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Acceptable Use of Computers / Internet

The school provides computers and Internet access to Students for the purposes of learning and supervised activities.

 Computers and connected items are expensive and Students will keep the equipment in good working order. This includes; cables, storage cupboards, screens, cameras, scanners, mice and keyboards, CD Roms and Disks. Students may be liable for costs if any of these are wilfully damaged.

1. I will use the Internet and E-mail programs responsibly and only search for information that is appropriate. I will not use it to access, send, store or display:

• Sexually explicit material

• Hate speech or offensive material

• Material regarding illicit drugs

• Materials considered by staff to be violent

• Material harassing, discriminating or defaming others

• Material regarding criminal skills or illegal activities

2. I will not attempt to copy or use another person's password on the school computer system or give a false identity.

3. I will observe privacy and not include surnames or my address in any communication, unless approved by a supervising teacher. I will not give out any personal information. I will not attempt to purchase any goods on the Internet.

4. I will not alter computer settings and fixed programs.

5. I will not store information on any computer that is inappropriate or not for school use. This includes music and pictures

6. I will not install any programs or download any programs without teacher permission.

7. I will not bring disks, including CDs from outside school and put them into a school computer without the consent of school staff.

8. I will tell a teacher immediately if there is information that makes me feel uncomfortable or is inappropriate.

9. I will only print material with the permission of the teacher.

Students who do not follow this policy may be excluded from using the computers and in some instances the Police may be called if damage is extensive or offensive material is displayed for others to see.

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Homework

Education is a shared process between the home and the school.  Homework is the continuation of the child's learning outside the school environment.

• provides families with an opportunity to share in their child's progress

• develops the basis of sound, independent study habits in children

• provides for consolidation, completion and extension of classroom activities

• gives families insight into what is happening at school

• helps to reinforce and consolidate ideas and concepts presented in class during the day

• provides families with insight into their children's ability

• develops families' understanding of the time and processes involved in their child's learning

• facilitates a sharing of school activities between child and family

• is a time to share reading with family members

• develops independent working habits and self discipline

• extends a skill, e.g. reading

• prepares for secondary school

Students:

• will negotiate homework rules at the start of each year

• will complete expected homework

• will receive feedback on their homework, as appropriate

• understand the consequences of not completing homework

• will complete homework to an acceptable standard

• who complete their homework in their own time at school will be expected to take their homework home to show their family, and get diaries signed

Teachers:

• expect that set homework will be completed by students and presented by the due date

• may set homework in different ways, for example a weeks work to be completed by Friday, 3 nights a week, a project with a set completion date or another method

• will correct and provide feed back to the students on homework tasks, as appropriate.

• will inform families, at the beginning of each year, of their expectations about homework.

Families:

• should be aware of what has been set for homework by checking diaries and notes

• support their children and where appropriate, provide assistance

• should sign the diary or homework on completion of the work

• should inform teachers of the reason for any homework not being completed

• should discuss concerns about homework with the class teacher

• should consult with class teachers about any special arrangements they have that might have an effect on the student doing homework

• will have the opportunity to be more involved in their child's education (ie., home reading, word study, mathematics etc.)

Guidelines :

• Homework will be set on a regular basis.  This may include reading at home.

• Teachers will use their professional judgement regarding the type and amount of homework.

• Homework content and timelines may be negotiated between families and the class teacher.

• Homework set by teachers will be suited to the age and ability of the students. It will be an extension of the class curriculum and will not include new work.

• Homework tasks may be given from all learning areas.

• If homework is consistently not done, family contact will be made to resolve the problem. Consequences for failure to do set homework will be negotiated within each class at the beginning of the year.

• Incomplete homework could be completed during the child's own time (recess, lunch, activity time) during the school day or at home.

• When written homework is given and returned it will be corrected or checked by the teacher so that adequate feedback is given to the child and the family.

• Families and children should be clear about what is expected when homework tasks are set.

Suggested times:

The following are suggested minimum and maximum times for homework, per week, for each of the year levels.

