Mt Faulkner Primary

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                 Windermere Primary School

                    Cadbury Road, Claremont - Phone:

                   Kindergarten to Grade 6

                           Big Enough
                  To Provide a Sound Education
                          Small Enough
                            To Care

    Our School:
     has smaller than average classes
     provides a caring and supportive learning environment that
      caters for individual needs
     emphasises basic literacy and numeracy skills
     has spacious safe and attractive playgrounds
     has a school canteen that operates Monday-Friday
     conducts a variety of 'special learning needs' programs

    Parents wishing to visit the school are most welcome. Please phone ? to
    make an appointment or obtain more information. If you would like some
    information about our school from a parent's point of view, feel free to
    ring one of the following people: Carol Hilyer on 6249 1232 or Sandra
    Crack 6249 3637.

Win d e rme re P rimary Sc h ool

School Charter                                Page
Mission Statement                             4
The Students, Staff                           4
Beliefs and Values                            5

School Organisation
Windermere School Plan                        6
Facilities                                    7
Services and Programs                         8
Essential Information                         10
School Uniform Price List                     12
Staff 2011                                    13

Windermere Curricula                          14
School Initiatives                            15
Student Records of Development                16

Parent Participation
Parent Programs                               17

School Policies
Reporting Agreement 2011                      18
Positive Behaviour Support Policy             19
Anti-Discrimination/Anti-Harrassment Policy   20
Parent Participation Policy                   21

                                  MISSION STATEMENT
At Windermere Primary School we teach all students to be literate, numerate, responsible citizens who
value learning and continually challenge themselves.

                             OUR SCHOOL COMMUNITY
Windermere Primary School was established in 2011 as the result of the amalgamation of Abbotsfield,
Claremont, Mt Faulkner and Roseneath Primary Schools. It is a large suburban primary school with an
enrolment of over 420 students. Our school community is quite diverse, with the student population being
derived from the local Claremont and Chigwell community. It is situated in Cadbury Road Claremont, with
picturesque views of Mt Wellington and the River Derwent. A brand new school was built on this beautiful
site, providing state of the art facilities to ensure the best teaching opportunities for 21st century learning,
including ubiquitous ICT access throughout the school.

Our school provides a high quality education and demonstrates ongoing and significant leadership within
the Tasmanian educational community. The school is particularly highly regarded for its innovative 0-5
programs and literacy programs.

Windermere’s motto “Learning for Life” underlies our basic goal that we are striving to cater for the broad
educational needs of individual students in a constantly changing world.

   We believe in pursuing optimal educational outcomes for students through a supportive partnership
    that engages parents in the learning process. Through the provision of training sessions for parents, we
    seek to empower them as vital contributors to their children’s development.
   Parent involvement is also highly valued and encouraged in school decision-making, activities and
    educational programs.
   We provide a supportive school environment that encourages mutual respect and tolerance of others.

                                        THE STUDENTS
There are 415 students:          Kinder: 43       P-6: 372

We have eighteen classes in 2011. The school has twelve students who are on the Central Register for
students with severe disabilities. There are 40 students from indigenous families and 64%? of students
receive Student Assistance (financial).

                                              THE STAFF
Windermere has a total staff of 56. There is the Principal, Assistant Principal and an Advanced Skills
Teacher (AST) that make up the senior staff. There are 14 full-time teachers, 13 part-time teachers and 22
ancillary staff that include a full time Senior Executive Officer plus additional clerical support. We currently
employ 15 Teacher Assistants, 1 Aboriginal Education Worker (AEW) and 4 School Attendants. Support
services include access to our own School Psychologist, plus visits from a Social Worker and Speech and
Language Pathologist on a regular basis. Teachers regularly engage in focused on-going professional
development as a whole group every second Wednesday afternoon. This approach to professional learning
is strongly supported by statistical evidence that shows it is the best way of improving teacher practice, in
order to enhance student learning outcomes.

                     STATEMENT OF SCHOOL PURPOSE
Windermere’s motto “Learning for Life” underlies our basic goal that we are striving to cater for the broad
educational needs of individual students in a constantly changing world.
 We believe in pursuing optimal educational outcomes for students through a supportive partnership
   that engages parents in the learning process. Through the provision of training sessions for parents, we
   seek to empower them as vital contributors to their children’s development.
 Parent involvement is also highly valued and encouraged in school decision-making, activities and
   educational programs.
 We provide a supportive school environment that encourages mutual respect and tolerance of others.

                                  BELIEFS AND VALUES
   The development of self-esteem is of paramount importance.
   Providing appropriate and challenging activities that motivate children to want to learn is essential.
   Children are encouraged to take an active role in the support and guidance of other students.
   Children are encouraged to take an active role in all aspects of school life.
   Positive steps are taken to ensure that equal opportunities are provided for all students.

