Once a term, the Children’s House (3 to 6-year-old children) invite their families to a celebration after school, ushering in the start of a new season. This usually takes the form of a shared picnic within the Children’s House area, with parents offering activities involving the theme of the upcoming season. Parents and Friends Friday Café: Every Friday morning the Parents & Friends Association runs a café on the Poseidon deck. Please feel free to drop in for a freshly brewed cappuccino or tea with a home-made slice of cake. This is a lovely community event. All proceeds go to the school for curriculum material purchases to benefit the children. Sport: Besides Physical Education and Health as an offering for the Primary and Middle School, extracurricular activities like tennis, AFL and Young Sports allow students to enhance individual skills in a non-competitive environment. For specialised or competitive activities, the school recommends private or club lessons outside the school community.



INFANT AND TODDLER COMMUNITY (0–3 years old) The Infant and Toddler Community is a place where the young ones learn independence. Accompanied by somebody they know, the children experience life outside their familiar home environment. The role of the parent is one of guidance under supervision of the class director, in an environment prepared for the child. To be focused on your child completely, it is advisable to have only one child with you during the class. The programme starts at 9:00am and finishes at 11:00am for children attending Gumnut House and 11:30am for children attending Banksia House. Sessions run Tuesday to Saturday inclusive. Sessions are bought per term. Some guidelines for these sessions include:

• minimising adult conversations • focusing wholly on the child and their choices • using a quiet and calm voice and moving quietly • leaving pacifiers at home as these can hinder communication and natural

development • switching your mobile to silent and refraining from text messaging.

email: [email protected]

MONTESSORI INDEPENDENT TODDLER COMMUNITY (15 months – 3 years) The Montessori Independent Toddler Community offers toddlers the opportunity for independent purposeful development. The environment is prepared to complement the home and offers the toddler a place where they can achieve self-mastery and self-awareness through practice and repetition at their own pace. A child must be walking to participate in this offering. Starting and Finishing The programme starts each day at 9:00am and the children need to be there by that time to begin work. Arriving on time ensures minimal disruption to the classroom. The programme finishes at 3:00pm and parents are asked to collect their child on time. The extended day session is 8:00am to 4:00pm. Entering the Classroom Every Montessori classroom has been designed to cater for the needs of the child, and this includes the number of adults present. Please always wait to be invited into the classroom by the staff, as additional adults in the classroom can be disruptive to a young child’s concentration.

CHILDREN’S HOUSE (3–6 years) Starting and Finishing There are two different programmes for Children’s House, with children being enrolled in either the 9:00am to 12 noon programme or in the 9:00am to 3:00pm programme. Which programme your child is enrolled in will generally depend on their age, with children younger than 4.5 years old staying until 12 noon and older children staying until 3:00pm. This may vary from child to child and depend on your circumstances. The classroom doors are open from 8:50am and a staff member will be at the door to greet



the children. The staff will start the morning’s work at 9:00am and may not therefore be at the door to greet students who come after that time. If your child needs staff assistance to enter, please arrive before 9:00am. This ensures that class directors can focus on the needs of the children and begin the school day. Being on Time It is important and respectful that your child is at school on time as it is disruptive for the classroom community if students enter the classroom late. It can also be distressing for the child to enter late, as the class director and the other students are already engaged in their morning activities. Signing in and out Each child must be signed in and out by the parent. The sheet is a legal document and is found at a table next to the entry door. Please do not allow the children to write on it. The parent must complete the Authorisation for Alternative Collection form if someone other than the parent is collecting a child. Communicating with the Classroom Staff Dropping off and picking up your child is a very busy time for the staff. It may not be possible to talk at length, or some days even briefly, with the staff. Please use the communication book, which is on a table next to the classroom entry to write important notes about your child, i.e. to attend OSHC. Alternatively, please hand in a note for sensitive information or arrange a meeting time. Hanging up Belongings Please allow your child to hang up their own belongings. This is an important part of their developing functional independence. They must have the opportunity to take responsibility for their belongings, for example, to know where to place their bag, where their hat and esky are. Please ensure your child has only the necessary items for their day. Please refrain from bringing toys and games to school as they add unnecessary burdens to your child’s developing sense of responsibility. Entering the Classroom Every Montessori classroom has been designed to cater for the needs of the child, and this includes the number of adults present. This is of particular importance in the Children’s House classrooms. Please always wait to be invited into the classroom by the staff, as additional adults in the classroom can be very disruptive to a young child’s concentration. Celebrations, including Birthdays We are a non-denominational educational environment and we acknowledge our diverse cultural community. To raise awareness of cultural celebrations the 3 to 6-year-old child will experience diversity through language and cultural materials prepared and integrated into the curriculum. Like most work of the child in this first plane of development (0–6 years old) there is more focus on the process rather than the outcome. Therefore there is no expectation that your child will produce material gifts or mementoes to mark traditionally celebrated days. Once a term families will be invited to come together for a seasonal celebration. Please check the website calendar for dates. On or near your child’s birthday we will invite you to donate a book in celebration of their birthdate. By adding an inscription, your child’s time in their classroom will be shared whenever the book is enjoyed. Please check with your class director for suitable books for this age level and environment. Birthdays are acknowledged by the sharing of a selection of photographs to mark each year of their life. These will be shared with small groups



