Policies and Procedures

Transcription

1 Policies and Procedures

2 WELCOME Congratulations on being part of Cascade Peak School. You will contribute to the delivery of world-class education programs designed to give our young learners a passion for continued learning and the best preparation for a successful and meaningful adult life. The first phase of your own learning journey is understanding your role in the organisation. This section is designed to supplement the orientation and on-board training you will be receiving from your direct supervisor. General School Information 1. The Organisation Cascade Peak School was founded in 2014 by a group of passionate educators whose vision for primary education is to develop students into principled, compassionate and active contributing members of the community. Cascade Peak School develops and maintains legislation, policies and procedures, systems, reports and relationships that are aligned with the state objectives for primary education. The principal is the Head of Cascade Peak School and leads a dedicated team of leading teachers, teacher aides, an administration officer and an administration staff member, grounds and facilities officer, school bus driver and first aid officer. Cascade Peak School joins with other small schools yearly for events and professional development, to share ideas and cooperate on important initiatives. You will be given a tour of the school campus and introduced to fellow staff when you begin work. The tour will show you where you will be working, where the facilities, resources and staff rooms are and where to keep your personal belongings. Take the time to get to know your colleagues as these relationships will help you settle in to the school community. 2. Mandatory Induction Your induction includes mandatory training and role specific information. The DETE Induction website provides access to the online Mandatory Induction program an optional approach to this training. You will need to revisit the mandatory components Version February 2016 Page 2 of 18

3 of induction annually. The school principal will identify other information you need and provide you with an induction planner to work through. 3. Blue Card Working at Cascade Peak School requires you to undergo a working with children check and be issued with a blue card. The principal will assist you in applying for a blue card when you start work. All school employees who are not registered teachers or other exempt professionals are required to hold a blue card under the Commission for Children and Young People and Child Guardian Act 2000 (Qld). Visit the Commission s website for more information relating to these requirements Access and Equity Policy Cascade Peak School is committed to meeting the needs of all students and their families in a fair and inclusive manner. The School considers the following as part of this policy: Gender equity Inclusive education Multiculturalism Preventing heterosexism and homophobia Policy Implementation 1. Gender Equity Values Cascade Peak School is committed to developing the full potential of all students irrespective of gender. It affirms that females and males are treated equally regardless of ability, personality and behaviour. It further affirms the right of all students to: a) Develop without the limitations of stereotypes based on gender; b) Develop a sense of pride in oneself and one s accomplishments, so enhancing feelings of positive self-esteem and self- worth; and c) Develop respect for each other s rights and responsibilities. Guidelines and Strategies The following strategies assume shared understandings about issues of sexism. In order to assist this, in-service activities of staff and parents should be encouraged. Version February 2016 Page 3 of 18

4 To further the aims set out in the policy, Cascade Peak School will endeavour to: a) Ensure that both boys and girls are equally encouraged to participate in all activities with due attention to the individual needs and interests on the students. b) Foster non-sexist behaviour by students and staff by purchasing counter sexism resource materials for staff use and by supplying staff development programs focused around issues of sexism and education ; For example, if a student behaves in a sexist manner, a staff member should make him/her aware of other modes of behaviour (e.g. roles associated with cleaning up and housework) or encouraging all students to express emotions and display affection (e.g. it is alright for boys to cry or need a hug). c) Ensure that all language used within Cascade Peak School, both verbal and written, is gender inclusive. d) Encourage use of materials which portray females and males in roles, situations and jobs which are not stereotyped. e) Select resources where both girls and boys are seen both as initiators and nurturers. For example, borrowing and purchasing students literature, posters and toys. f) Ensure that both girls and boys equally share staff time, indoor/outdoor playing space and equipment with due regard to individual needs and interests. For example, staff development program regarding research and strategies developed elsewhere around such concerns (e.g. Equal Opportunity Resource Centres). g) Encourage the employment of both female and male staff and ensure that jobs carried out by staff are not related to gender. h) Encourage educational or information projects that further the aims of this policy. For example, hold parent information nights on general topics of student development, including issues of socialisation. 2. Inclusive Education Values Cascade Peak School welcomes all students and aims to provide an inclusive environment which caters to their needs. It promotes an inclusive education policy, following the National Declaration on Education Goals for Young Australians, which declares that all schools must provide a high-quality education for all students, free from all forms of discrimination. It is desirable for all students to be included into an educational environment, and all parents to have access to the school of their own choice. Cascade Peak School encourages and believes that the individuality of students should be valued, their needs considered and their rights respected at all times. Version February 2016 Page 4 of 18