   The school staff has a responsibility to provide positive role models for all children.
   The school will ensure that it utilises a broad range of resources and facilities outside its immediate
   The school will provide a secure, safe and stimulating learning environment where effective learning can
    take place.
   The school is a focal point within the community and will effectively explore ways to improve the
    quality of parent involvement in all aspects of the school program.
   We will ensure that we provide equal opportunity for every member of our school community in all
    aspects of the curriculum and school life.

   To provide a soundly based balanced curriculum for all students.
   To provide educational programs which develop the talents and capabilities of our students as well as
    addressing special needs.
   To nurture a supportive school environment that values all members of the community.
   To foster a caring environment where children feel safe and confident.
   To capitalise on the natural peer support evidenced in our children through our buddy program that
    involves class sharing, paired reading and peer tutoring.
   To positively promote and market our school both in the local and wider community.
   To recognise and value the role of the School Association as a group who give advice in relation to the
    administration of the school.

                            Windermere Primary
                                                                                                                            Hay / Kidd

                                            Floor Plan

                                                                                                                  Mr Hayen (Co Principal)
                                                                                                                  and Mrs Dineley’s (AST)

                                                                                    2/3                                       Library


                                                                                                                       Resource Room

                                                                                  Cleaners                                    Fortunes



                                                    Toilets            Canteen



                                                    Toilets                                                                                 T




           Support Office

                                                                                              Connecting                Mrs Jenny Leppard
                            Activity Room                                                       Room

                                                ICT                                                                                             Store
                                Reading                                                                                                                 Kindergarten


                                         THE FACILITIES
We are so lucky to have had a brand new school built for us to accommodate the amalgamation of four
neighbouring primary schools. The school consists of three Learning Pods, a Student Services building and a
Multi-purpose Hall. Aqua Pod caters for students from Kinder-Year One. This pod also houses our
Launching into Learning programs for children from Birth to Four years of age and their parents. Black Pod
caters for students from Year Two-Four and Purple Pod houses students from Years Four-Six. The Student
Services building contains administration, staffroom and student support services such as School
Psychologist, Social Worker and Speech and Language Pathologist, as well as other student support
programs such as Bridges and Quicksmart. The school grounds have large grassed areas and plenty of play
equipment for students to use, as well as a central courtyard area, which is enhanced by inspiring art work.
There is a safely enclosed early years play area, soft-fall play areas, extensive covered walkways, oval,
netball courts and two car parks.

This is a shared facility and doubles as our PE room during wet weather. It is utilised for indoor physical
education sessions, daily fitness groups, visiting performers and other events that need a large indoor area.
Whole school assemblies are held once a fortnight and are an opportunity for students to share their work
with other students, parents and staff.

Our canteen service provides food at rates less than those charged in normal shops. Our canteen is
working towards Silver Accreditation from the Tasmanian Canteen Association, ensuring it meets high
health standards and provides quality nutritious food. The canteen is operated by a manager and assisted by
volunteers. Children order their lunches at the beginning of the school day and these are distributed just
prior to the midday break. The canteen is open for pupils at recess and during the lunch break to buy
snacks and drinks. The canteen is open for lunch orders every day.
An up-to-date canteen menu is distributed each term to all parents and the latest edition is available at the
school office.

Our school has 154 laptop computers available for student use. Each classroom has access to a laptop
trolley to be used with their whole class at relevant times, to maximise student learning. In addition every
classroom has an interactive whiteboard for student use.

Our school is networked with full wireless Internet access throughout the school. The Internet forms part
of our total information research resources and is used by students and staff extensively.

Windermere Primary School has three spacious, well-stocked studio library areas in the entrance of each
learning pod. Each class is allotted one period per week in the library for the changing of books and the
library is open all day for children who wish to change their books at other times. The library is also used
during the day by classes and small groups for research work and other activities. Children are permitted
to take home the books loaned, but parents are asked to ensure that they are returned weekly.

A specialist teacher conducts weekly lessons in music for all classes. This is complemented by groups and
individuals participating in brass band, choir and other musical elective options throughout the year. School
musical items can be viewed regularly at our fortnightly assemblies.

                             SERVICES AND PROGRAMS

Bridges is a program designed for students who require additional support in the early years of primary
schooling. It is based on the belief that all students should have the opportunity to become proficient
readers, writers and spellers in the early years.
Students learn at differing rates and require varying levels of support during their language acquisition
journey. Some students will require ongoing support in the junior school, whilst others will require support
for just a few weeks.
At Windermere we have students from Prep to Year Two on the program at different times. Students
have up to five half hour individual lessons each week with our Bridges trained Literacy Assistant Mrs Vicki
Jacobson. The program is coordinated by our Flying Start teacher.