throughout the day along with sharing your child’s birthday book. Transferring to the Outside School Hours Care (OSHC) Children whose parents have indicated OSHC attendance and children not collected by 3:10pm will be taken to OSHC and signed in. Consult the Financial Responsibilities under Publications on the website for charges. OSHC bookings are completed through the office or [email protected]

PRIMARY SCHOOL (6–12 years) AND MIDDLE SCHOOL (12–15 years) Starting and Finishing A member of staff is on duty to supervise children outside from 7:30am. Primary students start their school day at 8:45am. The bell will sound at 8:40am and students make their way to class and get ready for an 8:45am start. Middle School students start at 8:40am, unless their tasks planned for the day require them to start earlier. The school day ends at 3:00pm and any child remaining on the verandas or at the Peace Plaza after 3:15pm will be asked to go to OSHC. Consult OSHC and Financial Responsibilities in Publications on the website. If you need to collect your child before 3:00pm, please sign your child out at the office and your child will be called. Being on Time It is important and respectful that your child is at school on time. Students entering the classroom late can disrupt the classroom community and it can be distressing for the child. Children who are regularly late will be asked to sign in at the office if arriving after 8:45am. Entering the Classroom Every Montessori classroom has been designed to cater for the needs of the child, and this includes the number of adults. Please always wait to be invited into the classroom by the staff as additional adults in the classroom can be disruptive to the children. Supporting Independence The 6 to 15-year-old children are very capable and parents are asked to ensure that children are taking responsibility for their own belongings, including the carrying of items to and from class, making own lunches and managing their rubbish. Classroom Stationery All stationery items are provided in the classrooms. Please do not send novelty items to school with your child, as they can cause disturbance, distraction and may be lost.

Health and Safety

FOOD All students must bring their own snacks and lunches to school, and all food must be healthy and supportive of the child’s need to concentrate. Please ensure your child has adequate food, especially if your child needs to attend the Outside School Hours Care, either in the morning or afternoon. A small esky is recommended to keep the food cool and fresh. Unless organised for a special occasion, lunches are not shared with other children. Please be mindful that some children in your child’s class may have food allergies, some of which can be life threatening.



There is a No Nut Policy across the school, which includes peanuts. Foods high in sugar (including dairy desserts, many bought biscuits and some muesli bars) and all sweets, lollies, chocolate, chips, cordials and soft drinks are not appropriate food and drink items for children at school. Please do not include them in your child’s lunch box. The school will provide for any child who has forgotten their lunch.

CLOTHING Children must wear neat, practical, casual clothing as the school does not have a uniform. For the very young child it is important that this clothing is easy for the child to take off and replace with new clothing. Being able to change out of wet or dirty clothing supports the child’s developing independence. A general guide is as follows: • Hats – that protect the face, neck, head and ears. Hats must stay on heads

whenever the children are outside. Wide-brimmed hats are available for purchase from the office. Children without hats are unable to participate in playtime or sports events, and can only access shaded areas. Sport caps, beanies and hoods do not provide adequate sun protection.

• Shirts – with sleeves that fully cover the abdomen. Collared shirts provide the best protection.

• Shoes – closed in shoes to protect the children’s feet. Thongs, open sandals and shoes with heels are not acceptable footwear at school.

• Clothing – Branded clothing, skin-tight, ripped or offensive clothing, items of fancy dress (costumes, onesies and so on) are not considered appropriate school attire at any time. Clothing must be modest and short shorts must be worn with leggings.

• Bags, water bottles, lunch boxes – Ensure these are suitable for easy and appropriate use by children and without branding.

