Expect the
unexpected.

What are we about? Our Mission

Our mission is to graduate students who are environmentally responsible and internationally minded citizens connected to the local and global community.

They will be creative and inquisitive learners with 21st Century skills and high levels of achievement.

Our graduates will have the emotional intelligence to successfully participate in a multicultural and diverse society

How can we help? Parent’s Corner

At Sunshine Heights Primary School, we are committed to building strong, positive working relationships between the home and the school. The following documents provide parents with information about our school and our key learning priorities. Please contact the school if you require further information.

What will we learn? Curriculum

At Sunshine Heights Primary School, we offer a balanced curriculum in line with ‘The Victorian Curriculum F-10’, which sets out what every student should learn during their first eleven years of schooling.

The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship. The Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standards. For information about ‘The Victorian Curriculum please visit: Victorian Curriculum.

We are also focused on ensuring research based approaches underpin the understandings that students need to develop as a reader, writer and mathematicians.

The way in which we believe students learn best at Sunshine Heights Primary School

At Sunshine Heights Primary School, we believe students learn best when they are actively involved in learning experiences that focus on building understanding through explicit instruction using a problem solving approach. Students seek truth, information, and knowledge through questioning, investigating, exploring and reflecting.  We want our students to make sense of the world they are living in and the learning they are experiencing.

The opportunities we offer ensure students take responsibility for their own learning while also being able to capture and explore moments of time that matter most to them. This is achieved through scaffolding/supporting student learning through explicit modelling and demonstration, that leads to students applying their new knowledge/communicating ideas and understandings in authentic experiences.

Our goal is to provide the highest level of education for every child, every day. We achieve this by building an environment where teachers frequently talk with students, where teachers genuinely listen to students and where teachers recognise that all students have something to offer. These conversations are based around discussions that allow all students to demonstrate their potential and to celebrate their achievements.

To ensure that we provide challenging and engaging learning experiences, we continually focus on better understanding the needs of every student and providing timely feedback and intervention.

We expect our students to be curious, to be imaginative and to be creative. Our students will work collaboratively and be critical thinkers who learn to challenge different points of view.

Our fundamental goal is to support the students to be literate and numerate, and be powerful and progressive learners. This includes focussing on the understandings and behaviours of an effective reader, writer and mathematician.

To support our mission and philosophy of how students learn best, we also offer the following specialist subject areas for the students. This includes:

The Arts

The Arts

The Arts program at Sunshine Heights Primary School focuses on allowing the students to see themselves as artist and as people who have ideas and stories inside of them that they can communicate through their work. This is achieved through allowing the students to be inquisitive learners who take risks, make independent creative choices, and understand how their art speaks beyond the classroom. Our Arts program consists of the following:

  • Visual Arts for students in Prep to 6
  • Performing Arts/Music for students in Prep to 6
  • Dance program for students in Prep to 6 in Term Three

Spanish

Spanish

The Language program at Sunshine Heights Primary School focuses on strengthening the students understanding of the nature of language, culture, and the processes of communication. This is achieved through the teaching of the Spanish language and exposing the students to the many Spanish speaking countries from around the world. Our Spanish program is offered to students in Years Prep to 4. We also offer a Spanish extension program as well as extra festivities through the selection of a Spanish speaking country day. To add further depth to our Language program, we have also established a sister school relationship with 'Menéndez y Pelayo' which is located in Spain.

Multimedia

Multimedia

The Multimedia program at Sunshine Heights Primary School is provided to students in Years 5 to 6 only. The purpose of this program is to use technology in its most powerful form. During the program students learn about how to communicate issues that are important to them and to share their stories/viewpoints via a digital platform.

Physical Education

Physical Education

The Physical Education at Sunshine Heights Primary School is provided to all students in Years Prep to 6 and focuses on students  enhancing their own and others’ health and physical activity participation in varied and changing contexts. It offers students an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active. The Physical Education program also includes:

  • Interschool sports for students in Years 5 and 6
  • Swimming Program
  • Athletics Day
  • Sports Day
Sunshine Heights Primary School
Sunshine Heights is a school that is underpinned by high expectations, professionalism, respect and a lot of fun and laughter!
Alex Artavilla | Principal

Information Toolkit Policies

At Sunshine Heights Primary School, students are actively involved in learning experiences that focus on building understanding through explicit instruction using an inquiry approach.

