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Guardian Angels Primary School Ashmore – Student Behaviour Support Plan Version 1 – August 2017

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Guardian Angels Primary School Ashmore

Student Behaviour Support Plan

School Mission Statement

Guardian Angels is a Holy Ground rich in choice and opportunities. It values effort, success, achievement and nurtures talent. It is emotionally and physically safe. Guardian Angels prides itself on offering exceptional facilities. Guardian Angels Primary School is a special learning place for children that teaches them to engage and interact with others in a positive, productive, active and harmonious way. Children are encouraged to act with empathy, confidence and a sense of social justice in the community.

Our Qualities of Angels are an integral part of the life of Guardian Angels School. The three areas of Spirit, Relationships and Knowing are constantly referred to in the daily life of the school and serve to provide a concrete measure of how everyone in the school community lives the mission of Jesus.

Rationale / Vision

As members of a Christian community, all our actions must meet the test of being signs of love and respect for ourselves and for each other. Our policy aims at safeguarding the rights of teachers to teach and the rights of children to learn in a safe, supportive environment. The main objective is that pupils will accept responsibility both for their own behaviour and for the natural and logical consequences that flow from it. At Guardian Angels, every child has the right to feel safe, and the responsibility to ensure that all others feel safe and secure. To achieve this we endeavour to create an environment within the classroom that is warm, encouraging and nurturing. We strive for a consistent approach when handling behaviour. We endeavour to maintain constructive communication between school and parent/carers regarding their child’s learning and behaviour.

The Guardian Angels mission statement emphasises the recognition of each person at Guardian Angels to develop to his or her full potential. The school's behaviour management policy has been developed to provide a safe and supportive environment for all members. This acknowledges the rights of each individual and the associated responsibility of living within a school community.

Our policy seeks to establish behaviour management systems that produce harmonious and productive situations within the total school environment. This Behaviour Management policy has been developed in the light of Gospel values as lived and taught by Jesus, which recognise the specialness of each individual. At Guardian Angels our classrooms and playgrounds are learning and teaching environments. If "mistakes” occur they are recognised as “opportunities for learning". Corrections are logical consequences that teach


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children the skills required to participate fully in society. We recognise that corporal punishment is expressly prohibited at Guardian Angels Primary School.

Profile of the School

Enrolment 2017 average:

•! 825 students, 570 families •! 28 classes – average class size is 30 •! Traditional groupings in all classes - a 4 stream school •! 50 registered teachers •! 9 specialist teachers (Music, PE, Visual Arts, Design and Technology, Japanese,

Performing Arts, Woodwork) •! 4 ST:IE’s •! 1 Speech Pathologist •! 1 ESL teacher •! 1 Teacher/Librarian •! 1 Primary Leader of Learning •! 1 Literacy Co-Teacher •! Principal, APRE and APA •! School Officers •! 1 IT Manager •! 1 Business Manager and 1 Financial Secretary •! 2 Guidance Councillors. •! 2 Groundsmen •! 1 Pool Manager and Multiple Swim Coaches

Multicultural Environment:

19 nationalities, other than Australia, are represented. 5 indigenous children are enrolled. 5 children in the school population are receiving ESL support in 2017.

Grounds:

Large grounds/ full ovals, 2 swimming pools, playing area, tennis / basketball courts, cricket nets, netball court, handball courts, separate prep playground and equipment, indoor hall, covered play areas, specialist music, drama, art room and woodwork room.

Consultation and Data Review

Guardian Angels developed this behaviour plan in consultation with all appropriate members of the school community. Consultation involved meetings with teachers, parents /caregivers and administration staff. It involved in-service of key staff personnel. A draft plan was presented to parents and teachers for comment.

All staff were involved in an investigation of school data relating to behaviour management issues, including the use of the BCE SBSS tracking system. The plan was endorsed by the school principal, teachers, parent body and area supervisor. It will be reviewed in 5 years.


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Beliefs about Behaviour and Learning

Student behaviour support is at the centre of all learning and teaching at Guardian Angels. Effective learning and teaching is supported by a safe, positive and productive learning environment based on our mission statement along with consistency, fairness and engagement.

At the beginning of each year school rules and behavioural expectations are clearly explained to our students. These expectations reflect the ethos and spirit of Guardian Angels.

A common vision can give life and excitement to possibilities within the classroom. Class expectations give guidelines for the types of behaviour that the class would see themselves living to achieve that vision. The next step in establishing minimum expectations for behaviour would see our students and teachers discussing the types of behaviour that is expected for students, teachers and parents.

At Guardian Angels we concentrate on 4 school rules:

Be Respectful

Be respectful to people and the environment - show tolerance and inclusivity.

Keep our hands and feet to ourselves, respect others’ property and personal space.

Follow the Qualities of Angels, treat others like you would like to be treated.

Be Responsible

Be responsible in our actions and choices.

Be responsible by keeping each other safe as everyone has the right to learn and be heard.

Be Brave

Be brave by showing resilience and asking questions.

