Policies

Why do we need school- based policies?

School-based policies are crucial for several reasons:

• Safety and Well-being: Policies ensure a safe and supportive environment for students and staff. They address issues such as bullying, harassment, health and safety, and emergency procedures, helping to prevent and manage potential risks.
• Consistency and Fairness: Clear policies provide a consistent framework for decision-making and behaviour. This ensures that all school community members are treated fairly and know what to expect in various situations.
• Legal Compliance: Schools must comply with local, state, and federal laws and regulations. Policies help ensure the school adheres to these legal requirements, protecting the institution from legal issues and liabilities.
• Academic Standards: Policies related to curriculum, assessment, and academic integrity uphold education standards. They help maintain the quality of teaching and learning, ensuring students receive a high-quality education.
• Behaviour Management: Student behaviour, discipline, and attendance policies set clear expectations and consequences. This helps maintain an orderly environment conducive to learning and personal development.
• Inclusivity and Equity: Policies promote inclusivity and equity by addressing the needs of diverse student populations. They ensure that all students have equal access to educational opportunities regardless of their background or abilities.
• Communication and Transparency: Well-defined policies enhance communication and transparency within the school community. They provide clear guidelines for students, parents, and staff, fostering trust and collaboration.
• Resource Management: Policies related to school resources, including finances, facilities, and technology, ensure these are managed effectively and responsibly, supporting the school’s educational mission.
• Professional Conduct: Policies establish standards for professional conduct among staff. They guide ethical behaviour, professional development, and accountability, contributing to a positive and productive work environment.
• Continuous Improvement: Regular review and updating of policies help schools respond to changing needs and challenges. This supports ongoing improvement in school operations and educational outcomes.

Attendance Policy

Attendance of all enrolled students, including those in Kindergarten, is compulsory. It is expected that all students attend a minimum of 90% of the school year. At Maylands Peninsula Primary School, we strive for a target of 95%. In order to achieve this, we encourage parents to:

•  carefully plan holidays to avoid clashes with school term dates;
•  ensure punctuality as lateness is recorded, and
•  schedule appointments outside of school hours where possible.

Did you realise that if your child has one absence every week over 7 years of compulsory schooling, it is the equivalent of over a year of school being missed?

Absences

All absences require written or verbal confirmation from parents to the school office or teacher. If your child is absent from school, we request you send an SMS to 0437 908 183 as early as possible and leave a message stating:

•  Your child’s name
•  Room number and;
•  Reason for absence.

Alternatively, you may use the online form or email your child’s teacher or the school with details of their absence.

Before and After School care

See Policy

In Term Vacation

If you plan to take your child(ren) out during the school term, please come to the school office to complete a leave request form in the school office, complete the in-term vacation form available under the school forms tab on the school website or send an email to the school with the following details:

• The nature of the in-term absence- overseas holiday, attending a significant family event e.g. wedding.
• The dates your child(ren) will be absent from school.

Late arrivals

Parents and students must go to Administration if arriving after 8.15 am to collect a welcome note (late pass) that students give to their class teacher.

Early Departures

Parents/Caregivers must sign out students at Administration if departing before 2.10 pm. Your child will be sent to the office for you to collect and sign out. Teachers cannot release students if the front office does not request it.

Attendance Plan

Bullying Policy

n line with both our Positive Behaviour School program and community expectations, bullying is not tolerated at our school. Children are encouraged, in all instances to be good citizens who are compassionate, caring and respectful and to report all acts of bullying so that action can be taken. To provide clarity around our school’s actions on various events, it is important that parents are aware of what Broome North PS considers bullying is and is not, so that we can work together with our children and community to promote a positive learning environment for each and every child.

We recognise the following guidelines and hope that you support and discuss them with your children

Broome North Primary School Bullying Policy

At Broome North Primary School, we aim to create a positive, collaborative, and cooperative culture within our school community, catering to all learners’ academic and social needs.

Policy Aims:

• To support both the victims and the perpetrators of bullying, helping them to avoid and deal with bullying.
• To help young people understand the difference between assertive and aggressive behaviour.