• Please label all belongings, including clothing.

CARING FOR THE HEALTH OF CHILDREN AND STAFF In a school environment infection can spread rapidly, resulting in many children and staff members being absent. Children who are ill must remain at home until the infectious period has passed. Please ensure that you call the office on 3327 0600 to notify the school of your child’s absence, every day that they are absent from school.

Any child that becomes unexpectedly unwell will be directed to the first aid room at the office for assessment. If the qualified staff member on duty believes that the child needs to go home, parents will be advised immediately to come to school to collect their child. If neither parent can be reached within a reasonable amount of time, your emergency contacts will be telephoned. For your child’s safety and the efficient organisation of help for your child, each parent should ensure all emergency data (including contacts, allergies and health professionals) are up to date. Children who are unwell cannot remain in the first aid room for extended periods of time. Please ensure that you come to school promptly to collect your unwell child if you are requested to do so.



RESILIENCE POLICY At Brisbane Montessori School we have an interest in supporting our children to become independent citizens. When students forget items at home staff will assist in solving the problem and arranging an alternative. Parents will not be asked to bring in forgotten items. A part of growing up is learning to deal with conflict and conflict resolution. For your interest our Resilience Policy is included below, to assist you and help your child through these learning experiences. This policy is taken from the Independent Schools Queensland’s Student Bullying Policy Template. Definition of ‘bully’ “Bullying is repeated oppression, psychological or physical, of a less powerful person by a more powerful person and occurs when someone, or a group of people, upsets or creates a risk to another person’s health and safety, or their property, reputation or social acceptance.” Bullying involves a desire to hurt + hurtful action + a power imbalance + (typically) repetition + an unjust use of power + evident enjoyment by the aggressor and a sense of being oppressed on the part of the victim. There are five broad categories of bullying.

1) Direct physical bullying, i.e. hitting, tripping, poking and pushing or damaging property

2) Direct verbal bullying, i.e. name calling, insults, homophobic or racist remarks, verbal abuse

3) Covert bullying – this form of bullying is harder to recognise and often carried out behind the bullied student’s back. It is designed to harm someone’s social reputation and/or cause humiliation.

Indirect bullying includes: • lying and spreading rumours • playing nasty jokes to embarrass and humiliate • provoking a food-allergic reaction • mimicking • encouraging others to socially exclude someone • damaging someone’s social reputation and social acceptance 4) Cyber-bullying is a type of bullying aimed to humiliate and distress and involves the

use of technologies such as email, mobile telephone and text messages, instant messaging (SMS), social network sites and video internet sites, e.g. YouTube. It can be particularly harmful because it can happen anywhere and at any time. Thus young people who are the victims of cyber-bullying have no place where they feel safe.

5) Psychological bullying, i.e. threatening, manipulating or stalking somone.If the bullying is of a serious and threatening nature it becomes a legal issue and students and parents should seek advice by reporting the matter to the police. If bullying amounts to harm as referred to in the school’s Child Protection Policy the matter must be dealt with under the Child Protection Policy.



What bullying is not: • Mutual conflict where there is an argument or disagreement between students but

not an imbalance of power. Both parties are upset and usually both want a resolution to the problem. However, unresolved mutual conflict sometimes develops into a bullying situation with one person becoming targeted repeatedly for ‘retaliation’ in a one-sided way.

• Social rejection or dislike – it is not feasible that every student must like every other student. Refusing to play with a particular child or, for example, not inviting them to a birthday party is not bullying, provided social rejection is not directed towards anyone specific and does not involve deliberate and repeated attempts to cause distress, exclude or create dislike by others.

• Single-episode acts of nastiness or meanness, or random acts of aggression or intimidation. A single episode of nastiness, physical aggression, verbal abuse or an occasional push or shove is not bullying, neither is nastiness or physical aggression directed towards many different students. The difference is that bullying is, by definition, action that happens on more than one occasion. However, since schools have a duty of care to provide a student with a safe and supportive school environment, single episodes of nastiness or physical aggression should not be ignored or condoned.

In the event of inappropriate behaviour (of which bullying is one form) support your child by communicating directly with their class director. In the first instance the school will manage all student conflicts using relevant staff members. All situations will be dealt with in a professional manner. Please seek support from the Principal.