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Headlice

This school policy outlines the roles and responsibilities of the Ascot Park Primary School community members in efforts to control headlice. This school policy draws on information obtained from the Department of Health publication Healthy Heads - Without Headlice and the Department of Education and Children's Services publication Headlice - the role of preschools and schools in community headlice control.

All members of this school community will work in a cooperative and collaborative manner to assist families to manage headlice effectively.

Evidence shows that we cannot eradicate headlice but we can reduce the number of cases if all school community members work together in a coordinated manner. In this school community there is a commitment to do this in the following ways: 

• All families (i.e. the families of students, staff and others working in the school community) will check at home the hair of all household members, on a weekly basis, for live lice. They will aim to use a headlice comb, for greater accuracy and they will use an effective treatment if necessary

• Where an active case is detected, the school encourages immediate treatment and return to school after appropriate treatment has commenced  

• The principal or their nominee will contact the family to ask that a student be checked and receive treatment if necessary

• Families will notify the school if their child is found to have live lice and advise when appropriate treatment was commenced

• Families will return the headlice notification slips showing they have checked and acted to treat hair if necessary.  A return form is necessary even if headlice are not found to show that families have received the notice and have acted accordingly.

• The school will notify parents/caregivers of children in a classroom when more than one case of headlice is detected in the classroom in a week, to alert these families of the need to check more frequently

• Families will notify the parents/caregivers of their child?s friends where appropriate, so they have an early opportunity to detect and treat their children if necessary

• A sympathetic attitude will be maintained by the entire school community to avoid stigmatising/blaming families who are experiencing difficulty with control measures

To support parents/caregivers and the broader school community to achieve a consistent, collaborative approach to headlice management the school will undertake to:

• Distribute up to date and accurate information on the detection, treatment and control of headlice to students, staff and their families at the beginning of the year or more frequently if required

• Include information about headlice management in orientation and transition programs for new families/staff attending the school within the context of the state-wide school, preschool and childcare health support planning guidelines

• Include information and updates in school newsletters

• Maintain (anonymous) records of headlice cases detected through the school, for monitoring purposes

• Provide practical advice, maintain a sympathetic attitude and avoid stigmatising/blaming families who are experiencing difficulty with control measures

• Access community educational resources and support, such as community health centres and local government (Environmental Health Officers)

• Accept the advice from families that appropriate treatment has commenced

• Encourage children to learn about headlice so as to help remove any stigma or other negative experiences associated with the issue

• Be aware of real difficulties, such as treatment failure, that some families may encounter and seek extra support from community health centres and local government (Environmental Health Officers) if required

• Review the School Headlice Policy annually and seek endorsement from the School Community/Governing Council

• Continue to seek opportunities to increase our collective understanding of and response to managing headlice

• Gain written, active, informed consent of the parents for headlice inspections when necessary

• Maintain respect for privacy and confidentiality

• Respect the wishes of families who elect not to participate in school headlice screening

• Give a letter to all children involved in a headlice screening to help maintain confidentiality

• Include teachers and other school staff in screening

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Behaviour Management

RESPONSIBILITIES OF PARENTS AND CARE PROVIDERS

• Ensure students attend school and that school staff are notified of absences.

• Follow grievance procedures as per policy.

• Keep school informed of health issues, concerns about behaviour or other relevant matters such as custody issues.

• Comply with DETE and school policies including the DETE School Discipline Policy.

• Be aware of and support the FPPS Safe School Program.

TAKE HOME

Take home reflects the partnership between schools and families. Take home involves a student being handed over to the care of their parent/care provider for the remainder of the day or if it is late in the day the take home will be for the forthcoming day.

• Is not suspension

• Is initiated in consultation with school staff at the discretion of the principal of the principal, deputy principal and school counsellor

• Is used for behavioural extremes:-

1. students unwilling to comply with reasonable expectations

2. students endangering themselves and other members of our school community

3. students disrupting the learning and teaching rights of school community members.

