Parent Handbook 2015 - Kamaroi Rudolf Steiner School

Transcription

Parent Handbook 2015
p: (02) 9450 1651
sms: 0417 931 070
e: [email protected]
www.kamaroi.nsw.edu.au
General Information ...................................... 3
Office Hours ................................................................... 3
The School ...................................................................... 3
About Kamaroi and What We Value ........................ 3
History and Development............................................ 3
More about Kamaroi .................................................... 4
Our School Organisation .............................. 5
Board of Directors ......................................................... 5
Company Members ..................................................... 5
Principal .......................................................................... 5
Leadership Team .......................................................... 5
Business Manager ......................................................... 5
The Kamaroi Parents’ Association .............................. 5
School Funds .................................................................. 7
Our Steiner Curriculum ............................................... 17
Problem? Query? Concern? Where do you go? . 17
Homework Policy Statement .................................... 17
Critical Incident Management................................. 18
Bushfire Contingency Plans ....................................... 18
School Security Procedures ...................................... 19
Bus Travel ...................................................................... 20
Bus Behaviour .............................................................. 20
Changes in Travel Arrangements............................. 21
Child Protection Policy summary ............................. 22
Parking in the Slip Road ............................................. 27
Dress Code .................................................................. 27
Hats ............................................................................... 28
Sun Safe Policy ............................................................ 28
Mobile Phones - Acceptable Use Policy ................. 29
Tuition Fees ..................................................... 7
Food Code .................................................................. 30
Fees Policy...................................................................... 7
Television/Computers................................................. 30
Fee Collection ............................................................... 7
The Importance of Play and Other Matters ........... 31
Fee Relief ........................................................................ 7
Acceptable Use of Internet Policy ........................... 31
Fees Guidelines ............................................................. 7
Workers Health & Safety (WHS)................................. 32
Fee Collection ............................................................... 7
Communication .......................................................... 33
Payment Options .......................................................... 8
Building Community ................................................... 35
Enrolment Fee................................................................ 8
Class Parents................................................................ 35
Enrolment Bond ............................................................. 8
School Records ........................................................... 36
Notice of Withdrawal ................................................... 8
Phone List ..................................................................... 36
Student Materials Charge ........................................... 8
Class Meetings ............................................................ 36
Repair & Maintenance Levy (R & M) ......................... 8
Services Available ...................................... 37
Children's Accident Insurance.................................... 8
Additional Charges to your Invoice ........................... 9
Tax Deductible Building Fund Donations .................. 9
Play groups and other children’s groups ................ 37
After School Care ....................................................... 37
Holiday Care ............................................................... 37
You and the School ..................................... 10
PA Craft Stall/Clothing Stall ....................................... 37
Weekly Newsletter ...................................................... 10
Kamaroi Kitchen ......................................................... 37
Kamaroi Website ......................................................... 10
Events in the School Year .......................... 38
Starting and Finishing Times ....................................... 10
After School Procedures ............................................ 10
Attendance ................................................................. 11
Enrolments .................................................................... 12
Class Size Policy ........................................................... 12
Pastoral Care ............................................................... 12
Behaviour Support Policy ........................................... 14
School Rules ................................................................. 14
Procedures for Dealing with Bullying Behaviour .... 15
How Parents Can Help At Home .............................. 16
School Reports/Reporting to Parents....................... 17
Festivals......................................................................... 38
Family Day/Spring Festival ......................................... 38
Kamaroi Fair ................................................................. 38
School Tours and Information Evening .................... 38
Parent Education ........................................................ 38
Plays and Drama ........................................................ 39
Excursions and Camps ............................................... 39
Specialist Areas........................................... 40
Library ........................................................................... 40
Learning Support ........................................................ 40
Handcraft ..................................................................... 41
Accidents, Injuries and Illness.................................... 48
Languages ................................................................... 42
Infectious Diseases...................................................... 48
Music ............................................................................. 43
Kamaroi Staff 2015 ...................................... 50
Violin & Cello ............................................................... 43
Eurythmy ....................................................................... 43
Speech and Drama ................................................... 44
Physical Education ..................................................... 44
Health............................................................ 45
Medical Care .............................................................. 45
Managing anaphylactic (severe allergic) reactions
at school....................................................................... 45
Kamaroi Rudolf Steiner School Parent Handbook 2015
p: 9450 1651; sms: 0417 931 070
web: www.kamaroi.nsw.edu.au
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‘Kamaroi’
The name ‘Kamaroi’ came about as the name for our school after a long process of research and discussion. It grew
from the seed of the Arthurian ‘Camelot’, a mythical place famed for its knights who prided themselves on their
fairness, bravery and chivalrous behaviour. ‘Kama’ in mythology denotes love, the creative impulse and pleasure.
‘Roi’ is French for ‘royal’ and has connotations of pride, strength and dignity. Together, these ideas formed our
name. It was a little while afterwards that the late Burnam Burnam, an Aboriginal Elder, informed us that it was the
Kameraigal people who were once the Aboriginal inhabitants of our lovely part of Sydney. ‘Kamaroi’ is the
Aboriginal term for ‘nest’.
General Information
Office Hours
8.30am – 3.30pm Monday - Friday (during term)
The School
The healthy social life is found
When in the mirror of each human soul
The whole community finds its reflection
And in the community
The virtue of each one is living
Rudolf Steiner
This is the basis upon which our educational, administrative and social community continues to grow – the way we
work is an important part of the education itself.
About Kamaroi and What We Value
Kamaroi Rudolf Steiner School is a non denominational K-6 independent primary school of approximately 210
students situated in beautiful bushland surrounds. The curriculum is based on the internationally recognised
educational philosophy of Rudolf Steiner.
The School Mission is ‘Foundation For Life’ and the core values which achieve this are Imagination, Connection and
Initiative.
Thinking is brought to life through imaginative teaching and learning within an integrated curriculum balancing
academic, artistic and practical learning experiences. Emphasis is on developing a love of and engagement in
learning within a supportive learning community which focuses on connection – with self, each other and the world.
Kamaroi has specialist teachers for speech and drama, music, eurythmy, handcraft, sport, library and Spanish. A
strong emphasis on creative arts and social/emotional education is considered integral not only to academic
development and achievement, but also to the development of individuals who are innovative, optimistic and
resilient learners. The academic curriculum is integrated with class plays, seasonal festivals, orchestra, choir, camps,
gardening and cooking programme, woodwork, whole school conflict resolution approach and outreach work in
the community. This rich curriculum aims to develop individuals with initiative who can impart purpose and direction
to their lives.
History and Development
Kamaroi Rudolf Steiner School as we know it today was formed when the children, parents and teachers of the
Peninsula Rudolf Steiner School moved to Kamaroi from Newport in 1991. Kamaroi School itself had been operating
at the current site since 1985. It followed an educational philosophy closely aligned to Rudolf Steiner education, but
was not a Steiner school.
The Peninsula school was established in 1990 in Newport. It was fostered by the Glenaeon Rudolf Steiner School, with
the intent that Peninsula children would graduate to Glenaeon's high school. This would enable Glenaeon to
commence a second high school "stream", thereby strengthening its economic viability, and enabling more subjects
to be offered to students.
The Peninsula school operated in 1990 from a rented house, starting with thirteen children and two teachers. When
the house was no longer available, the parents and teachers accepted Kamaroi's invitation to move to Belrose. And