ADMINISTERING PRESCRIBED MEDICATION The law requires an ‘Official Register of the Administration of Drugs to Student’ to be maintained, which includes pain relief and alternative medicines. It records all occasions when medication is administered at school. This record must include copies of necessary letters from parents and medical practitioners. Action plans for asthma and allergies must be given to the school and updated annually. If you need a staff member to administer prescribed medication during school hours, you will need to give the staff member permission by completing the form Permission to Administer Medication, which can be downloaded from the website. Medication must be handed to the teacher to ensure it remains out of reach of students. The medication must be appropriately labelled by a pharmacist with the student’s name and the following information included: name of drug, expiry date, name of medical practitioner prescribing the drug, dosage and frequency of medication. Any medication not labelled adequately – including any alternative remedies – will not be administered.

HEAD LICE Head lice are common in school environments and must be treated immediately so they do not spread to other students. Head lice (pediculosis) is not a notifiable condition and head lice do not transmit any infectious diseases.



If your child has head lice they will be directed to the first aid room at reception and you will be phoned and asked to collect your child. Treatment needs to start immediately. (See the Head Lice Policy on the website) For more information refer to the health policies on the website.

Parents

MONTESSORI EDUCATION FOR PARENTS Montessori education is multi-faceted and offers an extraordinary breadth of insight into humanity. Education at Brisbane Montessori School offers an opportunity to develop independence, self-confidence and self-esteem. The unique programme, centred on the child, encourages the development of personal responsibility, thinking processes and fosters a love of learning. The Montessori movement is also about appropriate social interaction and peace. The prepared environment and the curriculum in a Montessori School supports each child in their development of awareness of self and their tolerance of difference. It is these qualities that allow a child to develop their own sense of inner peace, and as they mature into adults this peace forms part of who they are and the world they live in. Brisbane Montessori School also offers parents a comprehensive programme to support their understanding of the complexities of Montessori education. Gaining a useful level of understanding will support your child’s education more effectively, as you will appreciate the classroom and the learning and developmental needs of your child, when they change and how you respond in your parenting. There are a number of education seminars to attend each term during your child’s enrolment. We ask that you make a commitment to continue your own education about Montessori philosophy and your understanding of child development. Parent Information Seminars The Montessori information seminars for parents are held once a term. The staff present topics for parents of the 0 to 6-year-old children, the 6 to 12-year-old children and the adolescents. These different planes of development represent distinct groups of learners and classroom environments, and our parenting, ideally, needs to reflect those differences. As a Montessori school we take the responsibility to offer information to our parents about the different stages your child will move through. We expect, for your child, that you actively embrace this journey with us. Details of all parent information seminars can be found on the website calendar. Please check the calendar for regular updates. Journey and Discovery In choosing a Montessori education for your child, you are making a considerable departure from the traditional learning environment. Journey and Discovery will guide you through an amazing journey into the learning environment that is constructed for your child. The knowledge gained from this experience helps parents to understand their children’s learning process and allows you time to use and learn from the Montessori equipment. Attendance at Journey and Discovery is a contractual obligation of enrolment at Brisbane Montessori School and we recommend that you attend at least once every three years.



Journey Through the Curriculum This three-hour evening session will fast-track you through the materials and learning processes associated with one area of the curriculum. You can choose to attend this session to meet your contractual obligation to complete a Journey and Discovery programme. An information seminar is not the forum for personal concerns about your child. These are always best discussed on an individual basis at a specific meeting set up with the class director or Principal. Classroom Observations As part of your enrolment process you have done a one-hour classroom observation. Now that your child has started school you are invited to observe again, so that you can see children interacting within the classroom community. Observations are available in the mornings and can be arranged with reception. It is important that you schedule a debriefing meeting with your class director after the observation if you have any queries. You are welcome to observe at any level of the school – regardless of your child’s age.

ROLE OF PARENTS IN OUR MONTESSORI CLASSROOMS AND COMMUNITY In a dynamic school such as ours, parents’ involvement in support of the school goals is essential. The willingness of parents to give time and energy to work and contribute in a variety of ways has been a vital factor in the success and development of our school. The continuation of this success will depend on our future parents and it is for this reason that parents are actively encouraged to become involved in the school. While personal and work commitments may make it challenging to participate, there are many options available to suit your family circumstances. Some of the ways you can become involved at Brisbane Montessori School include:

• becoming a class representative or a member of various school committees • assisting the class directors through donating time, goods, services and experiences,

or through making resource materials for the classrooms • assisting in the classroom at the request of the class director in areas such as

art/craft, music, cooking, physical education and language • providing administrative, clerical or organisational assistance • nominating for board membership • supporting fundraising activities through the Parents & Friends Association.