SUSPENSION

As outlined in the DETE School Discipline Policy, suspension occurs when students:

• Threaten or commit a violent act

• Threaten the good order of the school by refusing to follow the school?s behaviour code

• Threaten the safety or well being of a student, member of staff or other person

• Act illegally

• Interfere with the rights of other students to learn or of teachers to teach

• Show persistent and wilful inattention or indifference to school work

CLASSROOM EXPECTATIONS

Each class will develop its own set of negotiated, positively framed rules displayed prominently which reflect the above aims of our school community. Grievance procedures to be explicitly taught and prominently displayed in the classroom.

CONSEQUENCES FOR IRRESPONSIBLE BEHAVIOUR

1^st WARNING

Redirecting, Eye contact, Hand signals, Positives

2^nd WARNING

 TIME OUT IN CLASS

Time out in class, 5 minutes

Stop, Think, Do focus

2^nd TIMEOUT

5 minutes in another classroom

 CLASSROOM PLANNING CENTRE (Years 5,6,7)

15minutes

REMOVAL FROM ROOM

Yellow slips filled-in

Consequences and time negotiated

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Attendance

Our aim is to ensure all children access equitable educational outcomes. Monitoring attendance enables early identification of students at risk and the early implementation of intervention strategies. We believe the early detection and assessment of the causes of non-attendance and the provision of organisational structures, which are responsive to the needs of students is vital.

In order to achieve these aims, children need to attend school on a regular basis.

Under the Education Act of South Australia, Parents and Guardians are legally responsible to ensure the Regular School Attendance of their children between the ages of 6 and 16 years. If a child is enrolled when they are 5 they are expected to attend school as per this policy.

The Department of Education and Children's Services has developed structures and processes for schools to use to ensure that children attend school regularly.

Procedures

• The roll will be called and marked at the beginning of each school day.

• After 3 days unexplained absence the class teacher will contact the front office using the 'attendance concerns' form.

• Roll Books will be sent each Friday to the front office for entering in EDSAS codes etc must be correct.

• The '3 Day' unexplained form needs to be sent each 3 days.

• After 10 days unexplained absence the class teacher will contact the front office using the Long term Attendance concerns form.

• Continued lateness should also be followed up via this process.

Administration procedures

On receipt of advice from Classroom teachers of attendance concerns:

• Front office staff will make a follow up telephone call to clarify absence. If unable to be contacted by telephone, office staff will refer the student to the School Counsellor/Deputy/Principal who may make a home visit. If no response occurs a letter will be sent home by either the Deputy/School Counsellor/Principal.

• When an explanation for the absence has been obtained the Front Office staff will complete the rest of the attendance concerns form slip and place it in the appropriate teachers pigeon hole.

• If there are ongoing concerns, a meeting will be convened by the Principal/Deputy/Counsellor and be attended by the Parent/Caregiver(s), student (if appropriate), teacher and School Counsellor.

 The purpose of this meeting is:

• to define and explore the issue.

• to identify strategies which would assist in achieving attendance

After 10 days absence in a term without explanation (continuous or cumulative) an ED171 will be submitted to the Attendance counsellor by either the Deputy/Counsellor/Principal. This may be accompanied by a referral recommending action from the Attendance counsellor.

Attendance counsellors may support families by:

• consulting with parents through home visits.

• identifying reasons for student non-attendance and making appropriate referrals

• working with students in a supportive counselling role.

• monitoring student attendance and reviewing progress as necessary.

Court action may be initiated against students or parents who fail to respond to support provisions and initiatives.

Family Responsibilities

• Parents/Guardians have a responsibility to ensure that their child attends school on a regular basis.

• Parents/Guardians have a responsibility to notify the school to cover absences by either note, telephone or personal contact.

• Parents/Guardians have a responsibility to inform the school if their child is to spend time out of the school for longer than thirty days i.e. family holiday. An Application for Leave from school will need to be submitted to the Department, the Principal, or the Deputy

• or Counsellor will work with the Parent/Guardians to recommend approval.

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Ascot Park Primary School

R - 7 Gymnastics Focus School

Pildappa Avenue

Parkholme SA 5043

Phone: (08) 8276 3055

Fax: (08) 8277 9007

Canteen: 8276 5098

Care Program: 8276 5804

Email: info@ascotpkps.sa.edu.au