School Policies - Rosebery€¦ · Web viewHead scarves, Hoodies and Beanies are not permitted and hats are not to be worn inside. The student Dress Code, including details of uniform

Rosebery District High School 23/05/2023 Page 2

2014

School PoliciesRosebery District High School

CC O N T E N T SO N T E N T SUniform Policy............................................................................................................................................................3

Homework Policy........................................................................................................................................................6

Student Mobile Phone and Electronic Device Policy..................................................................................................8

Reporting on Students’ Development........................................................................................................................9

School Excursions and Camps...................................................................................................................................11

Drug Policy................................................................................................................................................................13

Smoking Policy..........................................................................................................................................................14

Headlice Policy..........................................................................................................................................................16

School Fundraising Policy.........................................................................................................................................17


U N I F O R M P O L I C YSchool Association has approved the wearing of school uniform for all children attending Rosebery District High School. A uniform reinforces in students a pride in their appearance, instills recognition of themselves as an integral part of the school community and assists in developing pride in representing their

School issues of equality, health and safety and expense are also factors that contribute to the establishment of this Uniform Policy.

The school believes the following are the benefits derived from the wearing of school uniform by all children.

Families have the opportunity to purchase economical, durable, functional and practical clothing items through the school.

Wearing a uniform improves school tone and atmosphere and helps develop a sense of pride and identification with the school.

School uniforms assist to eliminate peer group pressure to wear less appropriate clothing reduces competition amongst children and removes pressure on families to provide “fashionable” items for daily wear.

Promotes equality amongst all students

Assists with student identification and safety in public places

Maintains the high public and community regard for the school and its students.

IMPLEMENTATION:Summer and Winter uniforms will be prescribed and are required to be worn during school hours, while travelling to and from school and when students are representing the school during and outside school hours.

School uniform should be worn that is neat, clean and in good condition. Torn or ripped clothing must be mended, patched or replaced as appropriate.

All children representing the school for any event or activity may only do so when wearing full school uniform.

For safety reasons, jewellery with the exception of watches and plain stud or small “sleeper” earrings, is not permitted.

Extreme or attention seeking hair styles are discouraged and is left to the discretion of the Principal to regulate. For safety and health reasons it is recommended that children with shoulder length or longer hair, have it tied back.

Other than clear nail polish, coloured nail polish and other cosmetics are not permitted and will be left to the discretion of the Principal to regulate.


In line with this policy, during Terms 1 and 4, all children will be required to wear a hat when outside. This includes lunch time, recess, and Physical Education classes and sports sessions when required. Head scarves, Hoodies and Beanies are not permitted and hats are not to be worn inside.

The student Dress Code, including details of uniform items and places of purchase will be published in the school newsletter as often as deemed appropriate.

Student’s are required to wear sound, appropriate footwear to school. Thongs, Gumboots and Ugg Boots are examples of inappropriate footwear. Black leather shoes are the preferred form of footwear.

Socks must be worn as a matter of course.

School Association authorises the Principal to be responsible for the implementation of the Dress Code in a manner consistent with the School’s Essential Behaviours.

Parents seeking an exemption to the Dress Code due to religious beliefs, ethnic or cultural background, student disability, health conditions or economic hardship must apply in writing to the Principal.

This policy will be published on the school’s website.

THE PRINCIPAL: May prescribe alternative clothing to be worn for special occasions or camps, excursions, etc. may excuse a student from wearing school uniform in exceptional circumstances may assist students in financial need to acquire uniform items

PARENTS:It is the policy of the school that parents make every effort to provide the approved school uniform and to ensure that their children wear it every day.

COMMUNICATIONS BETWEEN SCHOOL AND HOME CONCERNING UNIFORMS Where a child is temporarily out of uniform (e.g. an item is lost), parents are asked to provide a note to

the school. Where a longer term exemption is required (e.g. for a medical condition), a medical certificate should

be provided to the school. Where a student is failing to comply with the uniform policy, teachers are required to:

(a) draw the matter to the attention of the student and/or(b) communicate with the parents

The action taken will seek to show regard to the particular circumstances (e.g. the age of the child concerned).