A school bus, provided by Millingtons, departs Collins Cap at 7:42 am each morning, travels to other
schools to drop off children and arrives at Windermere at 8:40 am.
The bus also does an afternoon run, collecting children from Windermere at 3:00 pm, collecting children
from other schools and arriving at Collins Cap at 3:51 pm. Metro buses also service the school. For
detailed information of routes, please ring their hotline on 132201.

Windermere Primary School recognises the importance of literacy support in the early years of school,
based on research that shows this is the most effective time to assist children to become proficient readers
and writers. Our school has committed significant funding to implement a very effective literacy support
program, Bridges, as well as some Flying Start teacher support and Teacher Assistant support for Prep
students during the literacy block each morning.

The centre caters for parents and children from the ages of birth to 4, prior to the children entering
kindergarten. The centre is specifically designed for parents and their children to participate in a variety of
programs run by an experienced teacher. The programs aim to develop play, early literacy, numeracy and
social skills resulting in children being ready for their transition into formal schooling. The centre is well
resourced to cater for all aged children and their parents.
A brochure with more information and times the program runs is available from the office.

The LIFT program is a pre school program open to children who are three by the first of January 2011 and
will be attending kindergarten at Windermere Primary School in 2012. The program is run by the centre
coordinator and is an interactive learning session for children and their parents, with lots of activities
designed to develop children’s literacy, numeracy, creative, social and motor skills.

Playgroup is open to all children from 0-4 years of age and their parents, carers or grandparents. Playgroup
is a very informal session where children have the opportunity to join in fun learning experiences involving
play such as painting, drawing, sculpting, dress ups, building and lots more.

Windermere participates in the federally funded Active After Schools Program. The program operates two
afternoons a week and encourages students to make healthy lifestyle choices through the promotion of
physical activity and healthy food choices. All students from prep to grade 6 are invited to participate in a
range of activities from Australian rules and basketball right through to water awareness and learn to

A nurse can visit the school if required. The nurse can test children’s vision and hearing and give a general
medical examination. Please contact the school if you have any concerns about the health of your child.
Parents will be contacted if staff feel there is a medical concern regarding your child. Vision and hearing
tests are carried out at the school on all children in Prep and Grade Six. Parents will be advised beforehand
as to when this testing will be.

A School Psychologist is available on Mondays, Tuesdays and Wednesdays. The School Psychologist is
available to test individual children when requested in order to provide extra guidance on a child’s progress
and is also available to counsel individual children, upon request.
The work of the School Psychologist is strictly confidential.

A Social Worker visits our school every Thursday and Friday. This service is provided to assist children and
families who are experiencing social and emotional problems.
The work of the Social Worker is strictly confidential.

Teacher Assistants work throughout our school assisting children in all classes, on programs designed and
supervised by the class teacher. We have an extremely valuable Volunteer Helper program involving
parents and community members who assist students in the classroom during our two hour Literacy block.

A Speech and Language Pathologist visits our school one day per week on Wednesdays. This service is
provided to assist children experiencing speech or language problems. For referral, please contact the main

                             ESSENTIAL INFORMATION
Children should attend school punctually.

School doors are opened at 8:30 am.
Lessons commence at 8:45 am.
Recess time is 11:00-11:30 am.
Lunch is from 1:15-1:45 pm. Lunch is eaten under teacher supervision from 100-1.15.
Children are dismissed at 2:45 pm.

Every Wednesday fortnight is a Professional Learning Afternoon for staff. Children finish at 12:30 pm on
these days. Dates of these days are in the calendar on the back of our weekly newsletter.

No child may leave the school during the day without the parent’s written permission.

We have two Kindergarten classes. Kinder Crowell children attend Mondays-Fridays from 8:45 - 11:45 am.
Kinder Williams children attend Mondays-Wednesdays from 8.45-2.45. If a parent is unable to collect a
Kindergarten child, the school should be notified prior to dismissal.

Our Pre-Kinder program (LIFT) for three year olds operates Mondays, Tuesdays and Thursdays from 12:15
– 2:45 pm.

Applications for enrolment in Kindergarten for the oncoming year are called from second term onwards
each year.
We welcome new enrolments and staff are available to parents to discuss aspects of our school at an
agreed time.
When children are admitted to school for the first time it is important that parents inform us of any
physical, emotional or medical problem which a child may have. Also, it is important that we are informed
of any change of address or place of work so that contact can be made quickly in an emergency.
Minimum age for entry into Kindergarten is 4.0 years as at 1st January 2010 and proof of age is required.