CHILD SAFE POLICY

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OUR COMMITMENT TO CHILD SAFETY

Sunshine Heights Primary School, as an organization, is committed to child safety.

We want children to be safe, happy and empowered. We support and respect all children, as well as our staff and volunteers. This includes staff and volunteers in organisations connected with the school such as Out of School Hours Care and providers of camps and excursions.

We are committed to the safety, participation and empowerment of all children.

We have zero tolerance of child abuse, and all allegations and safety concerns will be treated very seriously and consistently with our robust policies and procedures.

We have legal and moral obligations to contact authorities when we are worried about a child's safety, which we follow rigorously.

Our organisation is committed to preventing child abuse and identifying risks early, and removing and reducing these risks.

Our organisation has robust human resources and recruitment practices for all staff and volunteers.

Our organisation is committed to regularly training and educating our staff and volunteers on child abuse risks. We support and respect all children, as well as our staff and volunteers. We are committed to the cultural safety of Aboriginal children, the cultural safety of children from culturally and/or linguistically diverse backgrounds, and to providing a safe environment for children with a disability.

We have specific policies, procedures and training in place that support our leadership team, staff and volunteers to achieve these commitments.

If you believe a child is at immediate risk of abuse phone 000.

OUR CHILDREN

This policy is intended to empower children who are vital and active participants in our organisation. We involve them when making decisions, especially about matters that directly affect them. We listen to their views and respect what they have to say.

We promote diversity and tolerance in our organisation, and people from all walks of life and cultural backgrounds are welcome. In particular we:

  • promote the cultural safety, participation and empowerment of Aboriginal children
  • promote the cultural safety, participation and empowerment of children from culturally and/or linguistically diverse backgrounds
  • ensure that children with a disability are safe and can participate equally.

RESPONSIBILITIES

Everyone employed or volunteering has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all students is at the forefront of all they do and every decision they make.

The school has allocated roles and responsibilities for child safety as follows:

Guide to Responsibilities of School Leadership:

The principal, the school governing authority and school leaders recognise their particular responsibility to ensure the development of preventative and proactive strategies that promote a culture of openness, awareness of and shared responsibility for child safety. Responsibilities include:

  • creating an environment for children and young people to be safe and to feel safe
  • upholding high principles and standards for all staff, volunteers, and contractors
  • promoting models of behaviour between adults and children and young people based on mutual respect and consideration
  • ensuring thorough and rigorous practices are applied in the recruitment, screening and ongoing professional learning of staff
  • ensuring that school personnel have regular and appropriate learning to develop their knowledge of, openness to and ability to address child safety matters
  • providing regular opportunities to clarify and confirm legislative obligations, policy and procedures in relation to child and young people’s protection and wellbeing
  • ensuring the school meets the specific requirements of the Victorian Child Safe Standards as set out in Ministerial Order No. 870.

Guide to Responsibilities of School Staff

Responsibilities of school staff (school employees, volunteers and contractors) include:

  • treating children and young people with dignity and respect, acting with propriety, providing a duty of care, and protecting children and young people in their care
  • following the legislative and internal school processes in the course of their work, if they form a reasonable belief that a child or young person has been or is being abused or neglected
  • providing a physically and psychologically safe environment where the wellbeing of children and young people is nurtured
  • undertaking regular training and education in order to understand their individual responsibilities in relation to child safety and the wellbeing of children and young people
  • assisting children and young people to develop positive, responsible and caring attitudes and behaviours which recognise the rights of all people to be safe and free from abuse
  • following the school's Child Safety Code of Conduct.

ORGANISATIONAL ARRANGEMENTS

Step 1 Responding to Concerns

  1. If your concerns relate to a child in need of immediate protection; or you have formed a belief that a child is at significant risk of harm*.

    Go to Step 4

  2. If you have significant concerns that a child and their family need a referral to Child FIRST for family services.

    Go to Step 3

  3. In all other situations

    Go to Step 2

Step 2 Forming a belief on reasonable grounds

  1. Consider the level of immediate danger to the child.
    Ask yourself:
    a) Have I formed a belief that the child has suffered or is at risk of suffering significant harm? YES/NO
    b) Am I in doubt about the child's safety and the parent's ability to protect the child? YES / NO
  2. If you answered yes to a) or b)

    Go to step 4

  3. If you have significant concerns that a child and their family need a referral to Child FIRST for family services.

    Go to step 3

Step 3 Making a referral to Child FIRST

Child Wellbeing Referral

  1. Contact your local Child FIRST provider.
  • See over for contact list for local Child FIRST phone numbers.

Have notes ready with your observations and child and family details.