Definition of Bullying: Bullying is the wilful desire to hurt, threaten, or embarrass someone.

Acts of Bullying:

• Verbal: Nasty name-calling, taunting, teasing, spreading gossip.
• Physical Harm/Intimidation: Threats of physical harm.
• Cyber: Using the internet or text messages to make inappropriate comments.
• Written Abuse: Writing or sending nasty notes.
• Sexual Harassment: Sexual or sex-based harassment.
• Physical Harm: Inflicting harm through physical contact.
• Extortion: Demands for money or favours.
• Exclusion: Deliberately leaving someone out of an activity.
• Interference: Tampering with personal property.

If this is happening to you, remind yourself that it is not your fault; the bully needs to change, not you.

Indications of Bullying: There is no sure way of knowing that a young person is being bullied. However, signs may include:

• Fear of walking to or from school.
• Need to be more willing to go to school.
• Wanting to be driven to school.
• Changes in the route to school.
• Decline in academic performance.
• Returning home with destroyed clothes or books.
• Withdrawal from social interactions.
• Changes in eating habits.
• Nightmares or trouble sleeping.
• Unexplained bruises, scratches, or cuts.
• Asking for money or stealing.
• Regular loss of money.
• Refusal to say what needs to be corrected.
• Tardiness to class.
• Refusal to work with certain groups or students.
• Mood swings or sudden outbursts of temper.
• Withdrawal from social activities with peers.

What Students Can Do About Bullying and Harassment:

• Do not retaliate with physical or verbal bullying.
• Share your feelings with others. Talk with friends, parents/caregivers, teachers, or someone who can help.
• Ignore it if possible. Show that it does not upset you. This may discourage the bully.
• If bullying continues, take action. Speak up and tell someone. It is okay to tell!
• Confront the bully and explain that their actions are unwanted and against school policy.
• Seek a safe place or see a teacher.
• Report incidents of bullying to the school’s Leadership Team.

What Parents Can Do: If your child is involved in bullying, either as a victim or bully, they need your confidence, understanding, and support.

If a young person is being bullied:

• Encourage open communication; be patient.
• Listen calmly and try to understand the facts.
• Be sensitive to the names or terms being used.
• Assure your child that the situation will change.
• Reassure them that bullying happens to many people and that they are not at fault.
• Explain why bullies are hurtful and that not responding can help stop the behaviour.
• Talk with other parents/caregivers and teachers and share ideas and experiences.
• Formally report bullying to a staff member.
• Work through the school and discuss your actions with your child.

If your child is bullying others:

• Make it clear that bullying for any reason is unacceptable.
• Help them understand the difference between assertive and aggressive behaviour.
• Explain that hurting others is a sign of weakness, not strength.
• Explore underlying reasons for their behaviour and address any issues at home or school.
• Sensitively handle the situation, recognizing that bullies may also feel like victims.
• Encourage the development of self-confidence and success in other areas.
• Share ideas and experiences with other parents/caregivers, friends, and teachers.
• Listen, trust, and do not keep it a secret.

What Teachers Can Do:

• Listen and offer immediate support.
• Arrange a meeting with all concerned parties.
  1. Explain the process, the teacher’s role, the need for confidentiality, and the rules:
     • We’re here to solve a problem.
     • No blaming.
     • No excuses.
     • No interrupting.
  2. Each person, in turn, tells their story, sticking to the facts and expressing their feelings.
  3. Resolving the conflict:
     • Each person states what they need to resolve the problem.
     • The mediator helps both sides develop strategies and reach an agreement.

Report the incident to the school’s Leadership Team. Follow up about a week later to discuss progress and adjust strategies if necessary.

This process occurs on the first occasion; continued incidents will result in referral to the principal.

Dogs on School Ground

Dogs on School Grounds policy

SunSmart Policy

SunSmart Policy

For online learning modules and resources, refer to the Cancer Council’s Generation SunSmart.