so Kamaroi Rudolf Steiner School was born.
Kamaroi is totally independent, but our links with Glenaeon remain. Kamaroi students are given priority on
application for Glenaeon high school, subject to interview. Selection criteria for entry into Glenaeon is available from
Glenaeon on request. Kamaroi encourages students to continue to HSC level at Glenaeon, to take full advantage of
the richness of the full Steiner curriculum.
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Kamaroi has recently acquired another property, 224 Forest Way, and, as part of the 2014/2015 ‘Embedding
Excellence’ strategic planning process, the school will be deciding on future plans for use of the site. Currently it is
well utilised for extra play space, sport, much needed storage and plans are also underway for increased use for
gardening/environmental activities.
Kamaroi recognises that the rich cultural and aesthetic nature of the environment – natural and built – is a reflection
of the Steiner educational perspectives and promotes the achievement of educational outcomes, development of
aesthetic sensitivities and sense of well-being of the child.
Kamaroi's architect-designed classrooms incorporate the careful use of colour and shape, to provide an atmosphere
of harmony and beauty for the children to learn in. It has been important to us to provide buildings which would do
this. In 1992, architects Baxter and Jacobson were commissioned to help us develop a Master Plan for the physical
development of the school, which has been completed with the building of the Nanga mail hall. The buildings
harmonise with the bushland site, and are sited to take advantage of natural rocks and trees. In 1996 the buildings
were awarded an Urban Design Award. This award is sponsored by Warringah Council and is judged by an
independent panel of professionals associated with urban design.
In keeping with the school's educational philosophy, natural materials are used wherever possible in the classrooms.
Classrooms for younger children are decorated with artistic and colourful displays of driftwood, bark, pebbles and
other natural materials. Wooden desks are hand-made for the children. Through these things the children develop a
respect for their physical and natural environment.
The shapes and colours of our classrooms are carefully chosen to suit the age of the children of that class. Thus the
kindergarten uses a circular, enclosing design, and warm colours which give a mood of nurturing and emotional
richness. As the children grow older, the shapes open through the hexagonal to the square or rectangular, and the
colours move through the warm range to the cooler, more intellectual tones.
More about Kamaroi
Kamaroi Rudolf Steiner School is a company established for the object of operating a co-educational school for
children, irrespective of their social, religious or cultural background. The objects for which the Company is
established are to provide for and conduct the education of children and adults in New South Wales in line with the
principles and methods of Rudolf Steiner.
The members of this company comprise 37 members, including up to seven life members. Information about the
roles, rights and responsibilities of members are available from the office.
Kamaroi Rudolf Steiner School Limited is a non-profit organisation. It is registered under the Australian Business
Register and is endorsed as a deductible gift recipient for its Building Fund.
The company does not pay dividends to any of its members. Members of the company who are permanent staff of
the school are paid for their services in accordance with their employment conditions but do not receive any other
payments. No payments are made to voluntary directors or committee members other than the reimbursement of
any expenses reasonably incurred on behalf of the school.
In the event of a winding up or dissolution of the company, the net assets of the company, after satisfaction of all
debts and liabilities, are to be transferred to some other institution or institutions having similar objects.
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Our School Organisation
Board of Directors
The Board of Directors is responsible for all financial and legal aspects of the school. It monitors economic
performance and cares for the development and maintenance of the school’s assets.
Membership of the Board comprises current parents and community representatives.
Meetings are held monthly, and the Principal attends Board meetings. The Parents’ Association President is invited to
attend.
Board Chair is Kate Jenkins.
Company Members
Company members of Kamaroi are guardians of the long-term interests of the school. Kamaroi is a non-profit
Company Limited by Guarantee.
The membership performs the role of a house of review and ensures the Board has input from a wider group with a
long term view.
Potential Directors must first be members of the Company. The membership provides a pool of people who have the
skills and qualities to stand for election as Directors. They are committed to the school, and through their membership
they gain experience with the issues involved in school governance.
Membership is set at a maximum of 37 comprising of up to 10 Board Members, 20 general members, of whom up to
50% may be staff, and a maximum of 7 life members, mostly founders of the school.
Principal
The Principal, Virginia Moller, is responsible for the overall educational management and professional leadership of
the school, for the implementation of policies and programs as well as employment, training, development and
performance management of staff. She directs the day-to-day educational operations of the school taking direction
from the school’s mission, its policies and the Board of Directors.
The Principal works closely with and is supported by the School’s Leadership Team. In line with the ethos of Steiner
Schools, the Principal will model and promote a high level of consultation with staff and the school community.
The Principal is concerned with developing an ethic of care which focuses on people and their development within
a supportive ‘learning community’ culture.
A high priority is the establishment of a strong parent/school partnership within the context of a shared vision. The
strong links that students and families forge in the school community, the high level of parental involvement in
students’ learning within a strong philosophical/values base, helps lay solid foundations for children to achieve
academic potential, and develop into responsible, resilient individuals who impart purpose and direction to their
lives.
Along with two experienced teachers, the Principal is part of the school’s Leadership Team and reports directly to the
Board of Directors.
Leadership Team
The role of the Leadership Team is to work collaboratively to ensure the vision of the school is fulfilled and finds living
expression in the whole school community.
The current members, teachers Lisa Smith and Vanessa Snaith-Gardiner, assist the Principal in the running of the
school, at the same time contributing to the longer term strategic direction and plans that will guide Kamaroi’s
ongoing realisation of its mission.
Business Manager
The Business Manager works closely with the Principal in achieving the goals and objectives of Kamaroi’s Strategic
Plan. The current Business Manager is John Forman.
The Business Manager’s focus is on the long-term financial and strategic planning of the school, including the
marketing, development and building program and provides advice to the Board, the Principal and appropriate
committees.
The Kamaroi Parents’ Association
The Kamaroi Parents Association (PA) provides support with many practical aspects of school life, from fundraising
activities to organising our annual Fairs, festivals and social gatherings.
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One large funding initiative of the PA is the comprehensive parent education program. This program involves
workshops and talks from highly respected educators and consultants.
The PA is also responsible for the part funding of the school’s music program, which has enabled many more children
to be part of music ensembles.
Additionally, 2015 sees the PA launch a major community building and fundraising web portal called School Circle
(schoolcircle.net). School Circle brings together some of the strengths of the Steiner Community and creates a
central meeting point for these activities. Craft Circles, Class Circles and many more will be found buzzing with
activity. And it can host fundraising events, event calendars, market small businesses associated with the school and
much more.
The PA meets three times each term. These meetings, where every parent is welcome, can be energising and allow
parents a wonderful opportunity to discover more about our school through special reports from principal Virginia
Moller and active discussions about what’s happening around the school. The meetings are also where we decide
how our fundraising can be spent to develop the school’s facilities.
Meeting times are typically - week 3 Tuesday 7:30 pm; week 5 Wednesday 9:15am; week 7 Friday 9:15 am. Regular
updates are posted in the Bush Telegraph.
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School Funds
The School derives its recurrent or operating expenditure from three main sources:
1. Fees and charges from parents
2. State and Commonwealth funding on a per student basis
3. Fundraising by the Parents’ Association and other special efforts.
Tuition Fees
Fees as at 1 January 2015
Tuition
$2036 per term for 1st child
$1627 per term for 2nd child
$1425 per term for 3rd child
$509 per term for 4th & subsequent child
Student Materials Charge
Standard charge of $66 per student per term
Major items are billed separately
Repair & Maintenance Levy
$157 per family per term.
Parents who attend an R&M day will receive a credit
Building Fund
Donations to the Building Fund are tax deductible
We ask families to please donate $230 or more per annum.
Application Fee
$110 per student non refundable
Enrolment Fee
$800 per student at enrolment - non-refundable
Enrolment Bond
$1,000 per student on acceptance of enrolment – refundable on graduation or withdrawal.
Fees Policy
Fee Collection
Fees will be collected and pursued for recovery within the parameters set by law. Guidelines for fee collection will be
approved by the Board Finance Committee and reviewed from time to time.
Fee Relief
A provision shall be made for ‘discounting’ the fees otherwise payable in situations where temporary financial
difficulties would otherwise put the continued enrolment of a child or children at risk due to inability to pay their fees
in full by the due date.
An amount shall be set from time to time as an allowance/provision for fee relief. Applications for fee relief will be
made to the Business Manager, John Forman (p: 9479 0503 e: [email protected]) who shall manage those
applications in accordance with current guidelines.
Fees Guidelines
Fee Collection
Principles