Step 4 Make a report to Child Protection

Mandatory/Protective Report*

  1. Contact your local Child Protection Intake provider immediately.
    • See over for contact list for local Child Protection phone numbers.
    • For After Hours Child Protection Emergency Services, call

      131 278.

  2. Have notes ready with your observations and child and family details.

*Non-mandated staff members who believe on reasonable grounds that a child is in need of protection are able to report their concerns to Child Protection.

OUR STAFF AND VOLUNTEERS

This policy guides our staff and volunteers on how to behave with children in our organisation.

All of our staff and volunteers must agree to abide by our code of conduct which specifies the standards of conduct required when working with children. All staff and volunteers, as well as children and their families, are given the opportunity to contribute to the development of the code of conduct.

TRAINING AND SUPERVISION

Training and education is important to ensure that everyone in our organisation understands that child safety is everyone’s responsibility.

Our organisational culture aims for all staff and volunteers (in addition to parents/carers and children) to feel confident and comfortable in discussing any allegations of child abuse or child safety concerns. We train our staff and volunteers to identify, assess, and minimise risks of child abuse and to detect potential signs of child abuse.

We also support our staff and volunteers through ongoing supervision to: develop their skills to protect children from abuse; and promote the cultural safety of Aboriginal children, the cultural safety of children

from linguistically and/or diverse backgrounds, and the safety of children with a disability.

New employees and volunteers will be supervised regularly to ensure they understand our organisation's commitment to child safety and that everyone has a role to play in protecting children from abuse, as well as checking that their behaviour towards children is safe and appropriate. Any inappropriate behaviour will be reported through appropriate channels, including the Department of Health and Human Services and Victoria Police, depending on the severity and urgency of the matter.

RECRUITMENT

We take all reasonable steps to employ skilled people to work with children. We develop selection criteria and advertisements which clearly demonstrate our commitment to child safety and an awareness of our social and legislative responsibilities. Our organisation understands that when recruiting staff and volunteers we have ethical as well as legislative obligations.

We actively encourage applications from Aboriginal peoples, people from culturally and/or linguistically diverse backgrounds and people with a disability.

All people engaged in child-related work, including volunteers, are required to hold a Working with Children Check and to provide evidence of this Check. This evidence is kept on file at the school. Please see the Working with Children Check website for further information.

FAIR PROCEDURES FOR PERSONNEL

The safety and wellbeing of children is our primary concern. We are also fair and just to personnel. The decisions we make when recruiting, assessing incidents, and undertaking disciplinary action will always be thorough, transparent, and based on evidence.

We promote diversity and tolerance in our organisation, and people from all walks of life and cultural backgrounds are welcome. For our personnel, this means that we:

  • promote the cultural safety, participation and empowerment of Aboriginal peoples
  • promote the cultural safety, participation and empowerment of people from culturally and/or linguistically
  • diverse backgrounds ensure that people with a disability are safe and can participate equally.

PRIVACY

All personal information considered or recorded will respect the privacy of the individuals involved, whether they be staff, volunteers, parents or children, unless there is a risk to someone’s safety. We have safeguards and practices in place to ensure any personal information is protected. Everyone is entitled to know how this information is recorded, what will be done with it, and who will have access to it.

LEGISLATIVE RESPONSIBILITIES

Our organisation takes our legal responsibilities seriously, including:
Failure to disclose: Reporting child sexual abuse is a community-wide responsibility. All adults in Victoria who have a reasonable belief that an adult has committed a sexual offence against a child under 16 have an obligation to report that information to the police.

Failure to protect: People of authority in our organisation will commit an offence if they know of a substantial risk of child sexual abuse and have the power or responsibility to reduce or remove the risk, but negligently fail to do so. Any personnel who are mandatory reporters must comply with their duties.

RISK MANAGEMENT

In Victoria, organisations are required to protect children when a risk is identified (see information about failure to protect above). In addition to general occupational health and safety risks, we proactively manage risks of abuse to our children.

We have risk management strategies in place to identify, assess, and take steps to minimise child abuse risks, which include risks posed by physical environments (for example, any doors that can lock), and online environments (for example, no staff or volunteer is to have contact with a child in organisations on social media).