PROVISIONS FOR MAKING CHANGE TO UNIFORMS Every effort has been made to provide a uniform which meets the needs of the school community. It is not envisaged that changes will take place frequently from here on, and in the interests of stability, this is not desirable. However, should an item no longer meet the Criteria listed in this document (e.g. no longer readily available), parents should contact the school association.


BOYS’ UNIFORM: Black Trousers, plain black Tracksuit or Shorts. (Mid thigh length) Rosebery District High Polo top School Rugby top School Green polar fleece Jacket/Hoodie with School logo Sturdy Shoes

GIRLS’ UNIFORM: Rosebery District High Polo top School Green polar fleece Jacket/Hoodie with School logo Green Winter Skirt – (must be just above the

knee) RDHS Summer Dress – (must be just above the knee) Black stockings or tights. (must be worn under a skirt or shorts, not on their own.) Black Trousers or plain black Tracksuit Black ¾ Capri Shorts – (must be just above the knee – no short shorts) Sturdy Shoes. School Rugby top

Approved by the School Association – Wednesday 20th February 2013.


H O M E W O R K P O L I C Y

SCOPE:Homework is set to extend, develop and reinforce the child’s interest in and knowledge of a particular subject or topic, such that, a learning experience can take place outside of school hours. Encouragement from parents who assume the teacher’s role is essential.

PURPOSES: To encourage a love of learning. To show children that education is not restricted to the confines of the classroom. To encourage independent, self-reliant work habits. To encourage self-discipline. To extend, develop and reinforce work covered in class. To foster parental interests and involvement in children’s work.

DEFINITIONS:

POLICY STATEMENT:The Homework Policy recognises the different needs of students in each age group and of varying abilities and is designed to complement the educational experiences of students at school with appropriate home study. The school undertakes to set and follow up homework and every effort will be made to ensure it is completed.

REQUIREMENTS:No homework will be set in K-2 Grades. However, parents are encouraged to provide learning opportunities through real experience in areas such as counting, measuring, sorting and matching, and drawing attention to reading materials in the environment such as signs, labels, etc.

K-2 children should be encouraged to read widely at home; preferably in the form of an adult reading to the child followed by talking about the material read. Independent reading at home is also to be encouraged when children have reached this stage in their language development.

In Grades 2 and 4 no regular homework will be set but children will be encouraged to take work home. This could include collecting objects and information, reading (as in Guideline 2 and with a greater emphasis on silent reading), reviewing past work, uncompleted class work, extension and consolidation. In the latter cases work should not exceed half an hour per night.

In Grades 5 and 6, greater emphasis will be placed on regularly set homework. This will be set in accordance with the ability of the child.

In Grades 7 and 8 and maximum of 1 hour per night can be expected from Mondays to Fridays inclusive.

In Grades 9 and 10 a maximum of 2 hours per night can be expected from Monday to Fridays inclusive.


Students in Grades 7-10 will be issued with a homework timetable early in the school year. This timetable will be drawn up by Grade Coordinators according to the needs of subjects in the school timetable. The homework timetable is primarily a guide to prevent homework overload. In instances where homework is not set, students should use the time for private study.

Students in Grades 7-10 will be issued with a Diary as part of their booklist. This will be used to record homework, messages and as a means of communication between teachers and parents.

The student’s diary will be checked by Group time teachers and Grade coordinators on a regular basis.

Students in Years 11-12 have no set homework timetable but are expected to complete any assignments and incomplete work in private study and home time. They should develop a personal study timetable.

On occasions, students and teachers should be able to negotiate homework deadlines (e.g. difficulty in obtaining resource material etc.)