Rationale

Australia has the highest rate of skin cancer in the world. Overexposure to the sun during childhood and adolescent is an important contributing factor to the development of skin cancer later in life. As students are at school during times of peak ultraviolet (UV) radiation, schools can play a major role in creating a supportive environment that minimises exposure and encourages sun protective behaviours. Our sun protection policy has been adopted to ensure that all students, staff, parents and visitors attending Peg’s Creek are protected from skin damage caused by UV radiation from the sun. This policy is to be implemented all year around. The sun protection practices outlined in this policy will be applied to all school activities, including sports carnivals, excursions and camps. The policy has been developed in consultation with the whole school community.

Department of Education Policy Statement

We care about protecting children and young people through education and supporting UV safe environments to ensure future SunSmart generations.

We will:

• Inform parents of this sun protection policy when they enrol their child/children.
• Brief all new staff on the sun protection policy.
• Promote sun protection via newsletters, Facebook, assemblies, daily messages, whole school activities, and parent and staff meetings.
• Require students to wear broad-brimmed, bucket or legionnaire hats when outside.
• No hat, no play!
• Direct students without a broad-brimmed, bucket or legionnaire hat to stay in an area that is shaded and protected from the sun.
• Require staff to wear broad-brimmed, legionnaire or bucket hats and sun protective clothing for all outdoor activities, including yard duty.
• Encourage parents and guests to wear broad-brimmed, legionnaire or bucket style hats when participating in and attending outdoor school activities.
• Require students to wear broad-brimmed or bucket hats, sun protective clothing and sunscreen for all camps, sports and excursions. These items will be listed on the parent permission form.
• Require staff and students to wear a swim (rash) top for swimming (this may not be appropriate during competitive swimming).
• Review the school dress code to include sun protective items such as shirts with collars and longer sleeves, and swim tops for swimming.
• Ensure there is adequate provision of shade within the school grounds for students and staff, by planting trees and building shade structures. Particularly in areas where students congregate, for example, lunch, canteen, outdoor lesson areas.
• Encourage staff and students to use shaded or covered areas when outside, especially in times of high UV.
• Ensure that adequate shade is provided at sporting carnivals and outdoor events.
• Timetable as many outdoor activities as possible – including assemblies, sport, and physical education – when the UV Index is below 3. (This year PE is all before lunch)
• Encourage the use of SPF30 or higher broad-spectrum, water-resistant sunscreen by:
  • providing sunscreen in the classroom, specialist rooms and staff room.
  • Ensure sunscreen date is valid.
  • Encourage and allow students time to apply sunscreen 20 minutes prior to outdoor activities e.g. prior to school, before lunch, PE lessons, sports, excursions etc.
• Incorporate sun protection and skin cancer awareness programs into the appropriate Key Learning Areas of the school curriculum.
• Review the sun protection policy annually.
• Make decisions on where events/physical education lessons will take place based on the sun and heat index.

Our Expectations

Parents/carers will:

• Ensure your child/children has a broad-brimmed, legionnaire or bucket style hat. Cancer Council WA recommends the following hats, with the school hat is:
• broad-brimmed (7.5 cm brim), or bucket/surfie-style (6 cm brim) or legionnaire-style
• Ensure that your child/children’s clothing provides adequate protection from UV radiation. Cancer Council WA recommends the following:
• collars and sleeves
• closely woven fabric
• natural fibre
• swim (rash) tops for swimming.
• Ensure that your child/children has/have access to SPF 30 or higher broad-spectrum, water-resistant sunscreen before leaving for school.
• Act as positive role models by practising SunSmart behaviour.
• Support the school’s sun protection policy and help design and regularly update the policy.

Students will:

• Be aware of the school’s sun protection policy.
• Take responsibility for their health by being SunSmart.
• Comply with SunSmart rules and guidelines by wearing suitable hats and clothing.
• Apply SPF30 or higher broad-spectrum, water-resistant sunscreen before going outdoors.
• Use shaded or covered areas outdoors.
• Act as positive role models for other students in all aspects of SunSmart behaviour.
• Be actively involved in initiatives to protect the school community from over-exposure to the sun.
• Participate in SunSmart education programs.
• Participate in lessons regarding the dangers of the sun during Health Education.

