NEWSLETTER No 15 – 5TH June, 2020

.

CHALCOT WEEKLY

SCHOOL VISION

Chalcot Lodge Primary School empowers all

students to embrace learning, achieve their

personal best and build their emotional, social

and physical well-being.

Winter Is Here!

Winter is finally upon us. Many of our students are still hoping that the weather will be warm

and consequently are not bringing their jumpers or warm, waterproof jackets to school. It

would a good idea to make sure your child has their jumper and waterproof jackets before

they leave for school.

With the onset of the cold weather, many people find that their asthma seems to flare up. If

your child has asthma at this time of year, it may be advisable to visit your doctor and review your child’s

asthma plan. Please notify the school if there are any changes to the plan.

If you would like any information relating to asthma please feel free to call the Asthma Foundation on

1800 645 130.

Head Lice

We wish to advise parents that we have had a reported case of head lice in the Prep area. Please be

reminded that children with head lice are required under the Health (Infectious Diseases) Regulations to

be excluded from school until treatment has commenced. No one treatment kills all the eggs so treatment

must involve two applications several days apart.

In addition, hair needs to be treated with a suitable hair-washing product, hair must be frequently inspected

and all live or dead eggs removed by:

using a special fine toothed comb: or

removing with fingertips.

All long hair must be tied back, and that under no circumstances, should hats be swapped amongst students.

Absences

DET requires that schools record and report on student attendance each day. Further, it is a requirement

that parents or guardians provide the school with an explanation of their child’s absence that morning.

Student absences can be recorded using our communication app, COMPASS or by contacting the front

office by telephone no later than 9.15am on the morning of the absence. If you wish to take your child

from school to attend a dentist and/or other appointment during school hours, you MUST come in to the

school office to sign them out. If the child is returned to school later that day, they MUST be accompanied

to the office by an adult and approved by office staff.

It’s Not Ok To Be Away

Absenteeism has an effect on your child’s academic performance and social development. What can your

child learn if they are not at school?

Some absences are entirely valid, sickness is the most obvious reason, but to give your child the best chance

of success and to give them more choices in life, they must attend as regularly as possible. One absent day

a fortnight equates to 20 days a school year, that equates to one whole year of schooling by the time your

child reaches year 10.

As the mornings become darker and colder, please ensure that your alarm clocks are operating effectively.

This will ensure that your child starts the day on time and on task.

Queen’s Birthday Public Holiday- Monday 8th June

Hope everyone has a wonderful and restful long weekend. Keep safe and see you all on Tuesday 9th June.

Paul Poliviou

Acting Principal

CHALCOT COMMUNITY CHALLENGE-

WEEK 9

My Experience

Now that we are all back at school together next week, we would love for students to write

a reflection of their time at home during remote learning. Although this was a very different,

and at times challenging experience, there are also many positives we can take away from

this.

Students will discuss as a class the things they learnt, experienced and the things they

explored. They will also share new things they may have done with their family. This will

be a way for students to document and reflect on their time at home. This is an event that

has affected everyone in our community and around the world. This will be a time that we

never forget.

With student and parent permission, we would like to share a few experiences to put in the

newsletter.

We would also like to put a copy of all the student reflections into a time capsule for future

generations of Chalcot students and staff to read and learn from our experiences. We will

ask for it to be opened 50 years from now.

I’m looking forward to reading about all the new and different things students learnt,

explored and experienced.

Miss Ablitt

Week 9 ENGAGEMENT ACTIVITY- Footy Colours Free Dress Day

To celebrate the return of AFL to the public, we are asking that students wear

their footy colours to school on Thursday 11th June. What better way to support

your team than wearing your footy colours to school? Wear your colours and

support your team, whether that is AFL, Rugby, Soccer, Basketball etc..

Drop-off: between 8:30-8:45am

Pick-up: between 2:45 -3pm

Drop-off: between 8.50am- 9.05am

Pick-up: between 3:10pm-3:25pm

Drop-off: between 8:30 -8:45am

Pick-up: between 2.50 – 3.05pm

Drop-off: between 8:50- 9.05am

Pick-up: between 3:10- 3:25pm

Drop-off: between: 8:30am -8:45am

Pick-up: between: 2.45pm- 3:00pm

Drop-off: between: 8:30am -8:45am

Pick-up: between: 3:10pm-3:25pm

Drop-off: between: 8:45-9.00am

Pick-up: between: 3:15-3:30pm

Preps learned about treading lightly on our land and 'all Australians

walking together'.