RISK MANAGEMENT:

ASSOCIATED DOCUMENTS AND MATERIALS:


S T U D E N T M O B I L E P H O N E A N D E L E C T R O N I C D E V I C E P O L I C Y

INTRODUCTION As a communication device, mobile phones (or music players and other electronic devices), when used appropriately, offer students and their parents many advantages in terms of ease of communication and a sense of personal safety. However, mobile phones have the capacity to have a negative impact on the learning environment and the safety and well-being of students.

GUIDELINES FOR USE Students are NOT to use mobile phones/electronic devices during school time. Attached is a flowchart of the consequences for phone/device use school time.

Parents needing to contact their child during the school day are asked to contact the front office and a message will be passed on, or the child collected, as necessary.

At times, parents may wish to pass on upsetting or sensitive information to their child. The school requests that we are informed of this BEFORE the student is contacted. This enables staff to better support the student if needed.

RESPONSIBILITY FOR MOBILE PHONES AND RELATED TECHNOLOGYStudents bring mobile phones and related technologies to school at their own risk – the school and school staff members will not accept any responsibility for any loss or damage to mobile phones and other electronic devices. Staff have no requirement to investigate the loss or damage to any technology brought to school by students.

USAGE ON EXCURSIONS/CAMPS

The school will communicate expectations on the use/possession of Mobile Phone and Related Technologies when providing information on the excursion/camp.

INTRODUCTION AND REINFORCEMENT OF MOBILE PHONE POLICY

The community will be made aware of the policy at regular intervals in the newsletter. The policy will be published on the school’s website.


R E P O R T I N G O N S T U D E N T S ’ D E V E L O P M E N T

RATIONALE:In the reporting on the development of our students, it is seen as highly desirable that students’ development through a systematic approach will vary according to the stage of development and maturity of the student concerned. Although reports are intended primarily for the student and parent, they may at times be used for other purposes. They should therefore constructively seek to bring about desired changes. Reporting to parents should ideally be an ongoing process, not just confined to formally arranged parent/teacher discussion times. Additional discussions may be initiated by teacher or parent.

PURPOSES: For students, parents and teacher to exchange information on a regular basis regarding students’

progress and the success of the school in meeting student’s needs. To provide a basis for recognition of achievement and effort. To maximise potential for improvement. To encourage the development of the capabilities of learning through the 8 fields of inquiry. To enhance learning.

GUIDLINES: Standard terms for reports, as defined below, will be used. The schedule of reporting is shown in

diagram 2.

Interview (K-12)

An opportunity for student and teacher, parent/guardian and teacher, or all three to discuss and evaluate the development of the student, and/or the success of the school in meeting the student’s needs/

Preliminary Review (7-10)

An early written indication of the students’ development.

Student Profile (K-6)

A written indication of the students’ development.

Interim Report (7-12)

A written identification of student development.


Profile of Achievement (7-8)

A written report where a student is given an award based on established subject criteria.

School References

References may be provided by the school upon completion of Year 10.

Grade Easter Mid Term 2 End Term 3

K-6 C,A C

7-8 B,A A,D E

9-12 B.A A,D F (Grade 10 Only)

Where appropriate, students who are experiencing problems with courses studied, will be counselled by relevant staff.

By utilising open channels of communication additional forms of reporting may be initiated by parents, students or school at any time in response to particular needs.

Personal Records will be an integral component of reporting in the K-6 area. These will be utilised during Parent/Teacher sessions and as an ongoing Record of Development (see Personal Record).

CONCLUSION:Any school report is a statement on the current stage of development of the student and should describe the student’s development in all learning areas and their development of capabilities. It is important that students be considered as individuals in this process and that reports not be used as a basis for comparison between students.

The policy on Reporting on Student’s Development is closely related to a number of other high priority policies across the school, in particular Student Assessment, The Tasmanian Certificate of Education, Pastoral Care, Communication with our Parents and Community and all subject policies.


S C H O O L E X C U R S I O N S A N D C A M P S

RATIONALE:Students need to develop in the social, physical, emotional and intellectual areas. These developments are assisted in a desirable way by providing students with a variety of experience outside their normal home-school environment. These experiences can be gained by students participating in a range of excursions throughout their school life.