It is particularly important for the Primary and Middle School students to be accessing knowledge from sources outside of the classroom. When parents bring their expertise and experience into the classroom you provide the students with a broader and a richer learning experience. Your own child will find your classroom visits very gratifying and it sends a powerful message to the child of positive support for their education.

PARENTS & FRIENDS ASSOCIATION

The Parents & Friends Association is the umbrella under which many activities, social and fundraising events take place. The Parents & Friends Association is there to support the staff and curriculum of the school, and to provide additional social opportunities.



The Parents & Friends Association run a cafe on Friday mornings during term time. Parents are welcome to have a coffee and chat at Elouera House before continuing their day. Please contact the Parents & Friends Association to find out how to become involved, either as an occasional contributor or as part of an ongoing commitment. Each year there are several fundraising events that also support the development of community at school. The success of these events relies on all parents; please self-nominate your contribution. email: [email protected]

Financial Responsibilities Please refer to the Financial Responsibilities document found on the school website under the Publications link.

PAYMENT OF SCHOOL FEES

The following payment options are available: Direct Deposit ANZ BSB: 014-272 Account No: 1988-00838 Please use invoice number and surname as EFT reference. Credit Card Visa and Mastercard over the phone or at reception. Credit Card and Direct Debit Authorities Authority forms can be found on the website or from reception and once completed can be returned to the reception.

CHILD CARE ENTITLEMENTS

The Montessori Independent Toddler Community, Children’s House and Outside School Hours Care are registered Child Care Services. Child Care entitlements are available to eligible families through the Department of Family Services. A prep-aged student in the Children’s House is considered a school-aged child and is no longer eligible to receive entitlements for the school day programme but can still receive entitlements for Outside School Hours Care. If you have questions please ask at reception.

VOLUNTARY BUILDING FUND

All families are encouraged to make a tax deductible donation to the Voluntary Building Fund when tuition fees are paid. Tuition fees and government funding only cover day-to-day operating costs such as salaries and teaching resources. In order to build for our future, the school needs to seek other sources of financial support. All donations to the Voluntary Building Fund go towards the school curriculum facilities so as to continue to cater for the needs of our children.



Withdrawing WITHDRAWAL POLICY

The enrolment contract (refer to clause 6) states that parents are required to give the Principal one full term’s notice in writing, when a student is to be withdrawn from school, either for a short-term withdrawal or for cancellation of enrolment. If withdrawal is to be effective at the end of the school year, written notice must be given by the end of term 3. The bond will be applied against any monies outstanding and the balance returned to the parents. Parents who do not give the required period of notice will not have their bond refunded on departure. For a temporary withdrawal of the student from the school (i.e. for overseas / interstate visits) the school requires that all fees for the next term are paid in advance before departure. This ensures that your child’s enrolment stays current. The Principal must be notified in writing for any absence exceeding 2 weeks.

POLICY FOR RETURNING FAMILIES

Families who cancel their enrolment contract and withdraw children from the school and later want to re-enrol must re-enter the enrolment process, from the Application for Enrolment stage. Re-admission is at the discretion of the Principal. The only exceptions will be made by the Principal, and notice of conditions and acceptable period of withdrawal will be given in writing to the applying family.

Parent Handbook – Working Together


Expectations of a Montessori Community Expectations of a

Montessori Teacher Expectations of a Montessori Parent

Expectations of a Montessori Student

Know the student

- be able to discuss student’s interests

- know the student’s own perception of self

- know student’s strengths and weaknesses

- understand the strong drives within a student, turn-ons and turn-offs

- able to clearly express their own agenda and expectations of the student

- knows personal strengths and weaknesses

- be able to describe own interests

- be able to construct learning around interests

- be aware of a natural range of abilities across all people

Development

- discuss student’s development with respect to special tendencies and sensitive periods and characteristics of the age in Montessori theory

- explain physical, social, academic and spiritual qualities of the plane of development relative to the student

- discuss expectations of the future and possible changes for the student

- aware of patterns and recent changes within student’s development

- observe and discuss student’s reactions to situations – making suggestions about development

- accurate observations of physical, social, academic and spiritual changes; able to discuss these observations with teaching staff

- observe own behaviour relative to peers

- aware of students in different planes (younger or older) having different needs

- aware of the nature of development and that learning is not a linear progression