5 All programs and practices should as far as possible: provide high-quality education for all students respond constructively to the needs of educationally disadvantaged/marginalised students view difference as a resource to support learning ensure that all school community members feel safe and free from discrimination, bias and harassment promote locally negotiated responses to student, family and community needs through effective community engagement processes and cross-agency collaboration ensure that inclusive education practices are embedded in all state schools policies and initiatives. assist staff to develop the relevant skills and knowledge, necessary for working with all students, especially those with special needs and their families, and support staff to make contact with specialist services as needed. Guidelines and Strategies To further the aims set in the policy, Cascade Peak School will endeavour to: Work with the Teacher Aide to assist the inclusion of students with additional needs. Include all students on a physical, functional, social, personal and organisational level. Promote understanding in students; relating to students with additional needs. Encourage acceptable behaviour that fosters sensitivity and assists in the development of appropriate societal values. Offer training on: o General awareness training: general information about working with students with additional needs. o Specific training for when a new student with additional needs is to attend Cascade Peak School: training on issues of a student s additional needs should be made available to the relevant staff. with the provision of relief staff, staff to attend training or to visit/observe the student in other situations so as to best assess the requirements of the student. Additionally, training offered by peers, who have a knowledge of working with students with additional needs and an understanding of the needs of the Version February 2016 Page 5 of 18

6 centre, should be maximised as a means of informing/training staff in this area. Support staff to make contact with specialist services as needed, and to see parents and other key informed people (e.g. teacher aide) as resources. Provide information and support to families so as to achieve participation in the planning and evaluating of program decisions that affect their student s settlement into Cascade Peak School. The process will as far as possible be collaborative and take into account parent expectations and the needs of the student. 3. Organise parent information or discussion nights where awareness of inclusion issues can be promoted. 4. Multiculturalism Values Australia is a society in which all people have the right to maintain their cultural and ethnic diversity. As an educational environment, it is important to facilitate equal opportunity, acceptance and justice by helping overcome many of the barriers that prevent the enjoyment of full equality. When planning programs, measures must be undertaken to ensure that the programs developed reflect a multicultural perspective. The students program will promote cultural awareness and help students to value cultural diversity. It therefore will be built on the following principles: fostering the development of every student s self-esteem in family, ethnic and linguistic heritage; maintaining and encouraging a student s ability to utilise his/her first language while providing an environment whereby the dominant language can be acquired; enhancing cultural tolerance and the status of all cultures; and extending the cultural experiences of students. Guidelines and Strategies To further the aims set in the policy, Cascade Peak School will endeavour to: Actively value and encourage multi-lingual skills in students where appropriate, for example: o use of books in languages other than English; Version February 2016 Page 6 of 18

7 o use of songs in languages other than English; o utilisation of staff who speak a language other than English and teach songs in that language; o use of visual aids in languages other than English; and o having welcoming signs around Cascade Peak School in different languages. Expose students to cultural traditions which differ from those of the dominant culture, in particular, those traditions represented by the students and staff at Cascade Peak School by: o purchasing and using of relevant props (e.g. dolls, dress-ups, musical instruments); o encouraging families of students to bring in props on loan; o encouraging folk dancing and songs; o providing in-service for staff about various cultural traditions they would like to learn more about; o purchasing resource books for staff use; o inviting community members and parents to share particular aspects of their traditions with the students; and o linking foods of different traditions and countries to the menu. Provide English as a second language support for students whose first language is not English. For example, assist the development of inclusive communicative games and/or activities that assist non-english speakers to enhance their English language skills. Provide information to parents in languages other than English where necessary and possible. Encourage educational and information projects that further the aims of this policy. For example, organise parent information nights that promote an awareness of multicultural issues. Selection of staff at Cascade Peak School should ideally reflect the nature of the wider community, therefore within the framework of Equal Employment Opportunity, fluency in languages other than English should be considered positively when recruiting staff. Where appropriate encourage participation by local cultural community groups. Version February 2016 Page 7 of 18