Be brave by being a part of the school community, showing pride in our school and acting in a positive way.

Be brave by striving to do your best and building and maintaining positive and inclusive relationships.

Be Safe

Be safe by walking on pathways.

Be safe by wearing a hat/sunscreen to play.

Be safe by following the rules in the classroom and on the playground.


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Roles, Rights and Responsibilities

We expect the students to:

Be actively engaged in their own behaviour and learning.

Strive to reach their full potential as life-long learners.

Show respect for self, the rights of others and for property.

We expect the teachers to:

Support the school’s mission statement.

Provide a safe and supportive learning environment.

Maintain a professional standard that provides an inclusive and engaging curriculum for the students in their care.

Initiate and maintain constructive communication with students and parents/carers.

We expect the parents to:

Show an active interest in their child’s schooling.

Support school mission statement and policies.

Be affirmative role models.

Contribute positively to behaviour support plans.

Be supportive of teacher decisions/work as a team with teachers/follow Parent Code of Conduct.

Positive School Environment / Awards

At Guardian Angels we believe that a positive school environment is best achieved through descriptive acknowledgement, positive role modelling and consistent expectations. We celebrate and reward positive behaviours by affirming individuals, groups and the whole school community.

Active examples include:

Weekly assemblies to recognise achievements through the presentation of Student of the Week Awards

Assemblies highlighting class presentations and anti-bullying reminders e.g. the Friendly Schools and Families themes

School gatherings to raise awareness of any current school events

Weekly prayer Assemblies


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School Liturgies and Reconciliation Services

Swimming, Athletics, Cross Country, Catholic Ball Games Carnivals

Beachathon – BBQ and community day

GA Day

Patron Parents Program

MacKillop Musical

Buddy Program

Easter and Christmas Celebrations

End of Year Awards Ceremony

Publication of award recipients in weekly school newsletter

Sharing work with others (Principal, AP, APRE other year level classes, parents)

Angels Challenges

Academic Competitions – Mick Beard Speaking Competition, Handwriting Competition, Japanese Speaking Competitions, ICAS.

Performing Arts – Musical, Performing Arts Eisteddfods, Band Camps and Tours

Seasons for Grief and Loss Program

Year 6 Leadership programs – Student Council, House Captains, Peer Mediators

Professional Development Opportunities

•! 2014 – Gold Coast Schools Conference. Michael Carr-Gregg Guest Speaker •! 2014 – Bullying In-service •! 2014 – Exploring the Australian English Curriculum – BCE Consultants •! 2014 – Using Digital Resources in the classroom – BCE Consultants •! 2015 – Making Learning Visible Training •! 2015 – Play is the Way •! 2016 – Vision for Learning and Teaching •! 2017 – Positive Partnerships Training •! Staff acknowledged and supported through SRF funding to attend relevant behaviour management

in-services of their choice.

Dimension 1 - Whole School and Class Instruction

Student Behaviour is the responsibility of every member of the Guardian Angels School community.

At the commencement of the year, each teacher sets a class covenant with his/her students. The aim of the class covenant is to state desired behaviour for a positive class environment. Zones of Regulation discussion with each class as appropriate.


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Dimension 2 - Small Group Support and Intervention

Small group interventions are provided for students who may require specific support.

•! Restorative Circles •! Peer tutoring programs •! Language, Literacy and Numeracy support •! Adjustments to the curriculum •! Social Skills groups – Rainbow Room

Dimension 3 –Individual Support and Intervention

Support for individual students who may require specialised services and alternative strategies and pathways of care. Individual supports may include:

•! Individual Education Plans (IEP) •! Education Adjustment Plan (EAP) •! Individual Behaviour Plan (IBP) •! Support from specialist staff (STIE, Guidance Counsellor and Speech Pathologist) •! Student Support Team meetings •! Multi Lit •! The involvement of other professional personnel (psychiatrists, psychologists, paediatricians, BCE

consultants) who have a vested interest in the student’s welfare

Consequences of Inappropriate Student Behaviour – Matrix

Behaviour May Include:

Possible Consequence:

Managed by:

LEVEL 1 BEHAVIOURS Minor incidents of inappropriate behaviour:

•! Ignoring instructions and direction

•! Lateness to class •! Littering •! Swearing •! Uniform, hat, jewellery

transgressions •! Playing in inappropriate

areas •! Disrespect for School

Resources •! Disruption of teaching

and learning (calling out, interrupting)

•! Reminder of expectations •! Send student to buddy class •! Verbal negotiation •! Time out from playground •! Consultation and reflection

with teacher

Teacher


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Managed By:

LEVEL 2 BEHAVIOURS Moderate incidents of inappropriate behaviour:

•! Continued minor behaviours above Repeated defiance

•! A monitoring program developed and implemented between teacher, student and parent

Teacher and Parent

LEVEL 3 BEHAVIOURS Major Incidents of inappropriate behaviour:

•! All forms of harassment and bullying

•! Strong verbal abuse towards students.