REGULAR REVIEW

This policy will be reviewed every two years and following significant incidents if they occur. We will ensure that families and children have the opportunity to contribute. Where possible we do our best to work with local Aboriginal communities, culturally and/or linguistically diverse communities and people with a disability.

ALLEGATIONS, CONCERNS AND COMPLAINTS

Our organisation takes all allegations seriously and has practices in place to investigate thoroughly and quickly. Our staff and volunteers are trained to deal appropriately with allegations.

We work to ensure all children, families, staff and volunteers know what to do and who to tell if they observe abuse or are a victim, and if they notice inappropriate behaviour. We all have a responsibility to report an allegation of abuse if we have a reasonable belief that an incident took place (see information about failure to disclose above). If an adult has a reasonable belief that an incident has occurred then they must report the incident. Factors contributing to reasonable belief may be:

  • a child states they or someone they know has been abused (noting that sometimes the child may in fact be referring to themselves)
  • behaviour consistent with that of an abuse victim is observed

 

STATEMENT OF COMMITMENT TO CHILD SAFETY

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Sunshine Heights Primary School is committed to the safety and wellbeing of all children and young people. This will be the primary focus of our care and decision-making.

Sunshine Heights Primary School has zero tolerance for child abuse.

Sunshine Heights Primary School is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.

Every person involved in Sunshine Heights Primary School has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.

In its planning, decision-making and operations Sunshine Heights Primary School will:

  1. Take a preventative, proactive and participatory approach to child safety;
  2. Value and empower children to participate in decisions which affect their lives;
  3. Foster a culture of openness that supports all persons to safely disclose risks of harm to children
  4. Respect diversity in cultures and child rearing practices while keeping child safety paramount;
  5. Provide written guidance on appropriate conduct and behaviour towards children;
  6. Engage only the most suitable people to work with children and have high quality staff and volunteer supervision and professional development;
  7. Ensure children know who to talk with if they are worried or are feeling unsafe, and that they are comfortable and encouraged to raise such issues;
  8. Report suspected abuse, neglect or mistreatment promptly to the appropriate authorities;
  9. Share information appropriately and lawfully with other organisations where the safety and wellbeing of children is at risk; and
  10. Value the input of and communicate regularly with families and carers.

CHILD SAFETY CODE OF CONDUCT

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Sunshine Heights Primary School is committed to the safety and wellbeing of children and young people. Our school community recognises the importance of, and a responsibility for, ensuring our school is a safe, supportive and enriching environment which respects and fosters the dignity and self-esteem of children and young people, and enables them to thrive in their learning and development.

This Code of Conduct aims to protect children and reduce any opportunities for child abuse or harm to occur. It also assists in understanding how to avoid or better manage risky behaviours and situations. It is intended to complement child protection legislation, Department policy, school policies and procedures and professional standards, codes or ethics as these apply to staff and other personnel.

The Principal and school leaders of Sunshine Heights Primary School will support implementation and monitoring of the Code of Conduct, and will plan, implement and monitor arrangements to provide inclusive, safe and orderly schools and other learning environments. The Principal and school leaders will also provide information and support to enable the Code of Conduct to operate effectively.

All staff, contractors, volunteers and any other member of the school community involved in child-related work are required to comply with the Code of Conduct by observing expectations for appropriate behaviour below. The Code of Conduct applies in all school situations, including school camps and in the use of digital technology and social media.

ACCEPTABLE BEHAVIOURS

As staff, volunteers, contractors, and any other member of the school community involved in child-related work individually, we are responsible for supporting and promoting the safety of children by:

  • upholding the school's statement of commitment to child safety at all times and adhering to the school's child safe policy.
  • treating students and families in the school community with respect both within the school environment and outside the school environment as part of normal social and community activities.
  • listening and responding to the views and concerns of students, particularly if they are telling you that they or another child has been abused or that they are worried about their safety/the safety of another child
  • promoting the cultural safety, participation and empowerment of Aboriginal and Torres Strait Islander students
  • promoting the cultural safety, participation and empowerment of students with culturally and/or linguistically diverse backgrounds
  • promoting the safety, participation and empowerment of students with a disability
  • reporting any allegations of child abuse or other child safety concerns to the school's leadership
  • understanding and complying with all reporting or disclosure obligations (including mandatory reporting) as they relate to protecting children from harm or abuse.
  • if child abuse is suspected, ensuring as quickly as possible that the student(s) are safe and protected from harm.

