NEWSLETTER No 16 – 4TH June, 2021

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Chalcot Lodge Primary School proudly acknowledges the traditional owners and their rich culture and pays respect to their Elders past, present and future.

Reconciliation Week

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.

Extended Lockdown

As our current lockdown has been extended until 11.59pm Thursday 10th June, we will be continuing with the

same options of learning at home next week:

1. Remote live face to face sessions with teachers

2. Hard copy learning at home packs – downloaded from Compass and printed at home

3. Hard copy learning at home packs – printed and collected from school

**Next week’s work programs will be available this afternoon on Compass**

Please let the office know if you require a hard copy pack printed, collection will be between 2.30pm – 3.30pm this

afternoon or Monday morning from 8.30am.

Student Attendance On-site

On-site supervision is available for children where both parents and/or carers are authorised workers who cannot

work from home & no other supervision arrangements can be made and for vulnerable children:

• Where there are two parents/carers, both must be authorised workers, working outside the home in order

for their children to be eligible for on-site provision.

• For single parents/carers, the authorised worker must be working outside the home in order for their

children to be eligible for on-site provision.

If your family is eligible and requires on-site supervision, please contact the office on 9700 4455 to make

arrangements.

Behaviour Management Policy Update

In this week’s newsletter I have included an updated Student Behaviour policy for community input and feedback.

The policy has been updated to reflect our current research, best practices.

Our Non-Negotiables are:

1. Always adhere to our school values (Empathy, Excellence, Safety, Inclusiveness, Respect, Resilience,

Perseverance, Courage and Kindness)

2. A ZERO Bullying Culture

3. Take pride in our school facilities and equipment

4. Take pride in wearing your school uniform

It is essential that parents and teachers work together as a team using a consistent approach and supporting each

other in this important area of social development.

Our school aims to:

• create and maintain a positive and engaging school culture

• create and maintain environments that are safe and supportive

• value diversity and promote pro-social behaviour

• promote school attendance

• adopt a staged approach to promote positive behaviours

• apply disciplinary measures that are logical and age appropriate

Head Lice – eggs hatch 1–2 weeks after they're laid

We wish to advise parents that we have had a reported case of head lice in the junior 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.

Paul Poliviou

Principal

Lockdown can be tough

The washing is piling up, the kid’s rooms are a nightmare and the remnants of a now forgotten craft project is still

on the kitchen table. Sound familiar? You are not alone – I was describing my house ☺ Another week of

lockdown is tough for many people so please be gentle with yourself. In regard to our students learning from

home we know you are doing your best and that is all anyone can ask of you. If work doesn’t get completed -

we’ll be here to help the students when they get back onsite. Please continue to reach out to us and to each other.

Preparing for Return to School and keeping our community safe

We are hoping to see all our students back at school next Friday and in preparation we provide the following

advice that we have received from the department.

One of the most important things we can do to slow the spread of coronavirus (COVID-19) in our community is to

stay at home when we are unwell, even when we have the mildest of symptoms.

If a child is unwell, even with the mildest of symptoms, they must stay at home. If a child becomes unwell during

the day, they must be collected from school as soon as possible.

Children with persistent symptoms due to underlying conditions such as hay fever or asthma whose symptoms

are clearly typical of their condition can continue to attend school. They should be tested for COVID-19 if they

develop symptoms that are different to or worse than their usual symptoms.

They should consider getting a medical certificate from their GP to attend school if they have persistent symptoms

that may overlap with symptoms of COVID-19 such as cough or runny nose.

Younger children (pre-school up to Grade 2) may have prolonged post viral symptoms such as a runny nose or

cough and may return to school following a negative COVID-19 test even if they are not completely free of

symptoms. They will need a medical certificate from their GP to confirm they are otherwise well or have recovered

from their acute illness

Children who are recovered and symptom free

Children do NOT need a medical certificate before returning to school. Once symptoms have cleared, there is no

requirement from the Department of Education and Training or DHHS for children/students to have a medical

certificate before they return to school.

Chalcot Snack Attack

Please see this newsletter for an inventive way to get the kids to eat the leftovers in the fridge! If you have a recipe

you’d like to share with the school community – we’d love to hear from you.

Tamsin Bearsley

Acting Assistant Principal

SENIOR CHALCOT LEGEND AWARD

Kiaan Behl

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JUNIOR CHALCOT ACHIEVER AWARDS

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

Achiever Award.

SENIOR CHALCOT ACHIEVER AWARDS

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

Achiever Award.