8 5. Preventing Heterosexism and Homophobia Values Heterosexism and homophobia are linked to poor health and education outcomes and create unhealthy environments for students and their families. Children of lesbian and gay parents should be supported by diverse representations of family in their care setting, and by programmes which embrace difference, facilitate equal opportunity, participation and justice for all students and their families. Guidelines and Strategies To further the aims set in the policy, Cascade Peak School will endeavour to: Refrain from making heterosexist assumptions about the sexual orientation of parents and carers (e.g. through administrative forms which ask for mother / father). Promote positive role images of rainbow families through posters, books, stories and programmes. Encourage non-heterosexist behaviour by students and staff: o Through purchase of counter heterosexist resource materials for staff use; o by supplying staff development programs focused around anti-heterosexist care environments for young students Encourage diversity in employment of staff. Encourage educational or information projects that further the aims of this policy, for example, hold parent information nights on general topics of child development and the benefits of diversity 6. Key Responsibilities and Authorities The Management Committee is responsible for: The implementation of the policy within the service. The maintenance of the policy. The Staff are responsible for: The day-to-day implementation of this policy Version February 2016 Page 8 of 18

9 Student Protection Cascade Peak School is responsible for the physical, social, cultural and emotional well-being and safety of students. School leaders must ensure students are appropriately supervised at all times throughout the school day. This applies to all school staff working directly with students, including activities such as supervising students on camps and excursions, trips within or outside Australia, sporting activities and other extra curricula activities. Harm, to a student, is any detrimental effect of a significant nature on a student s physical, psychological or emotional well-being. Harm can be caused by physical abuse, psychological or emotional abuse, neglect or sexual abuse or exploitation. Policy Implementation Any behaviour, by any person, that harms a student is wrong. Some cultures may have a custom or practice that harms children. Harm to students will not be tolerated. It is NOT OK. In other words, culture or custom is NO EXCUSE for harming students. Everyone who works in a school must look after the best interests of students. Managing your own behaviour is the first step in student protection. Employees should never: harm a student, either physically, psychologically or emotionally make fun of a student, put them down or discriminate against them for any reason touch a student in a sexual way, or engage in any other inappropriate sexual activity (for example, sending suggestive text messages or showing a student pornographic material) do anything that could make people think you are doing something sexual to a student. If you see harm occurring at school: help the student who has been harmed, for example by telling other students to move away get another staff member involved as soon as possible Version February 2016 Page 9 of 18

10 tell the principal straight away about what you have seen write down what you saw and give the information to the principal. Privacy and Confidentiality Cascade Peak School is committed to protecting the students and all school staff by ensuring that it follows legislative requirements with regards to personal information such as student records, staff records, and health records of each student and staff. Policy Implementation Every employee and management committee member is provided with clear written guidelines detailing: o the information that is to be kept confidential and why o what confidential information they may have access to in order to fulfil their responsibilities and how this information may be accessed o who has a legal right to know what information o where and how the confidential information should be stored. Every enrolling parent/carer is provided with clear information about: o what personal information is kept and why o any legal authority to collect personal information o third parties to whom the service discloses such information as a usual practice. Confidential conversations that staff have with parents, or the Principal has with staff members will be conducted in a quiet area away from other students, parents and staff. Minutes of such conversations are stored in a confidential folder. Personal forms and information is stored securely (i.e. Locked filing cabinet in the Principal s office). Digital copies of which will be stored in a database where it is accessible only by the Principal and the Assistant Principal. Information about staff members is only to be accessed by the Principal, Assistant Principal and individual staff member concerned. All matters discussed at committee meetings will be treated as confidential. Version February 2016 Page 10 of 18

11 No member of staff will give information or evidence on matters relating to children and or their families to anyone other than the custodial parent/guardian when that information has been obtained in the course of employment at the centre unless prior written approval by the custodial parent/guardian is obtained. Exceptions may apply regarding information about children when subpoenaed to appear before a court of law. Notwithstanding these requirements confidential information may be exchanged in the normal course of work with other staff members at the centre and may be given to the Management Committee/or owner, when this is reasonably needed for the proper operation of the centre and the wellbeing of users and staff. Staff will protect the privacy and confidentiality of other staff members by not relating personal information about another staff member to anyone either within or outside the school environment. Students and people on work experience/volunteers will only use information gained from the centre upon receiving written approval from the centre to use and/or divulge such information. Managing Risks in School Curriculum Activities Teachers and school leaders must ensure all curriculum activities are assessed for potential risks prior to anybody engaging in the activity. As you will be working closely with teachers and students, you should make yourself aware of the risks associated with the activities you support and the ways in which such risks can be managed. You will find details of the risk management process in the procedure Managing Risks in School Curriculum Activities. The principal will provide you with information as part of your mandatory induction program or you may be asked to complete the online Curriculum Activity Risk Assessment training. You may be asked to contribute to risk management planning by some of the teachers you work with. SunSmart Policy There are curriculum activities, sporting activities, excursions and camps that require students and staff to stay outdoors for a long period of time. Too much exposure from the sun s ultraviolet (UV) rays poses danger on a person s health. It can cause Version February 2016 Page 11 of 18