•! Strong verbal abuse towards staff

•! Inappropriate use of technology (including school internet, mobile phones, and other electronic devices)

Staff and support staff responses may include:

•! A monitoring program developed and implemented between teacher, student and parent

•! Walk with the Teacher Program

•! Restorative Justice meeting •! Referral through Student

Support Team meeting for assessment and support from specialist staff, Guidance Counsellor – Individual Behaviour Support Plan

•! Review of participation in intra-school activities

•! Incident report (yellow slip) completed and filed with Principal, APA or APRE for documenting on SBSS tracking system

Teacher, Parent and Admin.

LEVEL 4 BEHAVIOURS Major incidents of inappropriate behaviour:

•! Continued behaviours above

•! Stealing •! Truancy •! Physical and /or verbal

aggression toward students and staff

•! Intimidation and/or harassment of staff (including through the use of technology)

•! Pornography •! Vandalism

Sexual harassment

•! Parent interview •! Review of IBSP •! Review of attendance at off

campus and /or extracurricular activities (at Principals discretion)

•! Referral to outside agency •! Police notification •! Suspension •! Restorative conference on

return of suspension Incident report completed and filed with Principal, APA, APRE for documenting on SBSS tracking system

Teacher, Parent and Principal and other

support staff


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Managed By:

LEVEL 5 BEHAVIOURS Major incidents of inappropriate behaviour:

•! Extreme or continued behaviours above

•! Possession of drugs •! Supply of drugs •! Possession of a weapon /

Use of a weapon •! Violent assault

•! Parent Interview •! Review of ISBP •! Non-attendance at off

campus and /or extracurricular activities (at Principal’s discretion)

•! Police notification •! Suspension •! Recommendation for

exclusion •! Incident report completed

and filed with Principal, APA or APRE for documenting on SBSS tracking system

Teacher, Parent, Principal and other

support staff

Guardian Angels Position on Harassment

As stated in the rationale of this policy every person has the right to feel safe. Any person who bullies is intending to put the victim in distress in some way. Victims of bullying often fear school and consider it to be an unsafe and unhappy place. Harassment causes hurt or fear, it may be deliberate or is a result of thoughtlessness and may be physical, non-physical or emotional.

Physical E.g.

Hitting, pushing, kicking, touching private areas

Non-Physical E.g.

Teasing, name calling, glaring, intent of interaction, intimidation, sexual comments towards students

Emotional E.g.

Exclusion, Ignoring, power imbalance, relationship, collusion, manipulation

Bullying is continued and persistent harassment. Cyber-bullying is another form of bullying using technology.

The result of bullying and cyber-bullying can be serious for both the bully and bullied, affecting his or her whole life. For the bullied student it may result in stress, lower academic performance, truancy, anger, poor self-esteem, sleeplessness, nightmares and depression.

For the bully, it may lead to a belief that such behaviour is acceptable and consequently lead to a failure to develop skills of cooperation and conflict resolution.


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At Guardian Angels we recognize that care for all is a joint responsibility between staff, students and parents and the wider community. Staff, students and community members play an important part in raising awareness of the issues and creating and maintaining a supportive, inclusive and safe school environment.

Staff can do this by:

•! Publicly stating that bullying is not tolerated at Guardian Angels. •! Modelling appropriate behaviour. •! Developing ways to ensure that students can report inappropriate behaviour without fear of reprisals •! All students and parents sign the Acceptable Use of Computer and Internet Resources Consent Form

prior to accessing the internet and computers. •! Specific cyber-bullying lessons are integrated into class Health programs, and specifically during

Cyber Safety Week and at the start of Year 4 by outside professionals.

Prevention Strategies: •! Surveys on the incidence of bullying. •! Use of the curriculum to examine aspects of bullying. The inclusion of anti-bullying segments in the

Pastoral Program e.g. Problem Solving Skills, Rainbow Room, Social Skills Program, Peer Support, Prayer Assemblies, Conflict Resolution lessons and publication in the school newsletter. Go Zen lessons from the Guidance Counsellor.

•! Observation and recording of students by teachers inside and outside the classroom. •! Involvement of non-teaching staff. •! Senior students working with younger students e.g. Buddies and Peer Mediators •! Incidents of bullying referred to Administration. •! Class covenant is revisited and recommitted to each term. •! Year level appropriate plays and resources e.g. Friendly Schools and Families Plus

Responses to Reported Bullying !

A process staff can use when bullying is reported is:

•! Listen carefully to the bullied student and if the incident is less serious, offer advice. If bullying is identified, Leadership Team members may choose to use the following methods with the children involved:

a) Method of Shared Concern b) Mediation c) Individual Counseling by Leadership Team member or Guidance Counsellor.

•! Complete a Behaviour Report / Playground Incident Report and refer incident to the administration.

•! Follow-up by checking on both the bully and the bullied student to ensure the situation has been resolved.

When bullying is reported to Administration: •! Both bully and the bullied will be referred to an administration team member where the method of

shared concern, mediation or counseling will be initiated.