Monday 8th June Queen’s Birthday Public Holiday

Tuesday 9th June Yr 3 – Yr 6 students return to school Drop off & pick up from designated

area, 8.50am – 9.05am

Thursday 11th June School Council Meeting 6.00pm start – via webex

Thursday 11th June Footy Colours Free Dress Day

Friday 26th June End of Term 2 Current finishing times & locations

Monday 13th July Term 3 Begins

SENIOR CHALCOT LEGEND AWARD

Hermione Coad

JUNIOR CHALCOT ACHIEVER AWARDS

Congratulations to the following students who have been selected by their teachers to receive a Chalcot

Achiever Award. These will be announced when teachers read through their newsletters with their

individual classes. Students will receive their certificates in their classrooms.

SENIOR CHALCOT ACHIEVER AWARDS

Congratulations to the following students who have been selected by their teachers to receive a Chalcot

Achiever Award. These will be announced when teachers read their newsletters with their individual

classes. Students will receive their certificates in their classrooms.

0CB Amelie Legalant 0TC Jordan Martin

0JZ Ezekiel Newton 1/2E Isla Teodorescu

1/2K Kaemon Thalongsengchanh 1/2O Chloe Hume

1/2P Georgia Blanchard

3/4A Willow Vandertuin 3/4K Logan Walker

3/4T Hana Memedi 5/6D Dheera Rambukwella

5/6H Georgia Corrigan 5/6Q Anaka Verstegen

JUNIOR CHALCOT LEGEND AWARD

Lana karac

Congratulations to Lana Karac for being selected to receive the Chalcot Legend Award. Lana has been

chosen for being very reliable and responsible with her remote learning. All work was of excellent standard.

Well done Lana.

Congratulations to Hermione Coad for being selected to receive the Chalcot Legend Award.

Hermione has shown such a positive attitude during online learning this term. She has been super helpful to

her peers and has always been active in our meetings. Hermione has shown appreciation to her classmates

by giving lovely feedback about their work. Thank you for always showing me your learning while you’ve

been at home and supporting others in their learning.

You truly are a LEGEND!

Statement of Values and School Philosophy Policy

Chalcot Lodge Primary School

INITIAL COPY RATIFIED/REVIEW

30/5/2015 4/01/2019

PURPOSE

The purpose of this policy is to outline the vision and values of our school and the behaviours expected form our

school community.

POLICY

Chalcot Lodge is committed to providing a safe, supportive and inclusive environment for all students, staff and

members of our community. Our school recognises the importance of the partnership between our school and parents

and carers to support student learning, engagement and wellbeing. We share a commitment to, and a responsibility

for, creating an inclusive and safe school environment for our students.

The programs and teaching at Chalcot Lodge support and promote the principles and practice of Australian

democracy, including a commitment to:

elected government

the rule of law

equal rights for all before the law

freedom of religion

freedom of speech and association

the values of openness and tolerance.

This policy outlines our school’s vision & values and expectations of our school community. This policy is available

on our school website and enrolment packs.

SCHOOL VISION

Growing a supportive community of active learners who are confident, curious, creative and critical thinkers.

SCHOOL VALUES

The following values are agreed as being the foundations upon which all members of the school community should

conduct themselves:

RESILIENCE: Bouncing back

EXCELLENCE: Achieving your best

SAFETY: Looking after others and ourselves

PERSEVERANCE: Never giving up

EMPATHY: Understanding each other

COURAGE: Being a risk taker with your learning

TOGETHERNESS: Building respectful communities of learners

BEHAVIOURAL EXPECTATIONS

Chalcot Lodge Primary School recognises the importance of the partnership between schools and parents to

support student learning, engagement and wellbeing. We share a commitment to, and a responsibility for, ensuring

inclusive, safe and orderly environments for children and young people.

This Statement of Values sets out our behavioural expectations of all members in this school community, including

the principal, all school staff, parents, students and visitors. It respects the diversity of individuals in our school

community and addresses the shared responsibilities of all members in building safe and respectful school

communities.

Discrimination, sexual and other forms of harassment, bullying, violence, aggression and threatening behaviour are

unacceptable and will not be tolerated in this school.