Evaluation

Health/PE staff and Admin will review the effectiveness of this policy each year and make any necessary changes.

They will:

1. Review the SunSmart behaviour of students, staff, parents, and visitors and make recommendations for improvement.
2. Assess shade provision and usage and make recommendations for increases in shade provision.
3. Update and promote curriculum material relevant to SunSmart activities.

Visit Generation SunSmart – Ensuring Future SunSmart Generations to receive FREE resources.

The Generation SunSmart website provides all educators with online workshops offering helpful information, tips and practical ideas about sun protection education, content delivery and sun protection in schools.

SAERS Policy

What is SAER?

At Broome North Primary School, students whose academic, social, and emotional abilities challenge them from engaging with the content and standards outlined in the Western Australian Curriculum are identified as ‘Students at Educational Risk’ (SAER). 

A student whose progress between specific data points, such as Year 3 and 5 NAPLAN assessments, may demonstrate high achievement but minimal progress. These students fall under the category of ‘potentially’ at educational risk (PAER); their progress may be subject to review as part of a ‘Case Management’ procedure. 

When your child requires intervention, we may refer to them as SAER (Student at Educational Risk). 

This information highlights how our school can offer support and provides guidance on who to contact if you have concerns about your child’s learning. Alternatively, if your child’s teacher raises a concern, this information will assist you in understanding the steps involved. 

WHAT DO I DO IF I AM CONCERNED ABOUT MY CHILD? 

First, any concern about your child’s progress should be discussed with their teacher. 

If your child has been diagnosed with an educational or medical need, it is better to have the initial conversation with the Student Services Deputy Principal. 

WHAT DOES THE SCHOOL DO IF THEY ARE CONCERNED ABOUT YOUR CHILD? 

Teachers at Broome North Primary School regularly evaluate your child’s progress against expected standards. Should your child fall below a designated ‘cut point,’ we may decide to initiate a support plan. These assessments, coupled with national tests like On Entry, PAT-R/M, or NAPLAN, as well as school-based assessments serve as reliable indicators to our staff if a student needs to meet the expected learning level. It’s not uncommon for children to be referred to speech or occupational therapists, with in their first year of full-time education. 

The teacher will first discuss concerns with the Student Services Deputy when they arise. These discussions aim to devise intervention strategies to aid your child’s progress. Our team will then create a documented plan, which your child’s teacher will explain and request your signature. Subsequently, the teacher will arrange a meeting with you at the school to discuss collaborative approaches to supporting your child. 

 WHO IS INVOLVED IN SUPPORTING SAER AT BNPS? 

SAER COORDINATOR 

  Anne Harris-Walker, our Students Serviced Deputy  

The Student Services Deputy at BNPS holds primary accountability for overseeing the administration and organization of SAER services. Additionally, they serve as the designated SAER Coordinator, orchestrating multi-agency gatherings, scheduling educational assistant duties, managing documentation, and ensuring adherence to departmental regulations. Their duties include managing the school’s Disability Resources System (SIMS), handling funding requests, and overseeing renewals for students with special educational requirements. 

CHAPLAIN 

Amelia Bin Sali, our School Chaplain 

Ms Amelia Bin Sali is our chaplain. She has only just become our chaplain, and she is finding the job very rewarding. Ms Amelia normally attends BNPS on Mondays and Tuesdays as the chaplain and is based in the Jangabarri Block. The focus of her role is student well-being and the development of resilience. Referrals for individual student support can be made through contact with our Student Services Deputy. The chaplain’s role includes all aspects of the student and family’s life and may very much involve supporting the whole family. 

SCHOOL PSYCHOLOGIST 

The presence of the School Psychologist at our school may fluctuate annually, but typically, they are available on Wednesdays and Thursdays. Referrals to the psychologist are facilitated through our Student Services Deputy. 

The primary responsibility of the school psychologist is to utilise their psychological and educational knowledge to aid students in attaining academic success, psychological well-being, and social and emotional stability. They frequently engage in case conferences with parents and collaborate closely with staff to formulate documented plans for student support. 

SAER COMMITTEE 

The SAER committee meet frequently to look at the most effective ways of supporting the needs of the students within the school. 