•! In addition, a further range of options is available including time out, suspension and exclusion.

•! A Behaviour Report, which includes comment from the relevant teacher, will be placed on the student’s SBSS file.


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•! Parents will be informed about bullying through the Behaviour Report or a phone call. Serious or repeated bullying will see parents contacted immediately by a member of the Administration team.

Process for Appeals

In the event that a child is suspended or expelled there is a process for appeals.

The Principal of Guardian Angels will ensure that:

•! Appeals are made in writing, stating the grounds on which the appeal is being made. •! A parent / caregiver or independent student is given assistance, if required, to help with an

appeal. A support person could assist the parents and student to understand their right to, and the process of appeal.

•! The school will ensure that the parents and student have access to the appropriate paperwork and assistance to complete the paperwork, if necessary.

•! Alternative options to respond will be considered.

Appeals should be made to

•! The Principal of the school, about a decision to suspend a student for less than three days. •! The Area Supervisor, about a decision to suspend a student for more than three days from a

particular school. •! The Executive Director, about a recommendation to exclude a student from a Brisbane

Catholic Education school (Executive Director, Brisbane Catholic Education, GPO Box 1201, Brisbane, QLD 4001).

•! Support for an appeal can be provided by the School Guidance Counselor or a member of the school administration team.

•! Students can be provided with counseling as necessary.

Data Collection

•! SBSS Tracking System •! Surveys about bullying are conducted in individual classrooms from time to time. •! BI Tool •! Learning Support Data Collection

Related Resources

•! BCE Student Behaviour Support Guidelines, Regulations and Procedures •! Friendly Schools and Families Plus •! Office of the eSafety Commissioner - https://www.esafety.gov.au


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Appendices

Concern for a Learner Alert

Playground Incident Report Form

Playground Expectations

Acceptable Use of Computer and Internet Resources Consent Form

!!

! Concern!for!a!Learner!Process!! Who!

Step!1! What!do!you!know?!•! Use!BI!Tool!(BCE)!for!student!profile!&!data!(e.g.%ACER,%TORCH,%Benchmark,%NAPLAN,%SRS,%reports%etc.)!•! Look!at!current!student!file!in!the!Inclusive!Education!office!and!check!for!any!additional!history!with!ST:IE,!GC,!SP.!•! Are!there!medical!conditions?!Is!there!a!medical!plan?!!•! Talk!with!teacher!from!the!previous!year!to!discuss!any!strategies!or!techniques!that!worked!for!the!student.!•! Discuss!concerns!and!seek!advice!from!your!teaching!team.!

Class!Teacher!Previous!Teacher!Teaching!Team!

Inclusive!Education!Team!(ST:IE!

Guidance!Counsellor!Speech!Pathologist)!

Step!2! •! Identify!specific!area!of!concern.!•! Briefly!discuss!concerns!with!parent/caregiver!either!by!phone,!email!or!face!to!face.!•! Brief!explanation!of!the!Concern!for!a!Learner!Process.!!•! Document!conversation!with!parent/caregiver!–!Include!date,!time,!who!and!dot!point!the!main!ideas!covered!in!discussion.!

Class!Teacher!Parents/Caregivers!

Step!3! What!will!you!do?!•! Gather!data!on!student.!•! Conduct!behavioural!observations!of!student!in!class!for!a!week!using!own!classroom!timetable!and/or!collect!work!samples.!!•! See!School!Portal!(located!under!FORMS!!Inclusive!Education!Forms)!for!a!range!of!observation!tools!for!you!to!use.!!

Class!Teacher!

Step!4! •! Review!the!data!you!have!gathered!to!make!a!professional!judgement.!!•! You!may!request!a!student!observation!or!individualised!planning!session!with!your!ST:IE,!if!you!think!this!would!be!helpful.!•! Plan!and!document!ways!to!differentiate!for!this!student.!This!may!be!all!that!is!required!to!enhance!this!student’s!learning.!E.g.!

Action!Plan!•! Informal!agreed!learning!strategy!developed!(e.g.!modify,!target,!explicit!behavior!teaching)!•! Review!the!Action!Plan!with!your!ST:IE.!

Class!Teacher!Inclusive!Education!

Team!

Step!5! Are!you!still!concerned?!•! Fill!in!a!Concern!for!Learner!form!(available!on!the!School!Portal).!Please!attach!all!data!(including!observations,!work!samples,!

checklists,!adjustments!implemented,!record!of!emails!or!conversations!with!parent/caregiver!relevant!to!your!concern,!etc).!Class!Teacher!

Step!6! •! The!Inclusive!Education!Team!will!meet!on!Tuesday!afternoons!to!review!the!Concern!for!a!Learner!information!submitted.!%•! Student!Support!Meeting!is!booked!(if!needed)!by!Inclusive!Education!team.%

Inclusive!Education!Team!