This policy is designed to minimise the need to refer overdue accounts to legal recovery and maximise opportunity
for making arrangements to pay. Our aim is to apply an appropriate level of flexibility, in keeping with Kamaroi’s long
history of goodwill in all its relationships.
1.
2.
3.
4.
As far as is reasonable, keep separate the issues of outstanding fees and continuing enrolment of a student.
Minimise the cost burden to the rest of our community in the management of Debtors.
Maintain a culture of expectation surrounding the payment of fees.
Encourage timely and open communication between families and school administration regarding any
issues impacting on fee payments.
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5.
6.
Maximise opportunities for payment and minimise the need to refer overdue accounts to legal recovery.
The payment of tuition fees on time is considered a basic obligation, agreed in the enrolment contract.
Other parent contributions, additional to the formal contractual obligations, in the form of donations and
time are important for the continuing success of our school.
Guidelines
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An extension for payment of fees can be approved over the phone by the Business Manager
(p: 9479 0503 e: [email protected]) or Accounts Person, without additional fees - for
a maximum of 14 days. A $25.00 Administration Fee will apply automatically after the due
date if no extension has been granted.
Any extension for payment of a Term’s fees beyond the last day of Term must be agreed with
the Business Manager (p: 9479 0503 e: [email protected]).
If no written agreement for payment deferral is in place, any fees outstanding at the close of
business on the last day of Term attract a $50 late fee. Overdue fees may be referred for Debt
collection after the last day of term and additional collection/recovery costs will be added to
the debt otherwise outstanding.
Any default on an extension to pay or written payment agreement, will automatically result in
the outstanding balance being referred for Debt Collection, unless a new agreement has
been entered into.
Payment Options
The school accepts payment by cash, cheque or internet transfer or credit card. Fee payments by internet transfer
must include a reference to account code which is located at the top right-hand side of the invoice/statement.
Enrolment Fee
The school requires an enrolment fee of $800 per student prior to enrolment. This enrolment fee is non refundable.
Enrolment Bond
$1,000 per student on acceptance of enrolment. This bond is refundable on graduation or withdrawal and will assist
us to make improvements to facilities which your child(ren) will enjoy, during their time at Kamaroi.
Notice of Withdrawal
The school requires written notice of the withdrawal of a student. One full term’s notice must be given, or a term’s
fees will be due in lieu of notice.
Student Materials Charge
This charge covers routine items that are issued to each child for their personal use, eg main lesson books, pencils
and crayons. (In other schools these are usually purchased privately by the parents). Major items such as recorders,
fountain pens are invoiced separately.
Repair & Maintenance Levy (R & M)
R & M days enable us to hold working bees on those maintenance items where lots of hands are needed,
particularly in the playground. $157 is charged each term and a $15 credit is given to those families who attend a
nominated R & M day.
‘R & M’s’ are held on a Saturday or Sunday at the beginning of each term 9:00 am – 12:15 pm, and pre bookings are
appreciated. Notice of R & M days and booking details are in the Bush Telegraph.
► Please be on time as the $157 credit can only be given for the full three hours. A 15 minute tea/coffee break is
included in this time. Robert Scali, our maintenance person supervises these days. ◄
A family can receive a maximum of 4 credits in each calendar year.
No children at all on R & M days.
If parents arrive with children they will be asked to leave
(This is purely for WHS insurance reasons).
Children's Accident Insurance
Kamaroi School carries a student accident policy. This policy has been extremely good value for parents over the
years, covering (to a scheduled limit) the otherwise uninsured costs of medical treatment for accidents arising whilst
students are involved in school organised activities or organised sport (school or outside organised). It is available
exclusively to schools, who take a policy for their whole student population ie your child is automatically covered
upon enrolment. For details of this insurance please ask at the office.
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Additional Charges to your Invoice
Examples of additional charges are:
Recorders: Class 1 - diatonic $70 (approx)
Camps: Classes 3-6 $200- $550 (approx)
Violin: $100 per year hire fee
These charges are approximate only. Excursions throughout the year will be added to your invoice, however you will
be advised well in advance of the cost.
Tax Deductible Building Fund Donations
We urge parents to contribute to the school building fund each term beyond the fees. This donation is tax deductible
for income tax purposes. The Parents’ Association has a long-standing commitment to encourage all families to
contribute at least $200 per year to this fund. Extra donations are very much valued as we continue to fundraise for
exciting building projects. In recent years significant building projects have included Nanga mai hall; staffroom;
Kamaroi kitchen; music practice room; PAFA room, toilet facilities, our new craft room and woodwork area;
extension of library and developments on 224 Forest Way.
These spaces greatly enhance the work we are doing at Kamaroi – no donation is too big or small!
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You and the School
Weekly Newsletter
The weekly newsletter, The Bush Telegraph, is essential reading to keep parents informed of what is happening in the
school, coming events, etc.
The Bush Telegraph is emailed to parents on Thursdays. Paper copies are available from the front office or library.
Kamaroi Website
The school website can be found at www.kamaroi.nsw.edu.au. Here you’ll find up-to-date information on the latest
happenings and events at Kamaroi as well as useful information including term dates, our contact details and the
school calendar. You can also access important school policies (password available via Class parents) and
documents, including the School’s Annual Report. In addition, the Parent Education Programme is published on the
website at the beginning of each term. All questions to [email protected]. Upcoming events and news
are also posted on Kamaroi’s Facebook page.
Starting and Finishing Times
School starts promptly at 9:00 am. There is a warning bell at 8.55am to enable time to go to the bathroom, line up
and be ready to start class activities at 9.00am. Please give your child time to settle themself, put away their bag etc
- arriving by 8:50 am would allow sufficient time.
Kindergarten children attend school ½ day for the first week of Term 1 – 9:00-1:00 pm. Wednesdays are ½ day 9:001:00 pm.
Class 1 children attend ½ day Wednesdays 9:00-12:50 pm (bring morning tea only) term 1 only.
When the occasional need for a child to arrive at school before 8:30am occurs (with the exception of children
arriving by bus), the parent must take the child to the classroom of the teacher on duty. The list of duty teachers for
each day is on the door of class 3.
If your child arrives at school after 9:00 am they must report to the office before going to class.
After School Procedures
Please ensure you collect your child as soon as possible after 2.55 pm and certainly by 3:20 pm.
There is a teacher on bus duty until 3.30 pm. However, the teacher is only on duty at the top of the school
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No child should be playing outside classes 1-4
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All children who are waiting for parents should remain seated outside the library.
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No playing on grass at the front of the school
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Children are NOT to wait for parents at front of school or near car park
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Children are not to wait or play in the piazza area
If you are chatting or seeing a teacher, etc – you must take responsibility for your child and supervise.
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Attendance
If your child is absent on any day – you must ring the school to notify the absence – phone 9450 1651 (leave a
message), SMS 0417 931 070 (include your name and child’s name) or email – [email protected] BEFORE
10:00 am.
The roll is marked at 10:00 am and for any absences not notified to the office, the parent will be sent an SMS asking
for the reason for the absence. When responding please ensure you include your name/your child’s name in your
reply – messages are generated via office computer, but are received back via phone – which displays only the
mobile number.
All arrivals after 9:00am must come to the office. All late arrivals are classified as partial absences.
All early departures must report to the office before leaving the school. This also is recorded as a partial absence.
It is now a requirement for extended leave eg for overseas holiday in term time to be approved by the Principal.
Once leave is approved then parents will be issued with an approved leave certificate which they must keep with
them. We ask parents to carefully consider taking children out of school for holidays during term time. Forms are
available from the office or can be emailed to you.
Did you know?
• Missing one day a week of school from reception to year 10 means missing two years
and one term of schooling.
• There is a direct correlation between school attendance and achievement.
• Frequent absences make it difficult for teachers who have to continually re-teach
information and skills.
• Being half an hour late to school each day from kindergarten to year 10 equals missing
one year and one-and-a-half terms of schooling.
• Patterns of attendance/absence are set up in the early years of schooling.
• Being absent five days a term from kindergarten to year 10 adds up to more than one
year of missed schooling.
• Poor attendance makes it difficult for students to form positive relationships with
their peers.
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Enrolments
If you have a pre-school child, or have friends and neighbours who would like to enrol their child(ren) at Kamaroi,
please complete and return the Wait List Application Form as soon as possible. The form can be downloaded from
our website (in the Our School section) or copies can also be collected from the school office. Please note that we
have a waiting list for places at the school and we encourage families to register their interest via the Wait List
Application Form as early as possible.
Please direct all enrolment enquiries to our registrar on 9479 0501 or [email protected].
Class Size Policy
In general:

There are two kindergartens with 18 students in each class.

In classes 1-6 there is a class size of 30. This may, in some particular circumstances, be exceeded but not as a
general rule.
Pastoral Care
Pastoral care at Kamaroi School is about partnerships with teachers, parents, carers and social agencies to nurture
the people of the school community.
Students have the right to an education, which responds to their individual needs in a safe, nurturing environment
fostering positive relationships at all levels.
Students will be made aware of, and have access to, appropriate pastoral care arrangements within the school. The
school will take reasonable measures to identify students with special needs and provide them with an appropriate
level of support to assist such students with their schooling with minimal disruption, taking into account the resources
available.
Pastoral care structure
When seeking assistance, the following procedure should be followed:
1.
Classroom teacher

First point of contact

Academic and routine matters
2.
Student Welfare Coordinator/Learning Support Team

More ongoing/major student concerns, such as bullying.

Where assessment referral or counselling may be required
3.
Emotional/Social Support Teacher
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Assistance with group conflict resolutions
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Ongoing pastoral care in consultation with student welfare co-ordinator
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Work with individual emotional/social issues in consultation with class teacher
4.
Principal
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Parents and teachers keep the Principal informed of ongoing concerns. The Principal may also be
actively involved in any ongoing disciplinary and/or bullying situation as required to help ensure
timely resolution.
Access to counselling

The school does not employ a specialist counsellor. However, a consultant counsellor attends periodically,
especially in relation to special needs students. The school liaises with psychologists and other support
professionals to implement support plans.
Scope of pastoral care
The following are key elements of pastoral care at Kamaroi:

Class teacher period: Wherever possible, children remain with their class teacher (or in the case of job
share, class teachers) from class 1-6. The ongoing relationship that builds between the children and the
class teacher provides the opportunity to form a trusting and secure atmosphere in the class. The sense of
bonding between the children enhances self-esteem and acceptance of others. In this model, the
parent/teacher partnership is strongly fostered.

Behaviour support structures as outlined in the Behaviour Support policy which is based on a rights and
responsibilities framework

Student welfare coordinator who supports teachers in dealing with students with behaviour difficulties, etc.

Emotional/social support teacher who works with student welfare co-ordinator under direction of the
Principal
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Comprehensive child protection policies, incorporating code of conduct for staff

Anti-bullying policy and procedures also based in a rights and responsibilities framework

Class buddy system
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Peer support program to be reintroduced in 2015 as part of leadership program which also includes buddy
support; fundraising; leading assemblies; coordinating special activity days; ‘school service’ program.
Learning support program, including developmental movement program as outlined in learning support
policy
Parent education program, which is subsidised by the Parents’ Association and involves workshops, guest
speakers on a broad range of issues concerning parenting, health and Steiner education.
High level of parent participation in the life of the school, facilitating home/school partnership – including
the wide range of opportunities for parent participation – craft, reading, gardening, coordinating fairs and
social activities, etc.
Critical incident policy and procedures.
Homework policy
Accident procedures
Assemblies where children are recognised for good deeds via the “Golden Book” and where the rights and
responsibilities ethos is fostered.
Whole School ‘Talk That Works’ communication/conflict resolution programme
Many of the policies mentioned above are available on the password protected section of the school website.
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Behaviour Support Policy
Wisdom in the Spirit
Love in the Soul
Strength in the Will
These shall guide me
These shall hold me
In them I trust, to them
I give my life.
Rudolf Steiner
This verse encapsulates the spirit of our attitude to ourselves as teachers and the children in our school. The Steiner
teacher instils in the children an appreciation of children's rights and responsibilities to each other, to teachers and to
parents. Both teacher and school are committed to ensuring a safe and caring environment which promotes joyful
learning, personal growth and compassionate interactions. The school acknowledges the research backed assertion
that ‘engaged learning only occurs when the needs of teachers and students for physical and emotional safety are
met’. (Ref: The Compassionate Classroom, Hart & Hodson)
A code of Conduct: Rights, Responsibilities, Rules and Routines based on:




Children have a right to learn to the best of their ability and to be treated with dignity and respect
Children all have a right to work, play and learn in a friendly, safe and helpful school.
Teachers all have a right to teach in a friendly, safe and satisfying school, which is supported by the school
community.
Parents all have a right to feel welcome and to know their children work, play and learn in a friendly, safe
and helpful school.
Responsibilities
Out of the above flows a need to be aware of the responsibilities we have to each other and our school.
Responsibility is being aware of our conduct and being accountable for it showing co-operative and respectful
behaviour through the consideration of others as well as ourselves.
Children have the following responsibilities

to respect others by:
▪ acting and moving safely
▪ taking turns
▪ keeping our feet and hands to ourselves
▪ being in the right place at the right time
▪ use of appropriate vocal tone when addressing others

to be co-operative (helpful, polite and punctual)

to be attentive

to work out problems in a fair manner

to be honest

to take care and do their best class work
We all have the right to feel safe all the time

act and move safely

no bullying

speak to each other respectfully

do as staff ask

keep our hands and feet to ourselves

look after school property

be in the right place at the right time
School Rules
If we don’t follow the rules in the classroom, bus or playground:

we will receive a warning or consequence
If our behaviour still does not change:

we will have Time Out and may go into the Blue Book
If we initiate helpful behaviour:

Our name will be written in the Golden Book

We will be acknowledged at School assemblies
Copies of the Behaviour Support Policy are available from the office.
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Procedures for Dealing with Bullying Behaviour
Kamaroi aims to create a safe and caring environment which promotes personal growth and positive self esteem for
all. Bullying behaviour in any form does not belong in such an environment where positive assertive communication
is promoted and difference is valued. Kamaroi does not tolerate bullying.



Aims
To ensure the protection and support of the child who is feeling victimised by assisting them to explore strategies
of response towards harassment
To change the behaviour of the bully – both for the sake of other future “victims” and for the sake of the bully’s
future
To deter or dissuade other students from engaging in bullying.
What can we do to prevent bullying?
Kamaroi’s School Rules and Playground Behaviour Support Policy including the anti-Bullying Policy are based on a
code of Rights and Responsibilities. Teachers make explicit, the rights and responsibilities relevant to children through
class activities/discussion. More specifically, teachers will:

Help create a climate which changes from “don’t dob” to “it’s OK to tell”

Involve students in using problem solving for conflict situations – using, wherever possible a ‘feelings/needs
request’ paradigm