UNACCEPTABLE BEHAVIOURS

As staff, volunteers, contractors, and any other member of the school community involved in child-related work we must not:

  • ignore or disregard any concerns, suspicions or disclosures of child abuse
  • develop a relationship with any student that could be seen as favouritism or amount to 'grooming' behaviour (for example, offering gifts)
  • exhibit behaviours or engage in activities with students which may be interpreted as abusive and not justified by the educational, therapeutic, or service delivery context
  • ignore behaviours by other adults towards students when they appear to be overly familiar or inappropriate
  • discuss content of an intimate nature or use sexual innuendo with students, except where it occurs relevantly in the context of parental guidance, delivering the education curriculum or a therapeutic setting
  • treat a child unfavourably because of their disability, age, gender, race, culture, vulnerability, sexuality or ethnicity.
  • communicate directly with a student through personal or private contact channels (including by social media, email, instant messaging, texting etc) except where that communication is reasonable in all the circumstances, related to school work or extra-curricular activities or where there is a safety concern or other urgent matter
  • photograph or video a child in a school environment except in accordance with school policy or where required for duty of care purposes
  • in the school environment or at other school events where students are present, consume alcohol contrary to school policy or take illicit drugs under any circumstances.

ENROLMENT POLICY

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Current status (to be read in conjunction with the policy - see below):

Sunshine Heights Primary School is currently under significant enrolment pressure and consequently will give preference in enrolment to students residing in our boundaries and siblings (see below for more information) as determined by DET. We have an additional set of principles and procedures for students enrolling from outside of our boundaries.

The process for enrolment at Sunshine Heights Primary School for 2018 include:

  • All students will be enrolled for whom the school is the designated neighborhood Government school. Refer to map.
  • All students with a sibling that is currently enrolled and lives at the same permanent address.

The process that we will be following for families that do not live in the designated neighborhood boundary or do not have a sibling at the same address includes

  • Students will be placed on a waiting list.
  • The selection of students will be made based on the order of closeness from their home to the school.
  • We will endeavor to communicate available spaces by the end of October to allow the students to participate in the transition program. It is important to note that we also need to keep spaces open for late enrolments of students that live in the designated boundary or have siblings.
  • Note: Families must provide proof of residential address including a current rates notice, proof of residential purchase documentation, driver's license, two current utility bills, and/or rental agreements. A statutory declaration may form part of this documentation. Addresses provided may be checked on the electoral roll.

Please contact the school if you have any questions or if you are interested in enrolling in 2018.

PURPOSE OF THE SCHOOL ENROLMENT AND PLACEMENT POLICY:

To ensure students have access to their designated neighborhood Government school and the freedom to choose other schools subject to facility limitations and equitable, consistent, transparent and accountable application of placement criteria. As a school within the Victorian public school sector, our school will comply with all government and department enrolment requirements.

A school's enrolment capacity is the number of students that can be accommodated within the school's grounds, facilities and infrastructure as determined by the Regional Director. Enrolment capacity is subject to change. In determining an individual school’s enrolment capacity, a range of factors are considered by the department including maximisation of effective use of teaching learning and ancillary spaces.

IMPLEMENTATION OF THE POLICY:

The enrolment policy of the school will take into account all requirements of laws relating to discrimination, equal opportunity, privacy and immunisation. It will be an inclusive school and it will provide programs for all enrollees. A Disability and Impairment Program will cater for students who have special learning needs.

An eligible child of compulsory school age is entitled to be enrolled at his or her designated Government school. A child may enrol at a Government school that is not their designated Government school if there is sufficient accommodation for the child at the school.

The Regional Director has the authority to effect placement of students and determine the enrolment capacity of Government Schools.

The Regional Director may approve a change to an enrolment boundary due to pressure on enrolment capacity.

The priority order of placement as set out below will be applied

When the number of enrolment applications exceeds the number of places available and enrolment capacity has been reached students will be enrolled in the following priority order:

  1. Students for whom the school is the designated neighborhood Government school. Refer to map.
  2. Students with a sibling at the same permanent address who are attending the school at the same time.
  3. All other students in order of closeness of their home to the school.
  4. In exceptional circumstances, students who can demonstrate compassionate grounds.

Definitions:

A neighbourhood boundary shows the relationship between schools and defies the geographic area/neighbourhood served by each school.
A designated neighbourhood Government school is the school that is nearest the students' permanent residence, unless the Regional Director:

  • needs to restrict new enrolments at the school due to pressure on enrolment capacity; and therefore
  • has designated a neighbourhood zone for the school

Designated neighbourhood zone is the geographic area served by a school after the Regional Director has approved a change to the enrolment boundary due to pressure on enrolment capacity.