Once a child has commenced school, he/she must attend on all occasions except in the case of illness.
Parents are requested to notify the school by phone or email of any absence. Parents who do not do this
will be contacted by our Attendance Officer, Assistant Principal, or School Social Worker.

A newsletter goes home to parents every Tuesday keeping families up to date on school news and events,
community information and student progress.

In cases of financial hardship the Department of Education supplies free books and stationery for approved
pupils. Applications are made in third and first terms on forms available at the school.

A levy is charged for each child attending the school. This covers the cost of stationery items, textbooks,
materials, excursions and equipment required for various subjects. The levy may increase from year to year
and is notified towards the end of the previous year. It is important for levies to be paid promptly at the
beginning of the year to enable the school to pay for materials ordered. However, if you are experiencing
financial hardship, you may pay your levies in instalments by confidential arrangement with the principal or
school executive officer.
Children      receive     their    stationery    requirements     during      the   year     as    required.
The school office is open for levy payments from the week before children recommence school.

Pre-Kinder                                 $45
Kindergarten                               $125
Prep-6                                     $185

(Levy includes: Class Activities, Excursions and Performances, School Activity Days, Learn to Swim for Years 3-5 and
Water Awareness for Years K-2. It does not include optional programs such as Brass Band Program and Camp, Sports
Teams, Leavers’ Dinner, School Photos, Activity day excursions or End of Year Camp)

Supervision is provided at school from 8:30 am until 3:00 pm only on school days. Children are allowed to
use the school grounds for recreation after 3:00 pm only if they have been home first or if they are
attending an activity organised by the school. Parents are asked to assist the school by ensuring that this
instruction is followed. Also, your help in keeping a protective watch on the school and reporting to the
school or police immediately, any acts of vandalism or theft is appreciated.

Children are encouraged to supplement the work done at school by doing extra at home. Teachers may
require that homework appropriate to age and ability is done by the student. However, parents are
encouraged to consult the teacher if they consider homework is causing undue pressure on students. In
general students should not need to spend more than half an hour per day on homework.

In the interest of road safety and to avoid accidents to pupils, parents who transport their children to and
from school by car should park in the car park off the main entrance, which is off Cadbury Road. There is
also a generous turning circle with a drop off zone, which should only be used as a drop off and pick up
point. Parking along the sides of the driveway causes serious traffic congestion and a dangerous
‘bottleneck’. Please help us ensure the safety of all students by adhering to these guidelines.

Students are responsible for their own property. The school does not accept responsibility for lost or
damaged property. To assist parents, lost property is located at the front office. Help your child, the class
teacher and yourself by fixing nametags to all clothing that your child uses at school. Also, write your child’s
name on all books and equipment. We do not encourage students to bring personal items, games or toys
to school.

All Prep-Grade 6 students participate in a Daily Fitness Program from 10:45 – 11:00 am. Students are in
class groups with activities being conducted by student grade six Sport Leaders who are specially trained
with the main focus on aerobic fitness.

Towards the end of this handbook is our 'Quality Behaviour Policy’, which should be read very carefully by
all parents. It has been very successful in creating a supportive school environment.

Students in grades 3-6 have the opportunity to participate in the following school sports teams:
Football and Netball alternate Wednesday afternoons
Older students are given preference when selecting teams. Coaches are made up mostly of teachers,
parents, ex-students and Aussie Sport Leaders.

                                    SCHOOL UNIFORM
Values and Beliefs
Windermere Primary School is committed to providing a safe and supportive learning
environment for all members of its community. The school’s values and beliefs underpin the
philosophy behind the importance of wearing the uniform.

Respect for Self: Students are encouraged to take personal pride in their own presentation and
grooming and in their school.

Respect for Others: Maximising the focus on learning and minimising distraction with dress

Responsibility for all your Actions: Encouraging all students to embrace personal
responsibility promotes a positive image of the school to the local community in demonstrating
that the school has high expectations of its students.

On the basis of overwhelming support from all sectors of the school community, the School
Association has decided to uphold Section 31(1) (b) of the 1994 Education Act of Parliament in
the State of Tasmania: i.e. ‘A school council has the power to establish a student dress code.’ The
School Association wishes to emphasise strongly that it is a requirement of all students at
Windermere Primary School that they abide by the dress code at all times, according to the
school’s uniform statement.

Parents should note that the school is eager to provide assistance to families where there are
genuine cases of hardship in meeting the School Association’s requirements. For example, second
hand items of clothing, lay-by facility and credit payments are available on private application to the
principal. Confidential financial assistance can also be received through our school Social Worker.
Thus, the school does not accept any excuses for being unable to comply with the School
Association’s requirement and all families enrolling their children at the school are expected to
support this requirement. In cases where students do not adhere to this policy, follow-up will
occur on an individual basis.