Step!7! •! If!student!support!meeting!is!booked:!Class!teacher!implements!intervention!strategy/ies!suggested!at!the!meeting.!Referral!to!specialist!may!be!suggested!in!SSM!if!required.!Further!internal!assessment!may!be!suggested!by!school!based!GC!or!SP.!!

•! If!no!student!support!meeting!is!booked:!The!student!will!continue!to!receive!support!from!their!classroom!teacher!and!the!Inclusive!Education!if!required.!!

Class!Teacher!Inclusive!Education!

Team!Parents/Caregivers!

Step!8! •! Complete!Follow!Up!Actions!from!SSM,!monitor!the!progress!of!student!and!respond!accordingly.! Class!Teacher!Inclusive!Education!

Team!!

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GUARDIAN ANGELS PRIMARY SCHOOL !Student!Support!Referral!Form!!

!Child’s Name: Arianna

! Class: ! DOB: !

Teacher: ! Parent/s: ! Date: ! Please attach the following to this form:

•! Work!samples/observations!!�!•! Evidence!of!teacher!intervention!or!adjustments!!�!!!

1. Area/s of concern

Academic! ! �! Behaviour! !!!!!!!!!!!!!!!�! Emotional! ! �!

Speech!! ! �! Hearing!!!!!! !!!!!!!!!!!!!!!�! Motor!!!!!!! ! �!

Language! ! �! Social! ! !!!!!!!!!!!!!!!�! Vision!!!!! !!!!!!!!!!!!!�!!

2. Reason/s for referral !!!!!

!3. Have you contacted parent/s regarding concerns? Yes � Date/s: No �

If#yes,#what#was#discussed#and#what#was#the#outcome#of#the#contact?#####

!4. Has a member of leadership team met with parent/s? Yes � Date/s: No �

If#yes,#what#was#discussed#and#what#was#the#outcome#of#the#meeting?#####

!!!

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!!!

5. Current student attainment in academic areas

Below#Expected#Level# At#Expected#Level# Above#Expected#Level#

Mathematics! �! �! �!

Oral!Language! �! �! �!

Reading! �! �! �!

Writing! �! �! �!

Other!Curriculum!Areas! �! �! �!

6. Personal and Social Capabilities

Below Average Average Above Average

1 2 3 4 5 6 7 8 9 10

Attention,#concentration# � � � � � � � � � �

Organisation# � � � � � � � � � �

Cooperation# � � � � � � � � � �

Independence# � � � � � � � � � �

Completion#of#work# � � � � � � � � � �

Motivation# � � � � � � � � � �

Attitude#to#school# � � � � � � � � � �

Maturity# � � � � � � � � � �

7. What are your two top short term goals for this student?

1.####2.####

GA Playground Incident Report

Student Name: ______________________ Class: ________

Referring Teacher: ___________________ Incident Date: _______ Incident Time: ______

Location: __________________________

*Is this a repeated behaviour? YES NO UNSURE

Problem Behaviour: (Circle or add behaviour)

PHYSICAL

Hit / Pinch / Trip / Push

Fighting

Damaging property

Stealing / Throwing

Other: _______________________

VERBAL

Teasing / Swearing

Name calling

Threatening people

Other: _______________________

SOCIAL/EMOTIONAL

Excluding people

Spreading rumours

Making fun of someone

Other: _______________________

Duty teacher intervention:

__ Discussed problem __ Restorative process __ Time out (in set area)

__Walk with teacher __ Move to other area __ Other _____________

Comments: (if necessary)

Admin Intervention (if necessary, e.g. a bullying issue):

__ Time out in office __ Behaviour report sent home __ Parents phoned

__ Social story __ No oval for __ sessions __ IBP reviewed

__ GC referral __ Police Informed __ Other ___________

Admin Notes / Decision:

_______________________________________________________________________________________

_______________________________________________________________________________________

Signed (Admin): _________________________ Date: __________________

GUARDIAN ANGELS PRIMARY SCHOOL ASHMORE PLAYGROUND EXPECTATIONS

GENERAL EXPECTATIONS

All student must wear a hat to play.

If they do not have a hat they are to sit in a designated area. Year level teachers are responsible for identifying students that have no hat to play and request that they sit in the designated area.

- Prep students with no hats are to sit outside the spare classroom next to the equipment shed.

- Years 1 with no hats are to sit in the undercover area handball courts.

- Year 2 with no hats are to sit on the Year 2 seats.

- Years 3, 4,5,6 with no hats are to sit in The Quad along Library wall.

Students must remain in their lunch area until they are dismissed by a supervising teacher.

Follow teacher directions given to them in a timely and appropriate manner.

Respect school property and private property.

Use sporting equipment appropriately and safely.

Leave all toys, games, and personal items at home.

Students will use appropriate language at all times.

Hitting, kicking, wrestling, rough-housing and play fighting and unsafe play are not allowed.

Students must ask a teacher’s permission to be in the building or any classroom during recess or lunch periods.

All students are to be included in games. (Unless Behaviour Plan deems otherwise.)

GA is a “Put down” free zone. Students are allowed to only make positive comments to peers.