0CB Nate Diver 0TC Isaac Pope Vanterpool

0JZ Yug Dubey 1/2B Jacob Nelundeniya

1/2K Scarlett Crusher 1/2L Ioannis Vlachogiannis

1/2P Braxtyn Bundy

3/4D Alicia Rodda 3/4K Luka Erakovic

3/4L Mia Weinman-Koksvik 3/4O David Terray

5/6A Hussain Al Musawi 5/6D Alaysha Yim

5/6Q Cassia Mudalige

Amelia approaches all her learning with such enthusiasm and excitement. Her happiness is contagious,

and her positivity brightens up the room. Amelia is a kind friend with maturity beyond her years and

always cares about others around her, showing great empathy and concern.

I am so lucky to have you in my class Amelia.

Kiaan was chosen because of his charisma, energy and the ability to inspire those around him. He has

embraced online learning, through his Passion Project Invention and commitment to remaining a role

model for his classmates.

Keep up the amazing work Kiaan.

JUNIOR CHALCOT LEGEND AWARD

Amelia Janes

Saturday 5th June Working Bee POSTPONED

Thursday 10th June Multicultural Coffee & Chat CANCELLED

Monday 14th June Queen’s Birthday Public Holiday

Wednesday 16th June Kinder Club 2.30pm – 3.30pm TBA

Thursday 17th June Prep Moonlit Sanctuary Excursion 9.00am – 2.30pm

Thursday 17th June School Council Meeting 5.30pm via Webex

Tuesday 22nd June Junior Assembly – Froggy Awards 2.45pm if permitted

Thursday 24th June Multicultural Coffee & Chat 9.15am if permitted

Thursday 24th June Senior Assembly – Froggy Awards 2.45pm if permitted

CHALCOT LODGE PRIMARY SCHOOL

Behaviour Management and Wellbeing

PURPOSE To provide a safe, positive and supportive school environment in which each student can enjoy their opportunities, both academic and social, and achieve their best.

Policy Students have a right to a happy, safe and inclusive learning environment, which is free from any form of racial discrimination, sexual harassment and bullying. Teachers and parents working in the school have a right to expect cooperation and good manners from the students they teach. Patience, compassion and inclusiveness should be displayed by all. Emphasis will be placed on the reinforcement of positive and exemplary behaviour that is in line with our School Vision and Values. The Student Well-being Policy contains the school's attitude to positive behaviour and its belief that, through provision of clear and logical boundaries for behaviour and positive encouragement, students will develop self-esteem, self-discipline, honesty, independence, responsibility and consideration for others.

Our Non-Negotiables are:

5. Be Kind 6. Always adhere to our school values (Empathy, Excellence, Safety, Inclusiveness, Respect,

Resilience, Perseverance and Courage) 7. Bullying will not be tolerated. 8. Treat personal and school property appropriately and with respect 9. Keep our school buildings and grounds free of litter. 10. Wear your school uniform correctly.

It is essential that parents and teachers work together as a team using a consistent approach and supporting each other in this important area of social development. Our school aims to:

• create and maintain a positive and engaging school culture • create and maintain environments that are safe and supportive • value diversity and promote pro-social behaviour • promote school attendance • adopt a staged approach to promote positive behaviours • apply disciplinary measures that are logical and age appropriate

GUIDELINES and Our Approach We aim to Increase Positive Behaviour by:

• Providing students with structure and predictability

• Providing frequent reinforcement for appropriate behaviour and responses

• Modifying the classroom environment

• Using simple language

• Providing appropriate learning opportunities at the student’s developmental level

• Providing opportunities for choice-making

• Breaking difficult assignments or activities into smaller steps

• Using visuals to support appropriate student behaviour

• Always ending a direct instruction session on positive behaviour

• Teaching students skills that directly compete with inappropriate behaviour

Implement strategies to decrease inappropriate behaviour by:

• Changing the environment, setting or activity

• Keeping calm and move on

• Teaching the student alternate behaviours

• Making sure that behaviours of concern do not result in reinforcement

• Being prepared to deal with escalating behaviour

Understand challenging behaviour influences and triggers by: • Defining challenging behaviour that may include:

- Withdrawn behaviours such as shyness, rocking, staring, anxiety, school phobia, truancy, social isolation or hand flapping.

- Disruptive behaviours such as being out-of-seat, calling out in class, tantrums, swearing, screaming or refusing to follow instructions.