The following items are all available from the Uniform Shop at the school. The Uniform Shop,
operated by the School Association, is open every Wednesday from 8.30-9.15 and Fridays from

             Item                                Size                              Price
       Black track pants
        Black trousers
         Black shorts
      Purple bucket hat
 Purple check winter culottes
  Purple and aqua polo top
          Rugby top
        Summer dress

                                                Staff 2011

Principal:                     Jenny Leppard
Assistant Principal:           Michael Hayen
Advanced Skills Teacher:       Jane Dineley

      Kinder                   Claire Crowell
      Kinder                   Melinda Williams
      Prep                     Kathy Ash
      Prep                     Deb Brigs/Selina Le Fevre
      One                      Anne Grela
      One                      Kim Zeitzen
      Two                      Jacinta Griggs
      Two                      Anne Vukic
      Two/Three                Trent Sproule
      Three                    Ange Crane
      Three/Four               Christine Burnett/Frances Williams
      Four                     Sandy Lowe/Frances Williams
      Four                     Roxanne Steenbergen/Sue Lilley
      Five                     David Hay
      Five                     Peter Illingworth
      Five                     Brooke Innis
      Six                      Claudia Schierenberg
      Six                      Matt Turner

       Band:                    Rob Greenwood
       Early Years:             Claire Woolford/Melinda Williams
       Flying Start:            Deb Just
       Health/Wellbeing Georgina Harris
       Japanese:                Robyn Spinner
       LiL Hub Leader:          Merrin Pike
       Literacy Coach:          Brigitta Martin/Rhonda Woods
       Music:                   Nikki Mann
       Numeracy Coach           Graham Watkins
       Support Teacher          Tanya Munro

AEW:                           Emma Robertson
Chaplain:                      Robert Upton
Teacher Assistants:            Angie Watson               Beth Costelloe
                               Brenda Nicholls            Christine Nicholson
                               Karen Kurowski             Katrina Hale
                               Kerrie Leveridge           Linda Palmer
                               Lois Firth                 Lyn Wignall
                               Lynne Cure                 Matthew Rice
                               Michelle Pace              Rhonda Goss
                               Sharon Budgen              Sharon Darcey
                               Vicki Jacobson

Attendants:                    Damian Turnbull
                               Kathryn Cruse
                               Malcolm de Jersey
                               Scott Harris

Senior Executive Officer:      Brenda McLarin
Office Clerk:                  Bec Halloran
                               Julie Hawkes

School Psychologist:           Val Boyd
Social Worker:                 Katherine Palfrey
Speech & Language:             Sarah Copping

                             WINDERMERE CURRICULA
Planning, teaching and assessment at Windermere Primary School is guided by the Australian Curriculum
and responds to a core set of values and purposes:

                Values                                          Purposes
        We are guided by this                   We share the purpose of ensuring our
         set of core values:                    children and students are:
         Connectedness                          Learning to relate, participate and care
         Resilience                             Learning to live full, healthy lives
         Achievement                            Learning to act ethically
         Creativity
                                                 Learning to think, know and understand
         Integrity
         Responsibility
         Equity

At Windermere we recognise the problems of the over crowded curriculum. We aim to reduce these
problems by working collaboratively to develop learning sequences that draw on skills and understandings
from different curriculum areas. The sequences we develop aim to: cater for the continuous learning of
students from K-6; engage learners more deeply in their thinking; make learning relevant; improve learning
across all areas; develop higher order thinking, and support the transfer of learning.

Our school has undertaken a number of initiatives in early-intervention as we firmly believe that early
programs provide students with the best opportunity to succeed. These programs are outlined within this
document and include: LIFT – preschool parent and child program
                      Bridges – Literacy intervention and support.

Each year a number of visiting performers and artists visit the school to help enrich our students learning
experiences. We have regular Music and Art related excursions for the students and a great choir.

Each year students in Year 3, 4 and 5 participate in a “Swimming and Water Safety program”. An infant
“Water Awareness” program is run by the school for students K-2.

                        EXTRA CURRICULA ACTIVITIES
Regular extra curricula activities are offered throughout the year at Windermere. Students have the
opportunity to be involved in whole school activity days, book-week parades, theme days and our well-
known talent quests. These fun and exciting events build a real sense of community within our school.

                                 SCHOOL INITIATIVES
There are a number of ongoing and evolving initiatives that will continue to be an important focus of school
life, and that will remain an important aspect of our school planning. We have already addressed these to
varying degrees. These initiatives will attract funding through the School Budget and are incorporated into
the School Development Plan.