PURPOSES: To enhance children’s learning through the provision of real or first hand experiences. To increase knowledge, understanding and appreciation of the local area and other areas that are

different in nature and environment to our own. To further develop skills in observation, recording and reporting. To assist in the development of confidence, independence, sense of adventure and sense of

responsibility, particularly towards their own safety and the safety of others. To assist in the social development of students where they are given the opportunity to live and work

with others in a situation different from the home environment. To facilitate and accelerate the development of desirable student/teacher and pastoral care

relationships.

GUIDELINES:To achieve these purposes throughout the school life of the student the following guidelines apply:

1. S.S.E. should be the main consideration when planning excursions. To facilitate teachers and student’s understanding of each other and build group cohesiveness, excursions should be held as early in the year as possible.

2. A wide variety of experience and areas should be covered without involving repetition. Excursions should increase in complexity, nature and length from Kindergarten to Grade 12.

3. From Kindergarten to Grade 2, we recommend excursions should occupy only one day and total travel be kept to a minimum. Children will visit local points of interest and deal with the immediate environment of our town.

4. In grades 3-6 excursions can be longer than one day and may include staying away from home overnight. It is recommended that once a year students will be accompanied by their class teachers, visiting venues appropriate to their learning focuses. Parental assistance may be necessary on some excursions.

5. Excursions in the secondary school should occur in all grades and should be of an appropriate duration and provide experiences that will develop cooperation, self-reliance and self-esteem.

6. Grade 7 excursions and camps should provide opportunities for the development of peer relationships and teacher/student understanding and rapport, making the transition from primary to secondary school easier. These excursions should present new challenges and experiences, further developing the skills introduced in primary years. The Grade 7/8 camp should be held as early as possible each year.

7. The Grade 9/10 camp should be focused on continuing educational opportunities and experiences relating to student pathways.


8. When planning Outdoor Education excursions the Outdoor Education Management Handbook should be referred to in regard to safety issues and pupil teacher ratios for the various outdoor activities.

9. A department excursion form should be completed and submitted to the school planning team for all major excursions and camps at least 3 weeks prior to the event taking place. Parents must be notified as early as possible with regard to both excursions and camps.

10. Excursion forms should be submitted with class lists, suggested accompanying teachers and or parents, dates and days and any other relevant information.

Approved April 2008.


D R U G P O L I C Y

RATIONALE:The National Drug Strategy and the Tasmanian Drug Strategic Plan are based on the philosophy of harm minimisation. It is considered to be the most useful approach to drug related issues in that it aims to reduce the adverse health, social and economic consequences of alcohol, tobacco and other drugs for individuals, their families and friends, and the community. Its key concept is that drug use should be minimised and that harm from drug use should be limited. Harm minimisation involves a range of approaches to prevent or reduce drug related harm, including prevention, early intervention, specialist treatment, supply control, safer drug use and abstinence.

PURPOSES: A K- 10 drug education program will be developed to foster an understanding and appreciation of the

effect of drugs on the individual, family and community. To provide students, and families with the knowledge of support staff and groups within the state. To foster in children a feeling of self worth and to better equip them to solve problems, and make

choices without the need to resort to drug misuse. To work with family, Healthwest and police and develop a plan when a student is found to be under

the influence or in possession of a drug.

GUIDELINES: The drug education program will commence from the first years of school. In the early years it will

focus on the development of self worth and personal and social skills. It will be part of our overall health program.

Students, parents and community groups will be invited to be actively involved in preparing and participating in our school drug education program.

Where a student is suspected to be under the influence of drugs, the school behaviour management policy will be applied. Parents will be notified immediately and called to the school. The student will be removed from class and isolated under the supervision of a senior staff member. The department’s protocols will be followed and the Child protection agency contacted.

When a student is in possession of drugs then the department’s action plan (appendix 6) will be followed.