Teach students methods for challenging bullying, if they happen to be bystanders to an incident.
1.
Rights
Children (as outlined in the Behaviour Management Policy)

have the right to be treated with dignity and respect

to feel safe at school
Student Welfare Co-ordinator

to be kept informed of initial bullying incident and further developments
Teachers

to teach in a friendly, safe and satisfying school

to be supported in all areas of behaviour management
Parents

to expect that something will be done about incidents of bullying
2.
Responsibilities
Children

to respect others in speech and deed

keep our hands and feet to ourselves

to work out problems in a fair manner

to refuse involvement in any bullying situations

to support one another by speaking up
Class Teacher

to foster appropriate co-operative learning approaches which can promote positive self-esteem and fruitful
peer relations

to be thoughtful, courteous, and respectful of children

to reflect in their behaviour, the values that are expected of students

to liaise with Student Welfare Co-ordinator
Parents

being supportive of the underlying philosophy at Kamaroi

being supportive of teachers in their endeavours to improve student relations and welfare by being aware of
signs of distress in their child

taking an active interest in their child’s social life

advising their child to talk with their class teacher or other staff member about a bullying incident

encouraging their child not to retaliate

being willing to attend interviews if their child is involved in any bullying incident
Student Welfare Co-ordinator

to inform and be involved with class teachers in “Method of concern” process

to be thoughtful, courteous and respectful of children involved in bullying incidents

to reflect in their behaviour the values that are expected of students

to inform staff via meetings and workshops

to inform parents where necessary
The full text of Procedures for Dealing with Bullying Behaviour is available from the office.
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How Parents Can Help At Home
1. If you suspect that your child is being teased, excluded, bullied at school, encourage him or her to talk to you
about it. Recognise that it may be hard for the child to speak out.
2. Never dismiss the matter by saying that it’s the child’s problem and he or she must simply stand up to ‘the bully’.
Sometimes this course of action is impractical, especially if a group of children is involved.
3. Don’t be too over-protective either, for example by saying: “Never mind. I will look after you. You don’t have to
go to school. Stay home with us.”
4. Listen carefully and empathetically. Try to get the relevant facts without interrogating the child.
5. Explore alternative courses of action with the child; for example, acting more assertively, making friends who can
help, speaking with a teacher about it.
6. Decide whether it is best to discuss the problem with the school. This will normally depend upon:
(i) the severity of the situation, including its duration,
(ii) whether it is thought that the child can learn to cope, and
(iii) the wishes of the child regarding whether the issue should be raised with the school. On occasions, if the bullying
is particularly severe/ongoing, you may reasonably ask the school for advice despite the reluctance of the child to
seek such help.
7. If it is decided that the issue should be raised at school, be prepared to describe as accurately as possible what
has been happening to your child.
8. Remember that the school needs to know what has been happening to your child for the good of all other
children at the school.
9. You should be assured that the case of teasing/bullying etc you describe will be carefully investigated and dealt
with in accordance with the school’s Anti-Bullying guidelines.
10. If you discover that your child is bullying others at school, take the matter very seriously and exercise whatever
influence you can to stop this behaviour.
11. If the school informs you that your child may have been bullying others and requests an interview, be prepared
to work out a plan with the school to bring about a change in your child’s behaviour.
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School Reports/Reporting to Parents
A written summary of evaluations based on information from assessments and in accordance with State and
Commonwealth reporting requirements is given to parents of children in classes 1-6 twice yearly:
1. As part of the mid-year parent/teacher interviews. The interviews must occur between Week 6 term 2 and
Week 4 term 3 with the report handed to parents during that interview.
2. In the form of an end of year written report. Opportunity for parents to discuss end of year reports can
occur at the beginning of the following year.
The Parent Interview
The mid year parent interview includes:

A characterization of the child as a whole person, highlighting their strengths and weaknesses.

An evaluation of the child’s participation (attention span, co-operation, response), age-appropriate ability to
work independently, social behaviour (listening, working with others, co-operation), activity (presentation of
work, tidiness, completed tasks), level of involvement and response and affective-aesthetic progression.

A record of attainments in all subjects in relation to specific standards as explained in the school report.
Our Steiner Curriculum
The Australian Steiner Curriculum Framework was developed in response to the Federal Government’s proposal to
create a mandatory Australian Curriculum for all schools. As Steiner education is internationally recognised, we were
given the opportunity to put forward an alternate curriculum framework for recognition, in order to protect the
integrity of Steiner education philosophy and pedagogy.
The documents were developed from Steiner’s indications, not only to support schools and teachers, but for
submission to government authorities, highlighting the mandatory content, knowledge and skills of the Australian
Curriculum in a Steiner rich context.
As part of our school registration requirements, The NSW Board of Studies, Teaching and EducationalStandards
(BOSTES) is responsible for approving our curriculum documents which must align with NSW BOSTES syllabuses.
School reregistration occurs every 5 years and the next registration inspection process occurs in 2016.
The ASCF is available for perusal on the Steiner Education Australia website www.steinereducation.edu.au
Problem? Query? Concern? Where do you go?
Kamaroi has a commitment to address any kind of query/problem from every source to a mutually satisfactory
conclusion. The matters you raise will be evaluated and dealt with as promptly as possible.
We want to hear from you …

we would like to resolve any problems early

the educational outcomes for our children is enhanced if the school can function in a free flowing exchange
between parents and Kamaroi staff

for this reason we encourage you to bring any source of grievance to us
Confidentiality is valued and the process will involve only as many people as is thought necessary to deal with the
problem in a thorough manner. If a resolution is not able to be worked out, then we have in place a structured
process, which will take you further towards resolution.
Remember, your teacher is the first “port-of-call” for concerns about your child. Arrange a meeting sooner rather
than later, so concerns can be worked on to the satisfaction of all. If you have difficulty doing this, or the matter is
not resolved, then make a time to see the Principal – Virginia Moller.
The full text of our ‘How to register Concerns’ policy/procedures is available from the password protected section of
the Kamaroi website.
Homework Policy Statement
Homework practices will vary from class to class, as homework needs to be structured in a rhythm according to
particular class needs.
However, homework will be organised within the following context:
Homework is:

Helpful in creating a sense of continuity between school and home.

Providing further consolidation through practice of skills already introduced and practised in class.

Supervised collaboratively between parents and teachers. Parents can support the child through making
homework time regular, and being positive and encouraging.

Work which can be mostly achieved independently.

An opportunity, especially in upper grades to develop skills of time management and organisation

Opportunity in some cases, for extension and challenge, and problem-solving
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More specifically:

There is no formal homework K-2
For Classes 3-6 the following guidelines apply for the majority of children:

It is expected children read every night as part of homework.

Homework should not consume the child’s after school life. A general daily guide:
Class 3
10 mins
Class 4
20 mins
Class 5/6
30 mins

Homework may include:

Teacher devised sheets related to Main Lesson

Printed work

‘Text book’ (selective use in classes 4-6)

Activity/follow-up related to Main Lesson

Craft

Musical instrument practice
Homework may also include ‘family-friendly’ tasks such as walking, shopping, doing chores – that is activities which
enhance family life. This type of ‘home’ work orientation beautifully suits our method of education.
The emphasis on family life routine and development of the ‘will’ – through sharing in daily chores – is a key way
parents can help support the work we are doing at school.
Critical Incident Management
Critical Incident Management
A critical incident is any situation faced by members of a school community causing them to experience unusually
strong emotional reactions which have the potential to interfere with their ability to function either at the time the
situation arises, or later. It can be a physical incident or psychological trauma that has a severe immediate impact
and likely long term effects on the individuals involved. It may include:

Incidents that involve staff/student, staff/staff, or other person/staff/student

People-made disasters/emergencies

Natural disasters/emergencies
Crisis management and recovery processes involve personal support, crisis intervention and a whole range of
practical assistance.
The Principal has overall responsibility, which involves bringing together arrangements for identifying, minimising,
preventing, preparing for, responding to and recovering from an emergency.
Virginia Moller, David Rodely, Lisa Smith and John Forman form the crisis management group for 2015. The full text of
Kamaroi’s critical incident procedures is available from the password protected area of the Kamaroi website.
Bushfire Contingency Plans
This plan has been developed with the assistance of our local bushfire authority. Fire rating and conditions are
checked daily during the fire season.
School Closure
If the following day is rated CATASTROPHIC we shall do our best to contact class parents to set in motion parent
SMS/or email/notes home to advise of a school-free day or no school until further notice.
When conditions are rated EXTREME or fires are known to be in the area, contact will be maintained with the local
fire control centre for regular updates. A school-free day may be called for the following day or until further notice.
Fire Event
If there is imminent risk of a fire reaching the school grounds during a school day an assembly will be called and all
persons on the school premises shall proceed to the designated assembly place. Each room has a Bushfire Plan
prominently displayed; please follow those instructions if on site during such a time, or follow the directions of the staff
member supervising your area.
It is likely that in the event of a bushfire, roads may be unsafe to use and we shall therefore keep all children and
adults together in a safe space (our Hall) until the threat has passed. Water, blankets and towels will be on hand for
personal comfort. Our new hall is well designed for this function.
It is important that nobody attempt to enter the school grounds or contact the school until called by the school to
collect their child(ren).
Evacuation of the school will occur if instructed and organised by emergency services.
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Communications & Fire Control
We shall make every effort to contact parents in the event of an assembly and upon its completion, ie, we will
contact you, please do not come to school or attempt to call the school during such an event. Such actions may
increase risks or cause further concern as our school phone lines will not be answered during such times; all staff will
be at assembly.
We shall maintain communication with authorities via mobile phone. Fire services put schools at the top end of their
priorities and will have personnel and facilities on site should a fire front approach our boundary. The school has
additional water storage and fire pumps for use by fire fighters and we have been informed that airborne facilities
are only 30 minutes away during the fire season.
After a fire event either classes will be resumed or you will be called to collect children, who will be released in an
orderly manner at the front gate, allowing us to record each child’s collection.
The Bushfire Contingency Plans are updated each term. Parents can also visit the Rural Fire Service website
www.rfs.nsw.gov.au for updates on current fire activity.
School Security Procedures
The grounds of the School are generally to be avoided during school vacation periods and out-of-school hours.
All visitors to the School are to sign in and out through the office. A visitors sticker will be provided. Visitors not
wearing identification may be questioned.
Out of hours entry into the school grounds requires approval from the Principal (or delegate).
General community exclusion periods for access and use of the school grounds, facilities and equipment are:
Prior to 8:00am school days
After 3:30pm school days
All parents can have a part to play in ensuring we are secure at Kamaroi!
The following simple points can help:

Be observant when walking or driving past the school

Observe anything out of the ordinary and make notes about what is happening

If you are at all suspicious phone the nearest Police Station (Frenchs Forest)

Do not enter the school grounds out of hours unless you have the authority to do so
Teachers conduct regular Class Roll checks each school day. During breaks, staff patrol allocated duty areas,
ensuring adequate supervision of toilet, covered areas and grounds areas. Student movement through the school
and attendance at toilet facilities during the school day is usually in pairs.
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Bus Travel
Application forms for travel on both private and public buses are available from the office.
Forest Coach Lines operates a shared bus service for Kamaroi children, from Mona Vale (in Park Street) departing
8.30am, returning 3.20pm. From Mona Vale to Palm Beach it is necessary to catch the STA 190 bus. However, the
majority of families living further up the Peninsula car pool.
Travel to school only is available on a Forest Coach Lines bus shared with pupils from the Japanese School Bus in
Terrey Hills. Departing from Cremorne it leaves the Seaforth Roundabout at 7:50a.m.
Route 276: Leaving Warringah Mall at approximately 8.00am. After setting down at the Christian Covenant School
the bus will drop Kamaroi students in the bus bay at the front of Kamaroi.
Services to Elanora/Narrabeen, Pymble & Gordon Stations are also available - drop off/pick up at the front of
Kamaroi.
Forest Coach Lines bus routes:
Morning – to Kamaroi from …
110 Neutral Bay
142 Mona Vale
165 Narrabeen
196 Gordon Station
270 QVB
276 Warringah Mall
284 Chatswood
Afternoon – from Kamaroi to …
215 Mona Vale
222 Pymble
225 Chatswood
227 Belrose
231 Terrey Hills
238 Narrabeen/Elanora
239 Gordon
276 Warringah Mall
Call Forest Coach Lines 9450 2277 with any enquiries regarding transport to/from your area, or alternatively visit the
www.forestcoachlines.com.au website and click on the school bus services link.
Shorelink Bus Lines service to and from Hornsby has a drop off (Kamaroi) and pick up in the afternoons at the front of
Covenant Christian School.
Ferry/Train Travel
Application forms for ferry and train travel are available from the office.
Bus Behaviour
To make the bus stop and bus travel a safer and happier experience we have set out some simple guidelines to assist
everyone.
Firstly, school begins and ends at the bus stop. Thus, the children are expected to behave in a way that will make
everyone feel proud to be part of the Kamaroi School. School rules apply at the bus stop, on the bus and at school
alike, because we all agree that school should be a safe and enjoyable place.
Morning Mona Vale bus: Kamaroi and Covenant Christian School will not be seated separately.
Younger (primary) children will board first (from both schools). This will ensure younger children from both schools get
a seat. They must fill up seats from the FRONT.
Covenant Christian High School then boards and will sit at the back. If the bus is full, it is the high school students who
will stand.
Rules at the Bus Stop:

Waiting quietly on the pavement

No running up and down the pavement

No climbing trees

The children stand behind a bus-stop parent before getting on the bus so that everyone can board the bus
calmly and in turn.

No swearing, disrespectful language or calling out aimed at other children or adults.

Do as an adult asks immediately!