REVIEW OF POLICY AND ENROLMENT PROCEDURES:

An enrolment register will be maintained.

The enrolment register will be kept up to date by a dedicated member of the school office staff.

Changes to the register will be done regularly to reflect current student numbers and movement of students into and out of the school.

ISSUES RESOLUTION POLICY

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BACKGROUND:

Children learn best when parents and the school work together. From time to time problems arise for a variety of reasons. This policy explains how Parents can work with the school to solve the problem.

PURPOSE:

  • To provide a safe and supportive learning and working environment
  • To build positive relationships between students, parents, teachers and other staff
  • To provide guidance on how to raise an issue and on the procedure that will be implemented to provide a resolution
  • To resolve issues by working in partnership with students, parents, teachers, other staff, Primary Welfare Officer, Leadership Team and Principal
  • The school is constantly trying to improve. When issues are raised, they are regarded as a source of feedback

DEFINITION OF AN 'ISSUE':

Concern: A perceived matter that is raised to clarify, improve or change a situation. For example, "I believe that...,I think that the school should..."

Complaint: A perceived grievance or disagreement that requires resolution. For example, "My child has a problem with... and I want it resolved."

GUIDELINES:

In the first instance, parents should approach teachers to resolve issues relating to student learning and specific student incidents in the teachers' class.

Parents should approach Professional Learning Team Leaders (see below) to resolve issues when students from other classes are involved or if it is a decision that has been made in relation to all of the grades in that level.

2018 Professional Learning Team Leaders

Level 1 (Grade Prep): Sally Fowler
Level 2 (Grade 1): Jamie Sturzo
Level 2 (Grade 2): Tania Kilkenny
Level 3 (Grade 3/4): Shannon Taylor
Level 4 (Grade 5/6): Sam Allardice
Specialist: Francine Sculli

Leadership Teachers:
Sharon Noel - Primary Welfare Officer
Seher Tan - School Based Coach Numeracy
Sonia Papadopoulos - School Based Coach Literacy
Jacinta Goldie - Whole School Improvement Coach

Parents should approach members of the Leadership team to resolve issues that have not been dealt with successfully by the teacher or Professional Learning Team Leader. Issues relating to staff members or complex student issues can also be referred to members of the Leadership team.

Parents should approach the Principal to resolve issues that cannot be resolved by the Leadership team and issues relating to school policy, management, staff members or complex student issues.

PROCEDURE:

When you approach the school or child's teacher:

  • be clear about the topic or issue you want to discuss
  • focus on the things that genuinely affect your child
  • be prepared to discuss the issue in an open and calm manner
  • think about what an acceptable outcome would be for you and your child

EXPECTATIONS:

The school will:

  • attempt to resolve the issue promptly, as soon as possible after the issue occurs
  • provide complete and factual information about the issue
  • maintain and respect the privacy and confidentiality of all parties
  • acknowledge that the common goal is to achieve an outcome acceptable to all parties
  • act in good faith and in a courteous manner
  • show respect and understanding of each other's point of view and value difference rather than judge and blame
  • resolve issues in accordance with due process, principles of natural justice and the regulatory framework of the Department of Education and Early Childhood Development
  • provide feedback that shows that the issue has been heard and that it has been addressed

IMPLEMENTATION:

The issues resolution policy will be sent home to all families at the start of the school year or during the enrolment process.

The policy will be placed on the school website.

Parents will be periodically reminded of the policy and procedures in relation to issues resolution.

EVALUATION:

A random parent survey will be sent home once a year.

Parents are invited to provide feedback to the principal throughout the year.

Feedback from teachers will be sought.

HOMEWORK POLICY

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Rationale:

Homework is seen as one way of supporting and fostering lifelong learning and connecting families with the learning of their children. There are a variety of activities that complement classroom teaching and help students to be responsible for their own learning.

Expectation:

All students will be provided with books each week to take home as well as other homework suggestions throughout the year. We understand the importance for families to have sufficient time for family, cultural pursuits, sport and recreation, and while our school encourages and supports homework practices, homework is optional. Parents should contact their child's teacher if they have questions or concerns about this or anything else to do with homework.

Aims:

  • To build on the school/home partnership
  • To support, extend and apply classroom learning
  • To develop the responsibility for self-learning.