INTERVENTION 

The school uses a range of intervention strategies to support academic, as well as, social & emotional needs. The strategies are tailored to the needs of the individual child and take place in either an individual or group setting. 

At the moment, these include ‘MiniLit’ and ‘MacqLit’. 

Additional support is used when appropriate. 

SSEND 

As a school, we also have access to education support from within the department through SSEND, the School of Special Educational Needs: Disabilities. SSEND support the teacher by advising them on how to modify the curriculum in the best way to support their child, regardless of their specific need. 

Other Agencies 

The school frequently collaborates with external support agencies. If your child is engaging with any of these agencies or if you seek agency involvement or information on accessing support, please inform the Student Services Deputy. They can guide you through the referral process. 

GENERAL PRACTITIONER/DOCTOR 

Many diagnoses and services are only available after referral by your GP. We are always very happy to support their investigations and processes through conversations and questionnaire completion. Our partnership with them is very important to us. 

Uniform Policy

Dress Code Policy

Purpose:
To promote a positive image of the school and to create a sense of identity and belonging. Acceptance of enrolment or employment at Broome North Primary School assumes an agreement between the school, staff, community, and the student to conform to the Code.

Rationale:
The school uniform policy has been developed in association and endorsed by the School Board in consultation with students, teachers, and parents/caregivers and devised to clarify and promote the expectation and status of the school. The Broome North Primary School’s community believes that the school uniform
• Fosters a sense of belonging and community
• Enhances the public image of the school
• Encourages equity among students
• Ensures safely for school activities
• Protects from ultra-violet radiation
The uniform is defined by the P&C in the Parent Information Booklet. The uniform is refined from time to time after community consultation. The main items can be purchased form ‘Totally Workwear’ and the house shirts from the P&C by asking at the front desk. Students and staff are expected to comply with the Code as they are expected to comply with other school rules i.e., Code of conduct.

Staff
Staff at all times need to consider the appropriateness of their dress standards. Dress should show an appropriate degree of professionalism while still being mindful of the types of lessons and activities in which they are conducting. It is important to consider dress standards that demonstrates objectivity whilst being modest and respectful. These include:
• Appropriate attire for the role
• Clothing is not likely to be viewed as revealing, sexually provocative or offensive
• Attire is free of any political or otherwise offensive or contentious slogans or logos
• Workwear is not deemed to be discriminatory and is culturally sensitive
• Outfits should not place them or others at risk and comply with any health and safety requirements
(Examples are provided to staff in the staff handbook).

Students
The school takes great pride in all students wearing the school uniform. Students are encouraged to wear the school uniform as described in the Parent Handbook. All students need to maintain high standards of personal presentation to maintain health and safety requirements.
• Children must wear clothing that is safe for relevant activities at school. This includes appropriate footwear, i.e. Enclosed shoes or sports runners. Thongs,
sandals, scuffs or slip-on shoes are not safe.
• Hair below the collar (girls and boys) should be tied back from the face.
• Earrings if worn should be of the small stud or sleeper variety.
• It is preferred that chains and necklaces are not worn. If worn, then tucked under shirt.
• Denim (shorts or jeans) is not part of our school dress code.
• Bike pants and gym shorts are not part of the dress code.
• Tracksuit pants and leggings, along with the school navy-blue jumper, can be worn during the colder months.
• School uniform must be worn when representing the school at sporting events and on excursions.
• Enrolment at Broome North Primary School assumes acceptance of the Dress Code unless a modification of the Code is sought.

MODIFICATIONS TO THE DRESS CODE
Parents of children who may need to modify the school uniform for religious, health, ethnic background or other reasons should contact the school Principal.

ACTIONS:
1. Children who do not wear the school uniform will be reminded of the Dress Code by a teacher and/or administration.
2. If a child continues not to wear the uniform, the school’s administration will contact parents.
3. Continued infringements of the Dress Code may lead to further actions taken.
4. School staff will actively encourage and reinforce the wearing of the school ‘house shirt’ through the Positive Behaviour in Schools incentive systems.