                          Ongoing Areas for School Development
     Supportive School Environment
     LIFT-Pre school program for 3 year olds
     Reporting to Parents
     Teaching and Learning
     Parent Participation
     Playground Development
     Application of Technology for Learning
     Equity
     Inclusion
               LEARNING AREA PRIORITIES 2011-2013

                            2011                        2012                       2013
                       Supportive School           Supportive School          Supportive School
Major Priority           Environment                 Environment                Environment

                           Numeracy                    Numeracy                    Numeracy
  Ongoing                   Literacy                    Literacy                    Literacy
  Priorities                 I.C.T.                      I.C.T.                      I.C.T.

                             STUDENT RECORDS
 Every student has a Student File, which is housed in the Student Services Building. Parents
 may request to see this file, by application to the principal.

 Central Student File: Housed in the school administration office.

 Format:              Envelope folder
                      Student's name on front
                      Contents list on the inside of folder, including list of previous grades,
                      teachers, special reports and assistance required.

 Contents:            Official Record Card
                      Copies of School Reports
                      Copies of Parent/Teacher Discussion Notes
                      Special Needs
                      Samples of particular interest
                      Special Reports

                              PARENT PROGRAMS

Students, parents, school staff and some members of the broader community together form
our school community, the group of people who have the welfare of our school at heart.
Without the community group that exists in our school today, our school would be a less
rich environment than it currently is.

Our school community contributes in varied ways to the life of our school. These include
such things as:

     participation in the development of school policies

       contribution of expertise to special projects within the school

       fundraising activities, such as school fairs

Representatives from our school community are elected annually to form our School
Association. Meetings are held regularly at the school and are advertised in our school

Learning Is Fun Together is the name of our pre-kinder program for three year olds and
their parents. It operates every Monday, Tuesday and Thursday. Each child must be
accompanied by one parent/guardian at each of the sessions. These sessions provide an
opportunity for:
     Interaction between parent and child in an established learning environment.
     Children to get used to working and playing alongside others.
     Parents to get to know each other and share ideas.
     Parents to gain a deeper insight into how young children learn and what they can do
       to foster their child’s learning ability.
     Borrowing educational toys and books for children.
     Borrowing books on different aspects of child development.

An experienced early childhood teacher, Mrs Claire Crowell is responsible for planning the
learning program for these sessions.

Windermere Primary School welcomes offers of parental and community member
assistance with our programs, in the classroom or in other ways that assist staff and the
development of our school. All classes utilise volunteer help in one form or another and it is
greatly valued. All parents have skills and we welcome their assistance.

                    REPORTING AGREEMENT - 2011
Windermere Primary is committed to the belief that communication between parents and teachers
is essential if the child is to gain full benefit from his/her time at school. Both parties have
information that is important to share to ensure a consistent approach to the child's progress and
development. It is also important for the school community to be aware of the general program and
activities undertaken within the school. The following policy has been formulated in consultation
with the School Association and school staff to achieve these purposes.

Individual Reporting
    Class teachers hold individual class meetings for parents. These are held one afternoon at
       the beginning of term one as an opportunity for parents to learn more about their child's
       program for the year.
    A very short statement is issued just before Easter to let parents know how their child is
       settling in and alert them to any concerns. This statement concentrates on the attitude,
       effort and behaviour of the student and includes some general comments from the teacher
       about how the student is settling in.
    A mid-year full written report is issued half way through term two. This is a substantial
       report telling parents what their child has learned and alerting them to any matters that
       need attention. It includes information on the student’s work habits. It is given to parents at
       parent/teacher meetings.
    A summary of the year’s results is issued four days before the end of the school year. It also
       includes information on the student’s work habits.
    At the time of parent/teacher discussions, appointments may also be made with specialist
       teachers (Music and Physical Education) if needed, on the days they are in attendance at the
       school, or with the principal.
    Each October the school undertakes standardised testing of students as an additional means
       of monitoring student progress. Parents are entitled to this information, on request.
    Parents/carers of grade 3 and 5 students will be notified in the newsletter when national
       testing results are available. Parents/carers can then make an appointment to speak to their
       child’s class teacher or a senior staff member to discuss their child’s results. Parents/carers
       will also be given a copy of their child’s results at this time.
    K-6 Student Records of Development are also used as a basis for formal and informal
       reporting to parents.
    Parents are welcome to contact the individual teacher at any time between formal reporting
       sessions to make an appointment for a discussion if there is any particular concern; similarly
       the teacher may wish to initiate a discussion in this way.
    Other forms of incidental reporting that may be used by either parent or teacher are by
       note or phone call.
    The award of Special Merit Certificates at fortnightly assemblies and at the end of the year
       constitutes another form of reporting on individual children deserving special recognition.
    The principal also reports to parents on a regular basis in relation to student concerns and
       student achievements by letter, phone and through the newsletter.