12 sunburn, skin and eye damage, or even skin cancer. Cascade Peak School supports the policy about protecting all staff and students from the harmful UV rays. Policy Implementation All staff and students are required to do the following: Assess the availability of shade present in the area to be utilised for outdoor activities As much as possible, plan all activities in areas where there is more shade and shelter from the sun Staff and students must wear proper sun protective clothing during outdoor activities and excursions. This also includes proper attire for outdoor swimming activities. All staff and students are must wear sun hats to protect the face, neck and ears. Baseball caps, visors and hats similar to these are not advisable. Students and staff must provide their own SPF 30 or higher, water resistant sunscreen. Sunscreen must be applied at least 20 minutes before going outdoors, and reapplied every two hours. Where possible, staff and students must wear a wrap-around sunglasses when outdoors. Bus and Playground Supervision Duties The Department of Education and Training Teacher Aides Certified Agreement 2011 and Bus and Playground Duty for Teacher Aides procedures address your supervision of students out of class. The following points are important: Your principal, after consultation with affected staff, will determine the mix of teachers and teacher aides required for bus and playground supervision. You will monitor students and the environment to ensure physical and emotional security, acceptable behaviour and, when required, provide a timely and appropriate response to illness, injury, danger or inappropriate or threatening behaviour. Bus duty involves supervision of students waiting for public or contract transport inside or outside school grounds. Version February 2016 Page 12 of 18

13 Playground duty may include supervision of students, including students with disabilities, in eating areas, in the library, on school ovals, using installed playground equipment and in informal groups. You are to be trained for personal care or specialised health needs should you be supporting a student with such needs whilst undertaking these duties. You will also be trained in supportive behaviour management techniques designed for use outside the classroom. Such techniques should be identified in the school behaviour management plan. Teacher aides perform bus and playground duties in direct or indirect partnership with teaching staff. Teacher aides must not be left alone to supervise students when no teachers are onsite (except for circumstances set out in the certified agreement or in emergency situations). Work Health and Safety Policy Health and safety is everyone s responsibility. At Cascade Peak School, our students health and safety is our number one priority. Staff members are obliged to follow health and safety procedures and instructions to avoid endangering yourself and others. Procedures incorporate risk management strategies to avoid or mitigate potential harm to students, staff and visitors. The Work Health and Safety Act 2011 requires workplaces to record and, in some instances, notify authorities of health and safety incidents. You must advise your supervisor or principal about incidents or injuries to yourself, your students or visitors. Incidents will be recorded in the MyHR Workplace Health and Safety (WH&S) system. You will be able to access the system through your own login or one of your administration team may enter the details for you. Mandatory health, safety and well-being training through on-the-job training and/or the online course must be completed by all staff. Version February 2016 Page 13 of 18

14 1. Workplace Health and Safety Officers The Workplace Health and Safety Officer (WHSO) provides advice to the principal on the overall state of health and safety at the school. Duties include carrying out inspections and investigations, conducting educational programs about health and safety, coordinating the annual workplace assessment and leading the health and safety committee. 2. Health and Safety Representatives The health and safety representative (HSR) liaises with other staff to identify health and safety issues and conveys these to the school leadership team. The HSR is elected by fellow workers and participates in the school health and safety committee. The HSR is entitled to carry out inspections and review the circumstances of workplace incidents. 3. WHS for Work-based Learning Learners participating in work-based learning in the premises of Cascade Peak Performance Training Institute must complete the mandatory health, safety and wellbeing training through on-the-job training and/or the online course before participating in any work-place learning activity. 4. Hazard Identification and Risk Management All staff have duty to report any hazard that are seen or foreseen to cause risks to staff and students at Cascade Peak School. The following areas must be regularly inspected by elected WHS officers for hazards and associated risks: Classrooms (each should have a first aid kit) Gymnasiums Sporting areas Playground Science laboratory Storage areas Canteen School grounds Version February 2016 Page 14 of 18