Saving places in line is not permitted.

Chase or tag games are only allowed on the grass.

Students are expected to walk on concrete - no running please.

Climbing on fences or trees is not permitted.

PREP PLAYGROUND EXPECTATIONS

Before school, students go to the quad area and only go on the playground at 8:00am when the duty teacher arrives.

At 10:50am students pack lunch away and line up outside Prep M.

Students wait until duty teachers arrive before going on equipment.

Students walk on concrete to the play area behind duty teacher.

Students are to stay within the boundaries of playground.

Handball only on concreted areas outside Prep rooms.

Balls and play equipment are not permitted on spider web.

Staff to collect sports equipment for students.

Students can leave the playground to go to the toilet - they must take a buddy.

Students must have the teacher’s permission to go to the office/sick bay.

Students must return all equipment to the storage shed after each break.

JUNIOR OVAL EXPECTATIONS

Children must wait for teacher on duty to give them direction to move onto the junior oval.

Teacher on duty to organise student to collect equipment.

No food on the oval.

Shoes and hats on at all times.

Children must show respect to Peer Mediators.

No physical contact (hands and feet to yourself).

No tackling games allowed.

All students are to be included in games.

GA is a “Put down” free zone. Students are only allowed to make positive comments to peers.

JUNIOR ADVENTURE PLAYGROUND EXPECTATIONS

After supervised eating, food to be eaten on seats near Year 2 only.

Children are to sit until eating time is finished.

Year 2 corridor and behind buildings are out of bounds.

Hats and shoes on at all times – No hat sit on Year 2 seats.

Walk on playground and concrete areas.

Toilets are not play areas.

Hanging from low bars only is allowed.

One direction on the monkey bars.

SENIOR OVAL EXPECTATIONS

Children must wait for teacher on duty to give them direction to move onto the oval.

No food on the oval.

Shoes and hats on at all times.

Children move off the oval when the teacher on duty blows their whistle (5 mins before music)

Basketball courts and cricket nets open first break and second break only, not before school.

No tackle rugby league, bullrush, tumbles/cartwheels, cheerleading moves

Equipment:

Balls/ cricket gear/ skipping ropes will only be allowed on the oval

House captains put equipment in and out.

Handballs only from home.

Students to follow procedure for borrowing equipment from sports shed.

SENIOR ADVENTURE PLAYGROUND EXPECTATIONS

Hats and shoes on at all times.

No food on playground.

Walk on concrete.

Feet to stay on the bridge.

Tiggy can be played in the tree area – not in the playground/spiderweb or up the trees.

All students are to be included in games unless permission has been granted by a teacher not to.

No jumping off spider web or bouncing on the spider web.

Only slide down (not up the slide).

No equipment on playground/spider web.

Walking games only, on or around playground.

Standard playground rules/behaviour to be enforced.

OUT OF BOUNDS AREAS

The following areas are out of bounds:

Bag racks or bushes

Bush Area/Track/Fences/Trees

Aquinas Hill

Heartbreak Hill

Sports Shed (House Captains Only)

Year 2 corridor and behind the Year 2 classrooms

Stairs, balconies and ramps

Between Prep White and OSHC

AFTERNOON PICKUP PROCEDURES

2.40pm Music plays – Year 3-6 classes are walked to Quad and Pickup Area.

P-2 classes are walked to Pickup Area and then Quad.

*Specialists teachers to walk children to pickup.

After School Care children go to the meeting point.

Children not using Pick up or After School Care need to gather in the Quad/hall?

Aquinas – Jo M gathers children at hall/artificial grass area near sports shed/possible handball courts.

Thursday – children still meet at same location.

Pool – supervisor collects from quad. Extra-curricula children to go to the hall/quad.

No students on Jnr Playground after school. Prep playground ok till 3pm as long as their parent is supervising.

Roving member of staff on duty.

Parents need to use designated crossing.

Bus children – must go to Pick up area and will be taken over to the bus by teacher at 3.15pm.

Parents are welcome to wait in Quad till 2.40pm and then please proceed to collect your child from the pickup area near Year 2 classrooms.

We ask that parents refrain from waiting outside their child’s classrooms as this is very distracting.

Teachers will have an updated roll in their class indicating where all students go in the afternoon.