- Violent and/or unsafe behaviours such as head banging, kicking, biting, punching, fighting, running away, smashing equipment or furniture/fixtures.

- Inappropriate social behaviours such as inappropriate conversations, stealing, being over-affectionate, inappropriate touching or masturbation.

• Recognising the influences on student behaviour

• Recognising behavioural triggers

Respond to challenging behaviour by: • Implementing successful interventions

- By having strong staff-student relationships - Staff having an understanding of the underlying factors influencing behaviour - Staff having an understanding of the immediate triggers for its occurrence

For example, time in the office might be an appropriate response to a student who is being highly disruptive in a class. The teacher or staff member should also identify the reasons and triggers for the behaviour and address these where possible to reduce future problems.

- The type of disciplinary measure used for challenging behaviour will depend on the nature and severity of the incident.

Any decisions made about addressing challenging behaviours should be clearly documented and discussed with the student’s parent or carer.

• Implementing Intervention strategies

Where students repeatedly demonstrate challenging behaviour, the school will implement more structured intervention strategies as part of a staged response to address the behaviour. Strategies can include:

• Having a clear approach when responding to challenging behaviour:

- By following the CLPS Behaviour Management Flow Chart

- Teachers spend the most time with students, therefore support and discipline responses should

always involve the classroom teacher.

- Where there are ongoing behaviour issues, teachers should work with school leadership and/or

school wellbeing staff to get specialist support for the student. For serious behavioural issues

where suspension or expulsion is being considered, the principal must be directly involved in

decision-making.

• Keeping Clear Records

- Keep detailed records of instances of challenging behaviour and management responses reported

by students, teachers, non-school based staff and the school community.

- Records of behaviour incidents should focus on the facts of a situation and not include vague or

unsubstantiated claims or value judgements.

- Use CASES21 to record disciplinary action taken and sanctions imposed on a student involved in a

behavioural incident.

- In addition, the Student Online Case System (SOCS) is a referral and data system for case

management of students referred to student support services.

- More serious situations involving violent or dangerous student behaviours may constitute a

critical incident and need to be reported to the Incident Support and Operations Centre (ISOC),

refer to Reporting and Managing School Incidents (including emergencies).

The purpose of good record keeping practice is to: - Allow staff to monitor the behaviour and wellbeing of individual students - Ensure student behaviour is being responded to in a consistent and staged manner - Monitor the effectiveness of strategies used - Support the Principal and Leadership team in their decision-making process concerning

suspensions and expulsions -

Implementing behaviour support plans for identified students: A behaviour support plan (BSP) is a document that addresses inappropriate behaviour of a student, and outlines strategies to improve their behaviour. Targeted plans will be developed for students who:

- have been diagnosed with severe behaviour disorders - require additional assistance because they display difficult, challenging or disruptive behaviours

can benefit from additional wellbeing support

Responding appropriately to behaviour incidents and emergencies by:

If a situation is escalating If a student is becoming agitated, but their behaviour is not placing them or others in harm, staff will use Protective Behaviours and de-escalation tactics.

If there's a risk to safety If a student's behaviour poses a risk to others or themselves:

- Staff will focus on protecting the safety of all students (including the student at risk of causing physical harm or danger to self or others), themselves and other staff

- Follow response procedures set out in your school's emergency management plan - Call emergency services on 000 if necessary - Report the incident to Incident Support and Operations Centre (ISOC) – refer to Reporting and

Managing School Incidents (including emergencies). - Follow the Occupational Violence and Aggression in Schools Policy and Procedure to prevent,

manage and respond to staff safety risks from student behaviours that are violent or aggressive. - If restraint or seclusion of a student is needed, staff must follow the Restraint and Seclusion policy

and guidance, including reporting to Incident Support and Operations Centre (ISOC).

Managing and responding to behaviour — consequences for students

When discipline can be used Schools can discipline students for behaviour incidents:

- occurring at school - at a school activity away from the school grounds - while travelling to or from school or a school activity.

Disciplinary measures will be consistent with a whole-school approach to behaviour support.

Consider other strategies first Before moving to a disciplinary response, the school will consider whether more effective and appropriate strategies can be put in place for the student, such as wellbeing, engagement and mental health supports. Consequences for behaviour should always be proportionate to the nature of the behaviour and are most effective when they identify and address the causes and triggers of the behaviour.

EVALUATION The Student Well-being and Discipline Policy will be reviewed by the Principal and Assistant Principal, in consultation with the Education Policy Committee and the school community, every three years or sooner if required.