15 Toilets and washrooms Evacuation assembly areas Include in the inspection all equipment contained in the work areas listed above. Do the following steps when conducting a hazard inspection and risk assessment: a) Identify the hazard. Use the Cascade Peak School Hazard Identification Form to record all hazards found during the inspection. The form must be submitted to HSR for record-keeping and further action. b) Conduct a risk assessment. Identify the risks associated with each hazard, and those which will be impacted by the risks. Use the risk rating matrix to determine the likelihood of the risks from reoccurring. Fill out the Risk Register and submit to the HSR for record-keeping and further action. Ensure that effective control treatments are indicated in the Risk Register. c) Control the risks. Implement the control treatments enlisted in the Risk Register. d) Review control measures. Conduct a regular inspection to monitor and review if the implemented control treatment were effective to minimise or eliminate the risks. All submitted forms must also be forwarded to the Principal for review for the next WHS meeting. 5. Emergency Procedures Emergency procedures are developed for a range of critical incidents including fire, explosion, chemical release, violence or dangerous weather conditions. In particular, you will be given the school emergency procedures for: emergency evacuation lockdown bomb threats suspect packages student or staff injury. Version February 2016 Page 15 of 18

16 The development, communication and practice of emergency procedures assist in preventing panic and improving management of the situation. The administration team will organise regular drills. Report any emergency to responsible person following the Cascade Peak emergency communication tree. Evacuation plans must be displayed at the exit point of all rooms and school buildings. A list of emergency contacts must be posted at all bulletins inside the classrooms and the school building. 6. Employee Assistance Service (EAS) Cascade Peak School provides a range of psychological health services for employees. Services include free short-term confidential counselling. Presentations and group work may be available by arrangement with the principal. These services assist individuals and school communities to increase psychological resilience, improve communication, develop positive work relationships and enhance well-being. More information and contacts are available from the Creating Healthier Workplaces website. 7. First Aid Under the Work Health and Safety Act 2011, Cascade Peak School is required to provide adequate first aid facilities and personnel for the effective management of injured or ill school staff, students, and other people inside the school environment. Remember! Only qualified first aiders are allowed to perform first aid to an injured or ill school staff, students and other people. First aiders must: ensure first aid requirements are considered when planning curricular and extra-curricular activities ensure first aid requirements are considered when planning off-site activities such as travel, excursions, sporting events and school camps consider participating students medical conditions, associated risks in the activity and accessibility of medical services be aware of emergency medication requirements. Version February 2016 Page 16 of 18

17 8. Sick Bay Policy Staff and students of Cascade Peak School who are found ill or injured are to be brought to the sick bay, where necessary for the following purposes: First aid administration Medication administration Holding of an ill or injured student while waiting for their parent/carer Administration of first aid is provided by a registered nurse in the sick bay, however, it can be administered by a qualified first aider other than the nurse in such cases that require immediate treatment. School staff who have a duty of care to supervise students should accompany the students to the sick bay when: A student becomes ill while in class or during breaks A student becomes injured during a class activity A student becomes injured or ill while in the playground or gym A medication must be administered due to a student s illness as recorded in their individual health plan Medication that is not approved by the student s parent/carer must not be administered to the student unless required by the school doctor. Guidelines a) A registered nurse will check the student s condition brought at the sick bay. b) First aid will be administered to a student if immediate treatment has not yet been given prior to entering the sick bay. c) Approved medication will be administered to student. d) Student will be assessed and advised if they can return to class or will be sent home. e) Parent/carer of student who is advised to be sent home will be immediately contacted to collect the student. f) For illnesses and injuries requiring medical treatment at a medical facility, an ambulance will be called to transport the student to the facility. The parent/carer will also be notified. Version February 2016 Page 17 of 18

18 g) Staff accompanying the student must stay with the student until assistance arrives. h) Staff accompanying the student must fill out a Sick Bay Information Form which includes the following: Student s name Date and time of illness/injury Time in and out of the sick bay Symptoms Brief detail of the illness/injury Action taken Advise to student (by the sick bay personnel) 9. Incident Reporting, Notification and Management Cascade Peak School is required under the legislation to record, notify and manage any WHS related incidents within the school environment. In case of an incident: Assess if it is a notifiable incident: o serious injury or illness o dangerous incident o death of a person o illness In the event of a notifiable incident, immediately notify the WHS regulator. Notify also the Principal of Cascade Peak School. All WHS related incidents must be recorded using the Student Incident Form for students and the Cascade Peak School Incident Form for all staff members and visitors. Conduct an investigation, when necessary, and a hazard inspection in the area where the incident occurred. Record all hazards in Cascade Peak School s Hazard Identification Form. Recommend and implement control measures and treatment to prevent the reported incident from recurring. Version February 2016 Page 18 of 18