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Guardian(Angels(Primary(School((

ACCEPTABLE(USE(OF(COMPUTER((((((((((((((AND(INTERNET(RESOURCES(((((((((((((((((((((((((((((((CONSENT(FORM(

)This%Acceptable%Use%of%Computer%and%Internet%Resource%Consent%Form%must%be%signed%and%returned%prior% to%

students%being%granted%access%to%the%Internet%and%other%information%and%communication%technology%resources.%

%

Parents/Legal% Guardians% are% encouraged% to% review% and% discuss% the% contents% of% the% Acceptable) Use) of)Computer)and)Internet)Resources)policy%with%the%student%and%answer%any%questions%that%they%may%have.%%%Any%queries%in%relation%to%this%material%should%be%directed%to%Josh(Smith,(IT(Manager.(%

By%signing%this%Consent%Form,%both%Parents/Guardians%and%students%are%agreeing%to%the%terms%of%access%as%set%

out%in%the%Acceptable)Use)of)Computer)and)Internet)Resources%policy%and%acknowledge%they%will%be%responsible%in%the%event%of%any%breach%and%that%appropriate%disciplinary%steps%may%result.%

%

Student(Acceptance(((

I%agree%to%comply%with%all%requirements%as%set%out% in%the%Acceptable)Use)of)Computer)and)Internet)Resources%policy%and%all%other% relevant% laws%and%restrictions% in%my%access% to% the%various% information%and%communication%

technology%resources%through%the%BCE%and%school%network.%

(

NAME:%__________________________% % CLASS:%_____________%

SIGNATURE:%_____________________% % DATE:%_________________%((Parent/Guardian(Consent(%

As%the%parent%or%legal%guardian%of%the%student%named%above,%I%grant%permission%for%them%to%access%the%various%

information%and%communication%technology%resources,%including%email%and%the%internet.%%%

I% understand% that% access% is% granted% to% student% subject% to% the% restrictions% contained% in% the%Acceptable%Use%of%

Computers%and%Internet%Resources%policy%and%that%if%breached,%consequences%may%follow.%%%

%

I% acknowledge% that% some%material% available% on% the% Internet%may% be% objectionable% and% that% in% addition% to% the%

Acceptable%Use%of%Computer%and% Internet%Resources%statement,% I% have%discussed%appropriate% restrictions% for%

the%student%when%accessing%or%sharing%information%or%material%over%the%Internet.%

%

I%understand%that%the%school%may%disclose%personal%information%about%an%individual%to%an%external%service%

provider%for%the%limited%purpose%of%storing%and%managing%the%information,%for%instance,%when%using%public%Internet%

services%to%create%learning%and%teaching%content.%The%school%may%also%disclose%personal%information%to%

overseas%service%providers,%for%instance,%when%storing%data%with%‘cloud’%service%providers,%whose%servers%are%

situated%outside%Australia.%%

(Further)information)is)outlined)in)Brisbane)Catholic)Education’s)(BCE))Privacy)Policy,)which)sets)out)how)each)school)and)the)BCE)Office)(BCEO))manages)personal)information)provided)to)or)collected)by)it.))

(

NAME:%__________________________% % DATE:%_________________%

SIGNATURE:%______________________% % % )


Guardian(Angels(Primary(School((

ACCEPTABLE(USE(OF(COMPUTER((((((((((((((AND(INTERNET(RESOURCES(((((((((((((((((((((((((((((((CONSENT(FORM(

Computer%and%Internet%resources%have%become%of%critical%importance%to%schools%in%facilitating%and%supporting%learning%and%teaching.%%Technology(resources(are(provided(to(students(for(educational(purposes(only.(

Guardian( Angels( Primary( School,( Ashmore% have% established% significant% computing% and% communication%resources%to%support%these%activities.%%This%includes%technology%provided%on%school%grounds%and%school%owned%

notebooks/computer% that% may% be% taken% off% the% school% grounds% with% permission% from% the% school.% %Guardian(Angels(Primary(School,(Ashmore(has%specific%guidelines%relating%to%the%use%of%notebooks/computers%on%the%schools%Parent(Portal(under%the%Forms%&%Documents%Tile.%%

This%document%has%been%developed%to% inform%users%of% their% rights,%responsibilities%and%obligations%when%using%

Computer% and% Internet% resources,% consistent% with% Brisbane% Catholic% Education’s% requirements% that% all% such%

resources%are%used%in%an%ethical,%legal%and%responsible%manner.%%%

The%requirements%and%rules%set%out%below%apply%to%all%Guardian(Angels(technology%resources%whether%they%are%accessed%through%computers%owned%by%the%school%or%through%privately%owned%devices%(for%example,%accessing%

school%internet%through%a%personal%notebook%or%telephone).%%%

Please% read% this% document% carefully.% % Each% student% and% his/her% Parent/Legal% Guardian% must% sign% the%

acknowledgment% to% confirm% that% they% understand% the% requirements% of% acceptable% use% and% the% potential%

consequences%of%a%breach%of%this%policy.%%%%

Responsibilities(of(Users(%%

1.% Students%must%comply%with%the%rules%for%accessing%technology%resources%in%this%document.%