Our Statement of Values acknowledges that parents and school staff are strongly motivated to do their best for

every child. Everyone has the right to differing opinions and views and to raise concerns, as long as we do this

respectfully as a community working together.

RESPONSIBILITIES

AS PRINCIPALS AND SCHOOL LEADERS, WE WILL:

Work collaboratively to create a school environment where respectful and safe conduct is expected of everyone.

Behave in a manner consistent with the standards of our profession and meet core responsibilities to provide

inclusive, safe and orderly environments.

Plan, implement and monitor arrangements to ensure the care, safety, security and general wellbeing of all

students in attendance at the school is protected.

Identify and support students who are or may be at risk.

Do our best to ensure every child achieves their personal and learning potential.

Work with parents to understand their child’s needs and, where necessary, adapt the learning environment

accordingly.

Respond appropriately when inclusive, safe or orderly behaviour is not demonstrated and implement

appropriate interventions and sanctions when required.

Make known to parents the school’s communication and complaints procedures.

Ask any person who is acting in an offensive or disorderly way to leave the school grounds.

AS TEACHERS AND ALL NON-TEACHING STAFF, WE WILL:

Model positive behaviour to students consistent with the standards of our profession.

Proactively engage with parents about student outcomes.

Work with parents to understand the needs of each student and, where necessary, adapt the learning environment

accordingly.

Work collaboratively with parents to improve learning and wellbeing outcomes for students with additional

needs.

Communicate with the principal and school leaders in the event we anticipate or face any tension or challenging

behaviours from parents.

Treat all members of the school community with respect.

AS PARENTS, WE WILL:

Model positive behaviour to our child.

Ensure our child attends school on time, every day the school is open for instruction.

Take an interest in our child’s school and learning.

Work with the school to achieve the best outcomes for our child.

Communicate constructively with the school and use expected processes and protocols when raising concerns.

Support school staff to maintain a safe learning environment for all students.

Follow the school’s complaints processes if there are complaints.

Treat all school leaders, staff, students, and other members of the school community with respect.

AS STUDENTS, WE WILL:

model positive behaviour to other students

communicate politely and respectfully with all members of the school community.

comply with and model school values

behave in a safe and responsible manner

respect ourselves, other members of the school community and the school environment.

actively participate in school

not disrupt the learning of others and make the most of our educational opportunities.

AS COMMUNITY MEMBERS, WE WILL:

Model positive behaviour to the school community.

Treat other members of the school community with respect.

Support school staff to maintain a safe and orderly learning environment for all students.

THE DEPARMENT OF EDUCATION AND TRAINING WILL:

Provide support and advice to principals to equip them to manage and respond to challenging behaviour of

students, parents and staff.

Provide practical guidance and resources to support schools to manage and respond to challenging behaviour of

students, parents and staff.

Provide practical guidance and resources to support schools respond to and prevent bullying and promote cyber-

safety and wellbeing.

Provide access to evidence based resources and strategies to increase student safety, wellbeing and engagement.

Provide schools with practical and legal support as required.

Provide parents with practical guidance and resources to resolve conflicts with the school.

UNREASONABLE BEHAVIOURS

Schools are not public places, and the Principal has the right to permit or deny entry to school grounds.

Unreasonable behaviour that is demonstrated by school staff, parents, carers, students or members of our school

community will not be tolerated at school, or during school activities.

CONSEQUENCES FOR FAILING TO UPHOLD THE STATEMENT OF VALUES

UNREASONABLE BEHAVIOURS

Behaviours that are considered inappropriate on and adjacent to school grounds or in relation to school business and

that do not uphold the principles of this Statement of Values include when a person:

speaking or behaving in a rude, manipulative, aggressive or threatening way, either in person, via electronic

communication or social media, or over the telephone

the use or threat of violence of any kind, including physically intimidating behaviour such as aggressive hand

gestures or invading another person’s personal space

sending demanding, rude, confronting or threatening letters, emails or text messages

sexist, racist, homophobic, transphobic or derogatory comments

the use of social media or public forums to make inappropriate or threatening remarks about the school, staff or

students.

Harassment, bullying, violence, aggression, threatening behaviour and unlawful discrimination are unacceptable and

will not be tolerated at our school.