Approved April 2010


S M O K I N G P O L I C Y

RATIONALESmoking is a known contributor to a range of health related illnesses which result in

Premature death. Many addictions to smoking occur in young people. As a health promoting school the school views any issue of smoking by students seriously.

“Tobacco smoking kills more than 19,000 Australians every year and is recognised as

being the largest preventable cause of premature death and disease in Australia. Many of the diseases associated with smoking are chronic and disabling…

Research indicates that one in every two long-term smokers will die from smoking and that half of these will occur in middle age.

Tobacco smoking is a major risk factor associated with coronary heart disease, stroke,

peripheral vascular disease, numerous cancers, chronic respiratory conditions and a variety of other diseases and conditions.”

Source: http://www.dhhs.tas.gov.au/agency/pro/tobacco/index.php

SMOKING (OR IN POSSESSION)The first offence will have as a consequence a letter sent home to inform parents and two lunchtime detentions. Importantly, we are alerting parents and seeking their support in educating students to the dangers of smoking. Students and parents are informed that if students fail to alter their choices/behaviour more serious consequences will follow.

Students may be confined to a particular area during break times.

The second offence results in parents being once again informed via a letter and the student receives detention – two days internal suspension. The student has also defied instructions that regulate the conduct of students. Parents and the student are informed that if there are no changes to behaviour/choices, more serious consequences will follow. Students may be confined to a particular area during break times.

The third offence (and subsequent offences) results in suspension of increasing length, eg. 2, 5, 10-school days. Students may be confined to a particular area during break times.

SELLING CIGARETTESThe first offence incurs a 2-day suspension from school as the selling of cigarettes to

minors is a criminal offence and we consider that making a profit from an addictive drug to be unacceptable. Students have a right to come to school and be safe. Parents have a right to expect students to be in an environment free from such profiteering.


The second offence incurs a 5-day suspension.

The third offence incurs a 10-day suspension.

Should this inappropriate behaviour pattern continue, despite support for the student, an application for exclusion will be made.

BY-STANDERSStudents who associate with smokers will also be given consequences as deemed appropriate.


H E A D L I C E P O L I C Y

DETECTIONParents have prime responsibility to check their children for head lice on a regular basis. Family and child health are available as a resource.

TREATMENTParents have responsibility for the purchase and application of treatment. Detailed information is provided by DHHS through Child, Family and Youth Health Services. Rosebery District High School will include this information for parents.

RETURN TO SCHOOLWe recommend that parents return their children to school the following day after they have been treated with a recommended product. All lice and eggs must be removed before the child returns to school.

ROLES/RESPONSIBILITIESPARENTSParents must inform the Principal when head lice have been detected so the Principal can request that other parents can check their children.

Parents must come to the school to check their child’s hair if requested to do so by the Principal.

PRINCIPALS/TEACHERSIf a Teacher by chance sees head lice or eggs in a child’s hair, the parents should be notified as soon as possible. The parent will be asked to come to school to check the hair and take the student home if necessary. Treatment should be undertaken as soon as possible.

If a Teacher suspects a child may have head lice, the principal should be informed and the parents should be requested to check the child as soon as possible. They should treat any head lice present as soon as possible. Teachers are not required to check the hair of children for head lice.

Dated 30th August 2007.


S C H O O L F U N D R A I S I N G P O L I C Y

RATIONALE:Fundraising is an integral part of the school budget process. General school finances generally need to be supplemented by fundraising activities.

The benefit of fundraising activities include:

The whole school community being involved in a range of activities for a particular purpose. Opportunities or resources can be accessed that would otherwise be beyond our financial reach. Learning programmes enhanced with extra resources Greater ownership of programmes and resources by students and parents when involved in attaining

them. Students are involved in enterprising activities benefiting by gaining the associated skills.

However it is essential that there be some coordination so that excess demands are not placed on a few individuals and organisations. It is also important that some coordination be in place so that the funds raised be spent wisely for the benefit of the school.