Learning

- list the challenges that face the student, and a strategy for developing each one

- list the strengths that empower the student, and a technique to empower the student

- list useful motivators that spark the student

- genuinely curious in student’s learning, for reasons of sharing and discussion, not valuing and judging

- have clear understanding of learning as an inner experience and not always as an externally quantifiable one

- understand that learning in Montessori environment is different to learning in other education systems

- understand that learning feels good and makes you feel better about yourself

- understand that through asking a question you can discover anything and satisfy a curiosity

- understand that completion and procedure systems support learning



Expectations of a Montessori Teacher

Expectations of a Montessori Parent


Independence

- be able to offer independence appropriate activities for student to do at home with parents

- have independence activities appropriate to student’s own level within the school, complete with REAL risks

- explain expectations associated with freedoms and responsibilities to student

- supportive, available to help ONLY on request to student

- provide independence situations at home, share these with the teaching staff

- allow room and time for mistakes

- free and motivated to choose appropriate learning events

- understands the relationship between freedom and responsibility

- is free from extrinsic motivators and is open to intrinsic motivations

Work patterns

- be able to describe student’s preferred work habits and motivation

- know handwriting style, book work and organisation

- able to provide for a variety of working styles within a learning period

- be able to create ‘work friendly’ environments at home for student

- aware of parents’ own working patterns and other influences on student’s development

- understand the true nature of the student’s work in a Montessori setting

- be able to choose preferred learning mode

- able to articulate own strengths and work patterns

- able to ask for assistance or find alternative means of self-motivation

Environment

- maintain an interesting and rich curriculum

- maintain a safe and invigorating space

- challenge and motivate the student’s questioning and learning

- supportive, able to share interesting things / pictures / experiences from home

- provide clear standards of cleanliness and orderliness as standards at home

- promote respect for furniture and property and wider community

- use the available resources to the maximum

- respectful of the space and others

- mindful of the special nature of a learning environment

Peace

- offer models and alternatives to violence

- explore peaceful resolutions and processes in conflicts

- provide a peaceful environment

- reduce conflicts through alternatives

- actively promote peace as a value

- demonstrate and model peaceful processes

- know that there is a peaceful way

- access, share and promote peace

- have zero tolerance for non-peaceful activity



Expectations of a

Montessori Teacher Expectations of a Montessori Parent


Social Development

- know current friendships and work mates

- know academic peers, and seek links

- able to pre-empt potential personality clashes through careful management

- know the names of friends, involve friends and family in out of school settings

- be comfortable to ring and discuss concerns with student’s friend’s parents

- be accepting of others, while also being honest

- have a variety of social interactions in a range of situations

- learn about self through interactions with others

- reflect on the nature of society and groups of people

Grace and Courtesy

- maintains strict expectations of appropriate and inappropriate behaviour and language

- provide opportunities for learning hospitality, grace and courtesy

- etiquette and manners are modelled and expected

- use only highest standards of respect and appropriate behaviours in front of children and in dealing with children

- reinforce appropriate behaviours from children

- monitor language use and promote appropriate language

- understand that social interactions are at the heart of all human endeavours

- should know what is appropriate in a given situation and act accordingly

- expect and receive respect from those around them

Curriculum

- deliver a cosmic education, exploring the links between all events, following the student’s needs

- monitor and track progress against stated goals

- report progress using these goals

- understand the aims of a Cosmic Education

- question where understanding is not complete

- support staff in curriculum delivery

- absorb, consciously or subconsciously, the world as an interrelated set of experiences

- have the ability to respond to experiences

- empowered to react to the world

Thinking

- offer a range of analytical skills

- offer a range of opportunities for deep thought

- offer a diverse set of opportunities to process material

- to promote further learning

- to incorporate family experiences into learning

- to value and cherish opinions and arguments

- to challenge and be challenged

- to understand self - to understand self in the

world

Brisbane Montessori is a vibrant, passionate and

enthusiastic Montessori community; an inspirational working model of learning for life.

We observe, guide and follow the individual towards independent learning, through balancing freedom of

choice and responsibility, within a prepared environment.

Our legacy is empowered individuals realising their full potential.

TheSchoolCultureisunderpinnedby:

• The Prepared Environment • Realising your students’ full potential

• Peace through Education • Respect

• Responsibility • Resilience to change

• Independent Individuals • Freedom

• Developing Critical Thinking by Practising Choice

Documents

Parent Handbook Working Together