Whole School Reporting
In addition to individual reporting, the school also reports to its community on its activities in the
following ways:
      A weekly newsletter to parents
      General assemblies
      The principal's report to School Association meetings
      The School Plan
      The School's Annual Report

At Windermere Primary School we teach students to be responsible citizens who value lifelong
learning. We want everybody to feel valued and safe. We achieve that by making sure that individual
differences are appreciated, understood and accepted. Staff at Windermere make time for every
individual. Every student at Windermere has the right to enjoy their time at school and we put that
at the centre of all our work.

Our school expectations are:
                                         Respect for self
                                       Respect for others
                                 Responsibility for all your actions

As part of our goal to ensure a positive, nurturing, learning environment, Windermere has
implemented school wide Positive Behaviour Support (PBS) to foster both academic and behavioural
support for our students. PBS is about catching students doing the right thing and helping them value
good behaviour. PBS teaches students skills they need to be happy and successful at school and in
life. Our goal is to help each child gain the understanding to develop self-discipline to make good
choices. Together, the home, school and community share the responsibility for developing good
citizens. Parents, teachers and students must work together to maintain a safe learning environment.

All the adults in our school community work together to teach students what it means to treat each
other with respect and learn together. We collect data at school from students and staff about their
life at school. This tells us what we’re doing well, what’s not working and what needs more work.
We use this information to decide what is most important and how to achieve what we want to do.

Windermere Winners are a way we reward students for their positive behaviour. If students show
one of our three Expectations they get a Winner. Students think it’s good because they get
appreciated for their good work. Students save their Winners up and every Wednesday they go and
spend their Winners on things from our Winner shop. We also have special Winner days on the
first Wednesday of every month.

When a student deliberately ignores our Expectations a consequence will follow. We aim to teach
students that the only behaviour a person has any control over is their own. Unacceptable behaviour
always has consequences so that the student can learn not to repeat this behaviour. All
consequences to unacceptable behaviour will match the severity of the behaviour. A considerable
amount of time is devoted to counselling the student so that they understand that we all choose
what we do with our lives and that we are responsible for the choices.

Students know that when they deliberately ignore our Expectations, a consequence will follow. A
time-out system is used between classes and in individual rooms children are required to work
separately from the group. Children are also exited to buddy classes. Class teachers may also
require students to stay in at recess and lunch for inappropriate behaviour. For more serious
offences, a student is asked to go to our Connecting Room for ten minutes. This room is adjacent to
the assistant principal’s office and has a connecting door so that the student is supervised at all times.
At the end of ten minutes, the student is counselled about his/her behaviour and depending on the
response, is returned to class, re-located to another class or sent home.

If children behave inappropriately in the playground, they will be removed from the playground,
including recess and lunch times. During this time they will participate in our Re-Think program. This
program is supervised by a teacher and aims to teach children more appropriate play skills. Parents
will be notified if their child has been placed in the Re-Think program and details are maintained on a
school database so that individual student’s progress can be tracked. Children are aware of what
type of behaviour requires them to be sent to the Re-Think program. In some cases an internal
suspension will be applied, where the student must spend the entire day/s working in the principal's
office or another classroom. In extreme cases, the student will be suspended from school for up to
ten days.

Student's refusal to cooperate with staff will result in parents being contacted to
come and collect their child from school. Defiance by students will not be

At Windermere Primary School staff believe that discrimination and harassment are
unacceptable. Any reported incidents of discrimination or harassment are taken
seriously and are thoroughly investigated in an attempt to resolve them.

   Refers to any behaviour or practice which reflects an assumption of superiority of one group
    over another;
   Is behaviour which disadvantages people on the basis of their real or perceived membership of a
    particular group; and
   Includes such behaviour as less favourable treatment, unfair exclusion, and asking discriminatory

   Is the exertion of power by one person over another, which often presents as bullying
   Involves physical, verbal or psychological behaviour which makes another person feel
    embarrassed, offended, upset, devalued, degraded, afraid, frustrated or angry;
   Includes insulting, demeaning, humiliating, offensive, vilifying or intimidatory behaviour or
    behaviour which incites hatred;
   Includes a wide range of conduct that causes another person to feel offended, humiliated,
    insulted or ridiculed;
   Is behaviour which is unwelcome, unreciprocated, uninvited and usually repeated;
   May cause damaging stereotypes to be maintained;
   Is a breach of proper standards of conduct; and
   May be based on misunderstanding or be a deliberate act based on a subjective perspective.

At Windermere Primary School staff aim to provide a supportive environment, which is free from
discriminatory practices and harassment and which promotes personal respect and physical and
emotional safety. Any alleged incidents of discrimination or harassment are thoroughly investigated
in an attempt to resolve them. All reports and allegations are taken seriously in the investigation of
incidents and resolution of conflicts.