PURPOSES: To provide financial support for school based projects and programs and to purchase equipment not

otherwise funded from government sources. To permit students to have practical and educational experiences in the areas of raising and handling

money To provide an avenue for school groups, assisted by parents and community, to work s a team towards

common school goals and national or state recognised charity projects. To provide an opportunity for enjoyable extra curricula activities and promote social interaction and a

pride of ownership through the student’s own efforts.

IMPLEMENTATION: The School Association will approve all significant fundraising projects and activities conducted by

teachers and students of the school. The specific purpose for the fundraising project or activity, its intended running time, and its

beneficiaries must be clearly stated before such approval is given. Raffles are not permitted except as part of major fundraising activities. Only the School Association or SRC may approach the community for donations and sponsorship. The following kinds of fundraising activities are not permitted: Those which contravene any state or federal gaming act.

Except for major activities, those which interfere with lesson time.

Where the prize or it’s value, or the probability of winning, is not stated, or where a large personal expenditure is involved.

Where children are in situations likely to expose them to physical or moral danger.


Those fundraising activities that do not promote health and well being.

CONCLUSION:A successful outcome of fundraising projects and activities will:

Secure the balance between funds raised and demands made on teachers, students, parents and the community.

Result in wise spending in the interests of the school.


A T T E N D A N C E P O L I C Y

SCOPE:Homework is set to extend, develop and reinforce the child’s interest in and knowledge of a particular subject or topic, such that, a learning experience can take place outside of school hours. Encouragement from parents who assume the teacher’s role is essential.

PURPOSES: To encourage a love of learning. To show children that education is not restricted to the confines of the classroom. To encourage independent, self-reliant work habits. To encourage self-discipline. To extend, develop and reinforce work covered in class. To foster parental interests and involvement in children’s work.

DEFINITIONS:

POLICY STATEMENT:The Homework Policy recognises the different needs of students in each age group and of varying abilities and is designed to complement the educational experiences of students at school with appropriate home study. The school undertakes to set and follow up homework and every effort will be made to ensure it is completed.

REQUIREMENTS:No homework will be set in K-2 Grades. However, parents are encouraged to provide learning opportunities through real experience in areas such as counting, measuring, sorting and matching, and drawing attention to reading materials in the environment such as signs, labels, etc.

K-2 children should be encouraged to read widely at home; preferably in the form of an adult reading to the child followed by talking about the material read. Independent reading at home is also to be encouraged when children have reached this stage in their language development.

In Grades 2 and 4 no regular homework will be set but children will be encouraged to take work home. This could include collecting objects and information, reading (as in Guideline 2 and with a greater emphasis on silent reading), reviewing past work, uncompleted class work, extension and consolidation. In the latter cases work should not exceed half an hour per night.

In Grades 5 and 6, greater emphasis will be placed on regularly set homework. This will be set in accordance with the ability of the child.

In Grades 7 and 8 and maximum of 1 hour per night can be expected from Mondays to Fridays inclusive.

In Grades 9 and 10 a maximum of 2 hours per night can be expected from Monday to Fridays inclusive.


Students in Grades 7-10 will be issued with a homework timetable early in the school year. This timetable will be drawn up by Grade Coordinators according to the needs of subjects in the school timetable. The homework timetable is primarily a guide to prevent homework overload. In instances where homework is not set, students should use the time for private study.

Students in Grades 7-10 will be issued with a Diary as part of their booklist. This will be used to record homework, messages and as a means of communication between teachers and parents.

The student’s diary will be checked by Group time teachers and Grade coordinators on a regular basis.

Students in Years 11-12 have no set homework timetable but are expected to complete any assignments and incomplete work in private study and home time. They should develop a personal study timetable.

On occasions, students and teachers should be able to negotiate homework deadlines (e.g. difficulty in obtaining resource material etc.)

RISK MANAGEMENT:

ASSOCIATED DOCUMENTS AND MATERIALS:


Documents

School Policies - Rosebery€¦ · Web viewHead scarves, Hoodies and Beanies are not permitted and hats are not to be worn inside. The student Dress Code, including details of uniform