Unreasonable behaviour and/or failure to uphold the principles of this Statement of Values and School Philosophy

may lead to further investigation and the implementation of appropriate consequences by the school Principal.

CONSEQUENCES

Principals are responsible for determining what constitutes reasonable and unreasonable behaviour.

Unreasonable behaviour and/or failure to uphold the principles of this Statement of Values may lead to further

investigation and the implementation of appropriate consequences. This may include:

requesting that the parties attend a mediation or counselling sessions

implementing specific communication protocols

written warnings

an intervention order being sought

conditions of entry to school grounds or school activities

exclusion from school grounds or attendance at school activities

reports to Victoria Police

By agreeing to meet specified standards of positive behaviour, everyone in our school community can be assured

that they will be treated with fairness and respect. In turn, this will help to create a school that is safe and orderly,

where everyone is empowered to participate and learn.

REVIEW CYCLE This policy will be reviewed by the Principal in consultation with the staff, every three years, or sooner if required.

Occupational Violence and Aggression in Schools

Policy

Scope:

This Policy applies to all employees, students, visitors, volunteers and contractors in Department of Education and

Training (the Department) workplaces and activities, and instances when performing work offsite.

The Policy outlines the risk management methodology for preventing, managing and responding to health, safety

and wellbeing risks posed by occupational violence and aggression in schools.

Commitment and Principles:

The Department values and supports its people and is legally and morally committed to ensuring healthy and safe

working and learning environments. The Department recognises that employee health, safety and wellbeing

(HSW) is integral to achieving excellent educational and work performance outcomes and commits, so far as

reasonably practicable.

Summary (critical information):

• The Occupational Health and Safety (OHS) Act 2004 requires the Department to provide or maintain

systems of work and a working environment that are, so far as is reasonably practicable, safe and without

risks to health – including in relation to occupational violence and aggression.

• WorkSafe defines occupational violence as ‘when a person is abused, threatened or assaulted in a situation

related to their work.’ It can occur in person, over the phone or online, and be caused by the behaviour of

other employees, clients or customers, or members of the public. Further information on types of

occupational violence can be found on the WorkSafe Victoria site: Occupational violence and aggression:

Safety basics.

• The principal and / or their delegate have responsibilities under the OHS Act 2004 as the Department’s

representative and site manager of their school. Principals are responsible for identifying and managing

the risks associated with occupational violence and aggression, with expert assistance and support from the

Department’s central and regional offices as required.

• Under the OHS Act 2004, employees must take reasonable care for their own health and safety and the

safety of others who may be affected by their actions or omissions while at work.

• Central and regional offices provide a range of supports and services to assist principals and employees

manage OHS risks, including access to the OHS Advisory Service and local OHS regional officers, who

can provide advice about how to manage risks related to occupational violence and aggression.

• Principals must follow the Occupational Violence and Aggression Procedure (in the Procedure column),

which sets out the practical step by step instructions for implementing this policy.

Policy: As site manager, the principal or their delegate, in consultation with school employees and Health and Safety

Representatives (HSR), must:

• enter “occupational violence and aggression” as a hazard in the school OHS Risk Register

• identify and record the workplace factor(s) that contribute to the occupational violence and aggression risk

in the workplace

• assess the level of risk associated with workplace contributing factors, as per Section 3.0 of the Procedure

• complete a risk assessment if the risk level in the OHS Risk Register is rated ‘High’ or ‘Extreme’, and

document the risk assessment using the Risk Assessment Template or equivalent

• record the current risk controls in the OHS Risk Register, and in any documented risk assessment

• eliminate or reduce the level of risk associated with work-related risk factors that may cause an

occupational violence and aggression related injury, so far as is reasonably practicable, by consider the

workplace factors.

The principal or their delegate must:

• monitor and review the effectiveness of implemented risk controls on a regular and ongoing basis (e.g.

quarterly) in consultation with relevant parties (including the HSR). Additional reviews are required when:

o an incident or near miss is reported that indicates the risks and controls need updating

o a new potential risk is identified (e.g. through a report on eduSafe)

• ensure all employees are provided with information, instruction and training about the risks and controls in

place to manage occupational violence and aggression in the school

• ensure all hazards, incidents and injuries related to occupational violence and aggression are reported on

eduSafe per the Reporting and Managing School Related Emergencies and Incidents Policy.