Implementation:

The Homework Policy will be made available to parents at the commencement of each school year.

Parental Involvement:

At Sunshine Heights Primary School, we encourage parents to play an active role in their child’s education.

Homework is an opportunity for parents to learn more about what their child is doing at school and for students to share their learning with their parents. The homework policy allows parents to play an active role in their child's learning.

To support your child with their homework and learning you can:

  • Read and write in front of your child or with them
  • Involve them in learning opportunities during everyday household routines and physical activity
  • Play a game with your child that allows them to practice what they have learned at school
  • Go to the library with your child
  • Help your child set up a consistent, organised place for homework to be done
  • Help your child develop a consistent schedule for completing homework
  • Encourage, motivate and prompt your child. Remember that the purpose of homework is for your child to practise and use what he/she has learned
  • Contact your child's teacher for advice if your child is consistently having difficulties completing their homework
  • Ensure there is a balance between the time spent on homework and recreational activities
  • Discuss homework with your child in your first language and link it to previous experiences
  • Link homework and other learning activities to your families' culture, history and language, linking with relevant services, clubs, associations and community groups
  • If your child is practising a skill, ask them to tell you which steps are easy, which are difficult, or how he/she is going to improve. If your child is doing a project, ask them what knowledge he/she is applying in the project. If your child is not able to consistently talk about the knowledge they are practising or using, contact your child's teacher
  • If bedtime comes before your child has completed their homework, finish up the homework to ensure your child gets a good night's sleep

Students

  • Students can take responsibility for their own learning by:
  • Accepting responsibility for the completion of homework tasks within set time frames
  • Following up on comments made by teachers
  • Seeking assistance when difficulties arise
  • Discussing homework expectations with their parents
  • Organising their time to manage home obligations, participation in physical activity and sports and recreational and cultural activities.

Teacher's role:

  • To provide homework as per the policy.
  • Monitor the homework. This includes providing feedback to students. The type of monitoring and feedback will vary depending the task, purpose of the task, expected outcome, student etc. Prep, Years 1 & 2 teachers may use the reading log to communicate with parents.
  • Teachers will be sensitive to the family's circumstances that may impact on a student completing their homework.
  • Each teacher sets their own homework so the amount may vary between classes and subjects.

Year Prep - Two

Homework tasks may include:

  • Reading activities to, with and by parents
  • Suggested enrichment activities for parents to engage in with their children
  • Tasks may be modified for students requiring Individual Learning Plans
  • Activities will generally not exceed 15 minutes per day.

Year Three and Four

The purpose and the expected outcome of homework tasks will be clearly communicated.

Homework tasks may include:

  • Independent reading on a daily basis.
  • Spelling tasks - the words will be selected from the student's writing.  The students will select the words and practice them using Look, Say, Name, Cover, Write, Check.  Words that students spell incorrectly will be included in their new list.
  • Activities will generally not exceed 20 minutes per day.

Year Five and Six

The purpose and the expected outcome of homework tasks will be clearly communicated. The purpose of homework in Year 5 and 6 is to develop good work habits, time management and organisational skills in order to prepare students for secondary education. A homework diary will be used to provide regular communication between the parents and the school.

Homework tasks may include:

  • Independent reading on a daily basis
  • Literacy based tasks to support classroom learning
  • Numeracy based tasks to support classroom learning
  • Projects/research
  • Tasks may be modified for students requiring Individual Learning Plans
  • Activities will generally not exceed 30 minutes per day.

Teachers may suggest students complete unfinished classroom activities at home. When students complete their work, it gives them a sense of achievement and builds on their self-esteem for future learning. We value and celebrate all students’ attempts at continuing their learning outside of school.

What will happen if my child does not complete their homework?

While the school encourages and supports homework practices, it is optional for students to complete. Students will not be kept inside during recess or lunch to complete unfinished homework tasks. Teachers will contact parents if they have any concerns regarding homework tasks.

Support is provided to students and their families throughout the year via conversations with teachers, during parent and teacher interviews, newsletters, Literacy and Numeracy tips, parent information sessions etc.

 

Evaluation:

This policy will be reviewed as part of the school's review cycle

Policy ratified by School Council on: November 2017

Policy to be reviewed Annually

UNIFORM/DRESS CODE POLICY

UNIFORM/DRESS CODE POLICY

PARENT PAYMENT POLICY

PARENT PAYMENT POLICY

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