Parent Participation refers to the many ways parents contribute to their own child's education, both
at home and at school. It also refers to the work and decision-making that parents do at school, as
individuals or as members of groups (such the School Association) that enrich the education of all
children in the school.

2.1    Parents are their children's first and most important educators. They teach their children
       from birth and shape their attitude to learning for life.
2.2    At school, parents share the education of their children with professionally trained teachers.
2.3    Parents' values and expectations are an integral part of each child's development. They have
       first-hand knowledge of their own children and powerfully influence their success at school.
2.4    Parents want to know what is going on in their children's school, how their children are
       progressing and what they can do to help.
2.5    Parents have a major on-going role in the educational outcomes of their children.
2.6    Parents are increasingly important to schools given today's complex and rapidly changing
2.7    Parents are to be provided with opportunities to assist schools and share in school decision-

3.1    To encourage all parents to participate in the education of their children.
3.2    To encourage all parents to contribute to the educational, recreational and social programs
       at Windermere Primary.
3.3    To provide opportunities for parents to develop knowledge and skills and thereby foster
       their children's learning.
3.4    To ensure this policy influences all aspects of school life, and is taken into account in all
       other school policies.
3.5    To establish a school culture that encourages, accepts and values parents participating in a
       range of ways in the life of the school.

Windermere Primary School will:
4.1   Provide a supportive school environment in which a student can feel safe and be happy.
4.2   Ensure that information on students is accurately recorded and treated with sensitivity and
4.3   Provide regular written and verbal reporting on student progress to provide a basis for
      sharing decisions about students' futures.
4.4   Generate a friendly and open atmosphere in which parents can be comfortable in expressing
      their views.
4.5   Consult with and inform parents about the school's procedures, rules, services and
4.6   Actively encourage parents to share in the decision-making processes through membership
      of the School Association.
4.7   Encourage parents to raise issues about their children's education with appropriate staff
      through reporting and interview procedures.
4.8   Foster opportunities for parents to participate in national, state and local parent

   Windermere Primary School expects that parents will:
   4.9   Ensure that children attend school regularly.
   4.10  Actively support their children's educational development.
   4.11  Respect the confidential nature of information, which they may receive through participation
         in school activities and to respect the rights of others.
   4.12  Keep teachers informed of pertinent information about their children and act upon the
         recommendations or decisions that are reached through shared decision-making concerning
         the welfare of their children.
   4.13  Access opportunities for communication provided by the school.
   4.14  Participate in decision-making through school/parent forums, accept group decisions that are
         made and support their implementation.
   4.15  Recognise and protect the rights of their own and other children by being interested,
         informed and involved in education.
   4.16  Actively promote a positive image of the school in the wider community.

   5. Areas in which parents currently participate:
   Uniform Shop Manager, Canteen Help, Book Conferencing Groups, Library Helpers, Parent Tutor
   Program, Sports Coaching, Team Managers, P & F, Fundraising, Open Days, Parent/Teacher
   discussion nights, Performances, Concerts, Assemblies, Activities Days and Classroom Helpers.

                                      EQUITY POLICY
   Equity issues form an integral part of school planning. Equity principles and practices are the
   responsibility of every individual. At Windermere Primary we believe in providing inclusive
   programs, policies and curriculum for staff, parents and students. Gender Equity at our school means
   that we will provide a wide range of activities for boys and girls implemented without discrimination.
   For staff it means that all staff are treated equally, without prejudice and are free of sex-based

   1.      School organisation must reflect practices, which are non-discriminatory and provide equal
           opportunity for all. Counter sexist strategies must be used as appropriate to challenge sex
           stereotyping expectations, language and behaviour.
   2.      Non-gender specific student, staff and parent leadership roles will be planned for.
   3.      We will ensure that teaching practices are non-discriminatory and provide positive and
           balanced examples about women as well as men and their qualities, activities and
           contributions to society. The curriculum should:
           -relate equally to the previous experiences and interests of students
           -represent the experience and achievement of both sexes in relevant areas
   4.      Equal access will be provided for students to historically stereotyped school programs (eg.
           computers, craft, sewing, etc.)
   5.      Students will be made aware of the stereotyped roles of men and women in the community,
           literature and other media.
   6.      Staff will ensure that neither boys nor girls dominate group discussions.
   7.      We will provide a school climate in which positive and healthy gender relationships flourish.
           Such an environment must promote high self-esteem amongst students.
   8.      We will seek to raise parental awareness that children's perception of gender can stereotype
           them from a very early age; and that this can affect their potential educational, social and
           career opportunities.

Cadbury Road Claremont TAS 7011
Phone:(03) Fax: (03)
Email: (Principal)

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