%

Permitted)use)of)technology)resources)))2.% Students%must% only%access%Guardian(Angels% technology% resources% for% schoolwork.% %Students(must(

not:%%%%

a.% buy%or%sell%items%or%services%over%the%internetT%

b.% access%or%enter%chat%roomsT%

c.% access,%post%or% send% inappropriate% internet%or%email% content,%especially% content% that% is% illegal,%

dangerous,%obscene%or%offensiveT%

d.% amend%documents%created%by%another%student%without%that%student's%consentT%

e.% download,%install%or%use%unauthorised%computer%programsT%%

f.% deliberately%install%computer%viruses%or%other%malicious%programsT%

g.% gain%unauthorised%access%to%any%system%by%any%meansT%

h.% use%technology%resources%to%attack%or%compromise%another%system%or%networkT%

i.% access%or%intercept%emails%sent%to%other%persons.%%

%

Confidentiality)and)cybersafety))))3.% Students%should%be%aware%that%material%they%post%on%Internet%sites%(including%Facebook%and%other%social%

media%sites)% is%public.% %The%content%of%public%posts%may%have%personal% implications%for%students%if,% for%example,% potential% employers% access% that% material.% % The% content% of% posts% also% reflects% on% our%

educational% institution%and%community%as%a%whole.% %Once% information% is%on% the% internet% it%may%not%be%

possible%to%remove%it.%%%

%

4.% Students%should%not%display%personal%information%about%themselves%or%others%in%a%way%which%is%public.%%

For%example,%students%should%not%post%their%own%or%anyone%else's%address,%telephone%number%or%other%


personal%details%on%the%Internet%or%communicate%these%details%in%emails.%%%Students%should%not%distribute%

someone%else's%personal%information%without%their%permission.%%

%

5.% Where%disclosure%of%personal%information%is%made%through%authorised%avenues%(e.g.%by%the%use%of%email%

or%an%official%website),%users%should%be%aware%that% invasions%of%privacy%may%sometimes%occur%and%it% is%

outside%Guardian(Angels’%control%to%prevent%such%instances%from%occurring.%%

6.% Students%should%be%aware%that%persons%on%the%Internet%might%not%be%who%they%say%they%are.%%Students%

must%not%arrange%to%meet%persons%who%they%have%met%on%the%Internet.%%%

%

7.% The%operation%and%maintenance%of%technology%resources%often%requires%the%backup%and%caching%of%data,%

the% logging% of% activity% and% the% monitoring% of% general% usage% patterns% and% as% such,% complete%

confidentiality%and%privacy%cannot%be%guaranteed.%%Guardian(Angels(may%also%be%required%to%inspect%or%provide% copies% of% electronic% communications%where% required% to% by% law,% or% where% the% investigation% of%

possible%misuses%of%technology%resources%is%required.%

)8.% %‘Cloud’% based% tools% and% services%may% be% used% for% data% storage% and% learning% opportunities.%We% are%

aware%that%these%services%may%store%data%on%servers%located%outside%Australia.%))

%Cyberbullying)and)defamation)))9.% Students%must%not%use%email%or%the%Internet%to%say%mean,%rude%or%unkind%things%about%other%people%or%

send% threatening,% harassing% or% offensive% messages.% % Improper% use% of% technology% resources% could%

amount%to%defamation.%%%

%

Security)))10.%Students%must%perform%a%virus%check%on%all%attachments%received%by%email%and%on%all%storage%devices%

(e.g.%USB,%Discs,%music% devices,% etc.)% before% opening.% %Students%must% ask% for% assistance% if% they% are%

unsure% as% to% how% to% perform% a% virus% check% or% the% virus% check% identifies% a% problem% with% the%

attachment/disk.%%%

%

11.%Students%must%select%a%secure%password%and%keep% their%username%and%password% information%private.%%

The%password%should%be%changed%regularly%and%should%be%difficult%for%other%people%to%guess.%%Students%

must%log%off%at%the%end%of%their%computer%session.%%%

%

12.%Students%must%not%use%another%person's%name%and%password%to%access%resources.%

%

13.%Students%must%report%a%suspected%breach%of%security%to%a%teacher.%%%

%

Copyright)))14.% Just%because%something% is%on% the% Internet% it% is%not% freely%available% `% copying%or%downloading%material%

from%the%Internet%may%be%a%breach%of%copyright%or%other%intellectual%property%rights.%%%Students%must%not%

use%Guardian(Angels%technology%resources%to%copy,%download,%store%or%transmit%any%such%material%that%may%include%music%files,%movies,%videos%or%any%other%form%of%media.%%%%%%%%

%

Consequences(following(a(breach(of(this(policy((%

15.%A%breach%of%this%policy%will%be%taken%seriously%and%may%result%in%disciplinary%action.%%

%

16.%Any% known% breaches% of% these% Acceptable% Use% conditions%must% be% reported% by%Guardian(Angels% to%Brisbane%Catholic%Education’s%Legal%Counsel%and/or%Chief%Information%Officer.%

%


17.%Examples%of%possible%consequences%range%from%loss%or%restriction%of%access%to%technology%resources,%to%

formal% disciplinary% action% for% breach% of% the% School% Discipline% policy.% % Students% and% Parents/Legal%

Guardians%may%be%financially%liable%for%damage%caused%to%resources.%%%

18.%Cases% of% serious,% deliberate,% and/or% criminal% breach% will% be% referred% to% external% authorities% and%may%

result%in%civil%or%criminal%proceedings.%%

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