Children are to be picked up on time in the afternoon.
Rules on the Bus

Everyone remains seated

No calling out or bad language

Considerate and polite behaviour towards others
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If any of these safety or courtesy rules are disregarded there will be consequences followed up at school. This may
involve ‘time out’ and interview with student welfare co-ordinator, David Rodely. If repeated incidents occur, then
parents will be contacted regarding loss of privilege to travel by school bus.
Our rules and consequences have been discussed with all of the children at school. We ask for everyone's support
by reinforcing these simple but necessary guidelines, by discussing them at home. The best way to help is to be there
at the bus stop and be conscious of your child and others.
We are confident that the teachers, parents and children will work together to make bus travel a positive part of the
school day.
There are a few very important points to note:
When children travel on a school bus or waiting at a school bus stop, they are still, for all intents and purposes,
travelling ‘in the school’s name’.
It is therefore expected that children still follow school rules and behaviour codes. This, of course, also includes
excursions.
Parents can be pro-active in preventing inappropriate behaviours at the Mona Vale bus stop by either personally
ensuring that their child/ren are following the appropriate behaviour code, or clearly delegating that responsibility to
another parent if you are part of a car pool, or need to depart before the bus arrives.
Changes in Travel Arrangements
Please do not change your child's transport arrangements. It is best to have one set of arrangements and if a
change is unavoidable, please send a note to the class teacher.
It is very disruptive for classes to be interrupted by last minute changes.
The end of the school day should be one of happy anticipation. Children whose travel plans often change become
tense and unsure as the day progresses.
To help with this process, Kindergarten children who are using one of the bus services will be given a laminated
picture of a bus. Please tie this to the school bag when he/she is to catch the bus.
Should your child miss an afternoon bus, we will contact you and you will need to drive to Kamaroi to collect your
child.
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Child Protection Policy summary
1. Introduction
1.1. General
The safety, protection and well-being of all students is of fundamental importance to Kamaroi School.
Kamaroi and its staff have a range of different obligations relating to the safety, protection and welfare of students
including:
a)
a duty of care to ensure that reasonable steps are taken to prevent harm to students;
b)
obligations under child protection legislation; and
c)
obligations under work health and safety legislation.
The purpose of the School’s Child Protection Policy is to summarise the obligations imposed by child protection
legislation on the School and on employees, contractors and volunteers at the School and to provide guidelines as
to how the School will deal with certain matters.
Child protection is a community responsibility.
1.2. Key legislation
There are three key pieces of child protection legislation in New South Wales:
a)
the Children and Young Persons (Care and Protection) Act 1998 (NSW) (the Care and Protection Act);
b)
the Child Protection (Working With Children) Act 2012 (NSW) (the WWC Act); and
c)
the Ombudsman Act 1974 (NSW) (the Ombudsman Act).
We deal with each below.
1.3. Obligations to report
The School requires staff to report any concern they may have about the safety, welfare or wellbeing of a child or
young person to the Principal.
If the allegation involves the Principal, they are required to report to the Chairman of the School Board of Directors.
This obligation is part of the School's overall commitment to the safety, welfare and well-being of children.
PART A: The Care and Protection Act
The Care and Protection Act provides for mandatory reporting of children at risk of significant harm.
1.
NOTE: Any concern regarding the safety, welfare or well being of a student must be
reported to the Principal.
Who is a mandatory reporter?
Under the Care and Protection Act persons who:
a)
in the course of their employment, deliver services including health care; welfare, education,
children's services and residential services, to children; or
b)
hold a management position in an organisation, the duties of which include direct responsibility for, or
direct supervision of, the provision of services including health care, welfare, education, children's
services and residential services, to children, are mandatory reporters.
All teachers are mandatory reporters.
2.1 What is the threshold?
A mandatory reporter must, where they have reasonable grounds to suspect that a child (under 16 years of
age) is at risk of significant harm, report to Community Services as soon as practicable, the name, or a
description, of the child and the grounds for suspecting that the child is at risk of significant harm.
2.2 Reasonable grounds
'Reasonable grounds' refers to the need to have an objective basis for suspecting that a child or young person
may be at risk of significant harm, based on:
a)
first hand observations of the child, young person or family
b)
what the child, young person, parent or another person has disclosed
c)
what can reasonably be inferred based on professional training and/or experience.
'Reasonable grounds' does not mean that staff are required to confirm suspicions or have clear proof before
making a report.
2.3 Significant harm
Significant harm
A child or young person is 'at risk of significant harm' if current concerns exist for the safety, welfare or well-being
of the child or young person because of the presence, to a significant extent, of any one or more of the
following circumstances:
a)
the child’s or young person’s basic physical or psychological needs are not being met or are at risk of
not being met,
b)
the parents or other caregivers have not arranged and are unable or unwilling to arrange for the child
or young person to receive necessary medical care,
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c)
d)
e)
f)
g)
in the case of a child or young person who is required to attend school in accordance with the
Education Act 1990 —the parents or other caregivers have not arranged and are unable or unwilling
to arrange for the child or young person to receive an education in accordance with that Act,
the child or young person has been, or is at risk of being, physically or sexually abused or ill-treated,
the child or young person is living in a household where there have been incidents of domestic
violence and, as a consequence, the child or young person is at risk of serious physical or
psychological harm,
a parent or other caregiver has behaved in such a way towards the child or young person that the
child or young person has suffered or is at risk of suffering serious psychological harm,
the child was the subject of a pre-natal report under section 25 of the Care and Protection Act and
the birth mother of the child did not engage successfully with support services to eliminate, or minimise
to the lowest level reasonably practical, the risk factors that gave rise to the report.
2.4 Other relevant definitions
Policy definition of significant harm
A child or young person is at risk of significant harm if the circumstances that are causing concern for the safety,
welfare or well-being of the child or young person are present to a significant extent.
What is meant by 'significant' in the phrase 'to a significant extent' is that which is sufficiently serious to warrant a
response by a statutory authority irrespective of a family's consent.
What is significant is not minor or trivial, and may reasonably be expected to produce a substantial and
demonstrably adverse impact on the child or young person's safety, welfare or well-being.
In the case of an unborn child, what is significant is not minor or trivial, and may reasonably be expected to
produce a substantial and demonstrably adverse impact on the child after the child's birth.
The significance can result from a single act or omission or an accumulation of these.
Child is a person under the age of 16 years for the purposes of the Care and Protection Act.
PART B: The Ombudsman Act
1. Responsibilities
1.1
General
Part 3A of the Ombudsman Act requires the heads of certain agencies, including non government schools
in New South Wales, to notify the New South Wales Ombudsman of all allegations of reportable conduct by
an 'employee' and the outcome of the School's investigation of these allegations.
An 'employee' includes employees, contractors, volunteers, work experience participants
1.2
Head of Agency
The Head of Agency is the Principal of the School.
Under the Ombudsman Act the Head of Agency must:
a)
set up systems within their organisation to ensure that they are advised of any allegations of
reportable conduct against employees;
b)
notify the Ombudsman as soon as possible and no later than thirty days after being made aware
of an allegation;
c)
notify the Ombudsman whether or not the School plans to take disciplinary or other action in
relation to an employee who is the subject of a reportable allegation or conviction, and the
reasons for taking or not taking any such action as soon as practicable; and
d)
provide the Ombudsman with any documentary and other information as the Ombudsman may
from time to time request to assist in the Ombudsman’s monitoring of an investigation.
1.3
Staff obligations to report
Staff must report any concerns they may have about any other employee engaging in reportable conduct
or any allegation of 'reportable conduct' that has been made to them, to the Principal, including
information about themselves. If staff are not sure whether the conduct is reportable conduct but consider
that it is inappropriate behaviour they must still report it.
If the allegation involves the Principal, they are required to report to the Chairperson of the Kamaroi Board
of Directors.
1.4
Contact for parents
The Principal is the contact point for parents if they wish to report an allegation of reportable conduct
against an employee.
2. What is reportable conduct?
2.1 Definition of reportable conduct
Reportable conduct is defined as:
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a)
b)
c)
any sexual offence or sexual misconduct committed against, with or in the presence of a child
(including a child pornography offence or an offence involving child abuse material);
any assault, ill-treatment or neglect of a child; and
any behaviour that causes psychological harm to a child whether or not, in any case, with the
consent of the child.
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Reportable conduct does not extend to:
a)
conduct that is reasonable for the purposes of the discipline, management or care of
children, having regard to the age, maturity, health or other characteristics of the children and to
any relevant codes of conduct or professional standards; or
b)
the use of physical force that, in all the circumstances, is trivial or negligible, but only if the matter is
to be investigated and the result of the investigation recorded under workplace employment
procedures; or
c)
conduct that is exempted from notification by a Class or Kind Agreement.
2.2 What happens when an allegation of reportable conduct is made?
Once an allegation of reportable conduct against an employee is received, the Head of Agency is
required to:
(a)
determine on face value whether it is an allegation of reportable conduct;
(b)
assess whether Community Services or the Police need to be notified (ie, if reasonable
grounds to suspect that a child is at risk of significant harm or criminal offence);
(c)
notify the child's parents (unless to do so would be likely to compromise the investigation or any
investigation by Community Services or the Police);
(d)
notify the Ombudsman within 30 days of receiving the allegation;
(e)
carry out a risk assessment and take action to reduce/remove risk, where appropriate; and
(f)
investigate the allegation or appoint someone to investigate the allegation.
PART C: WWC Act
1. General
The Office of the Children’s Guardian (OCG) is responsible for employment screening for child related
employment. A Working With Children Check (Check) is a prerequisite for anyone in child-related work. It
involves a national criminal history check and review of reported workplace misconduct findings. The result
of a Check is either a clearance to work with children for five years, or a bar against working with children.
Cleared applicants are subject to ongoing monitoring by the OCG, and any relevant new records which
appear against a cleared applicant's name may lead to the Check being revoked.
It is the responsibility of the child-related worker to ensure that when they are eligible to apply for a Check
or when their Check is up for renewal that they do so.
Existing employees, employed at this school in paid child-related work prior to the commencement of the
new Working With Children system, or volunteer, are required to obtain a Check will be phased in over a
five year period, according to the phase in schedule developed by the OCG.
2
Responsibilities
The object of the WWC Act is to protect children:
(a)
by not permitting certain persons to engage in child-related work; and
(b)
by requiring persons engaged in child-related work to have working with children check
clearances.
Schools are required to:
(a)
verify online and record the status of each child-related worker’s Check;
(b)
only employ or engage child-related workers or eligible volunteers who have a valid Check; and
(c)
report findings of misconduct involving children made against child-related workers or volunteers.
Child-related workers and eligible volunteers are required to:
(a)
hold and maintain a valid Check;
(b)
not engage in child-related work at any time that they are subjected to an interim bar or a bar;
and
(c)
report to the Principal if they are no longer eligible for a Check, the status of their Check changes
or are notified by the OCG that they are subjected to a risk assessment.
All volunteers are required to:
(a)
sign the Volunteer Statutory Declaration. Some volunteers engaged in high risk roles maybe
required to have a Check
(b)
to be aware and follow the expectations of conduct expressed in the School Staff Code of
Conduct.
References
NSW Family and Community Services www.community.nsw.gov.au
NSW Ombudsman www.ombo.nsw.gov.au
The Children’s Guardian (formerly the NSW Commission for Children and Young People) www.kids.nsw.gov.au
Department of Premier and Cabinet – Keep Them Safe www.keepthemsafe.nsw.gov.au
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Prevention
Our school strongly supports child protection and prevention. Some of the preventative steps we may have in
place include:

A requirement for all employees to sign off on their acknowledgment and understanding of the child
protection policy

Ensuring the policy has a date as well as a date when it will be reviewed

A requirement for all employees to sign off on their acknowledgment and understanding of the school’s
Code of Conduct, which defines appropriate and inappropriate behaviours, as part of the terms and
conditions of employment at Kamaroi.

Implementing thorough employment procedures that identify people who are not suitable to work with
children through Working with Children check processes.

Providing information to families and the community on the child protection strategies that have been
adopted by the school; including identification of the Principal as the person to whom concerns should
be reported.

Raising awareness in the general community about child protection by displaying brochures, posters or
other means of communication.

Key elements of child protection are included in the PDHPE syllabuses recognizing abuse, right of
children to say ‘no’, communication strategies for children

Annual Professional development for staff occurs. Kamaroi’s Child Protection Policy, Code of Conduct,
Recommended Protocols for Internal Investigation and Mandatory Reporting Obligations are reviewed.

A requirement for all volunteer parents to read and sign the booklet ‘Information for Parents who
Volunteer for Camps, Excursions, etc’.
Full text of the child protection policy is available from the office.
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Parking in the Slip Road
Please keep the bus stop clear of cars. Do not block the slip road even for a moment and please consider our
neighbours by not parking over their driveways. If parking is limited at the school, it is only a short walk to
Bundaleer Street. It is essential to park parallel to the road in front of the neighbours’ properties (north end of slip
road).
It is important to walk with your child to and from the car. For obvious safety reasons, do not allow your child to
walk to/from the car along the slip road unsupervised. Please keep your speed down as you travel along the
slip road.
Exit is from the northern end ONLY.
In the slip road …
Do NOT block the road
Do NOT double park
Do NOT allow your child to walk to the car by themselves
DO hold your child’s hand
DO keep your speed down
Check (and double check) the rear vision mirror
BEFORE you reverse
… and please …
do not block the driveways of our neighbours
AND park parallel in front of the neighbours’ properties (north end of slip road)
Parking in the staff car park is for staff only.
Parents and children must not access the school via the car park.
Dress Code
At this school we have a dress code that considers both the inner and outer needs of the child.
Colour has a powerful impact on us every day. Colour nourishes the soul and spirit. As children are so receptive to
their immediate environment, we must become conscious of the effect colour has. We can be stimulated by the
cheeky nature of red, enlivened by the brilliance of orange or calmed by the tranquil shades of blue. We also ask
that children do not wear fluorescent colours, due to their strident and jarring effect.
Think not only of your child when they dress each morning, but of the difference they will make to everyone at school
each day. It is a wonderful opportunity and a privilege to wear simple, practical clothing that also reflects the
individual.
Dress Code - Boys & Girls

strong footwear (no thongs or floppy sandals) as we have a bumpy, hilly, site

sun-safe clothes that cover shoulders, back and mid-riff

no ‘short shorts’ with or without tights underneath

a legionnaire or broad-brimmed hat

stud ear rings only

necklace tucked under top - for safety reasons

long hair should be neat and tidy, off the face and tied back

dying and bleaching of hair is not acceptable

no nail polish or make-up

We encourage colourful clothing, especially the primary and secondary colours.

NO ADVERTISING SYMBOLS

NO VIOLENT/SHARP IMAGES ON CLOTHING

Plain T.Shirts
Girls
Dress or skirt, (no shorter than half-way between thigh and knee) shorts (not "short") or pants with Kamaroi T.Shirt or
plain coloured T.Shirt (no mid-riff tops)
or plain coloured shirt
plain coloured skivvy
plain coloured sloppy joe
knitted jumper
Boys - Same as Girls – delete skirt/dress!
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We ask that you respect the dress code and assist your child where necessary, to make appropriate clothing
choices.
Consequences: If a child comes to school in inappropriate clothing, a standard letter will be sent home with the
child seeking your co-operation with our dress code. If the child continues to break our dress code, his/her parent(s)
will be asked to come for an interview with the Principal.
‘Kamaroi’ clothing – T.Shirts and hats (and other items of clothing) are available for sale in The Hub (PA room under
the admin building) Wednesday mornings 8:45 – 9:15 am.
Hats
We encourage our children to protect themselves from the sun. That is why our children must wear a hat with an 8
cm wide brim or a legionnaire’s cap.
Kamaroi has adopted items of clothing for sun protection as part of the school uniform. It is mandatory to wear a
stipulated legionnaires or broad brimmed hat. Caps of any sort are not to be worn. We have a policy of “no hat –
no play”.
"So slap on a hat or a cap with flaps!"
Sun Safe Policy
It is the policy of Kamaroi Rudolf Steiner School to implement sun protection wherever possible.
Implementation
1.
School dress code
2.
Shade provision
3.
Scheduling of activities
1.
Dress Code
Kamaroi has adopted items of clothing for sun protection as part of the dress code. It is mandatory to wear a
stipulated legionnaires or broad brimmed hat. Caps of any sort are not to be worn. The policy of ‘no hat – no play’
has been implemented
Shoes need to be worn at all times. Clothes made of natural fibres are recommended and encouraged.
2.
Shade Provision
The provision of shade for students is one of the major factors in sun protection. Shade provision is an integral part of
a supportive approach to sun protection at Kamaroi.
Covered Breezeway
This space provides protection from the sun so the community can enjoy various activities.
Verandahs
Every classroom, the library, portable and Administration building have the bonus of a covered verandah. This
enables children and staff to have meals under shade.
Natural Shade Provision
The play area has a large number of trees which provide shade.
3.
Scheduling of Activities
It is the policy of Kamaroi to make sure that outdoor activities take place in an area protected by the sun whenever
possible. Outdoor activities are recommended to take place away from the peak radiation time of the day.
4.
Meals
To support the sun protection policy, the children are encouraged to drink cold liquids and eat wholesome, nutritious
food.
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Mobile Phones - Acceptable Use Policy
1
Purpose
The increased ownership of mobile phones requires that school administrators, teachers, students, and parents take
steps to ensure that mobile phones are used responsibly. This Acceptable Use Policy is designed to ensure that
potential issues can be clearly identified and addressed.
Kamaroi School has established the following Acceptable Use Policy for mobile phones that provides teachers,
students and parents with guidelines and instructions for the appropriate use of mobile phones during school hours.
The Acceptable Use Policy for mobile phones also applies to students during school excursions, camps and extracurricular activities.
In the case of school camps involving overnight stay, the School does not allow students attending, to carry mobile
phones (staff mobile phone numbers will be made available to parents for emergency purposes).
2
Rationale
Personal safety and security.
Kamaroi accepts that parents give their children mobile phones as there is an ever-increasing concern about
children travelling alone on public transport or commuting long distances to school. This will be the only reason
permitted for a child having a mobile phone at school
3
Responsibility
It is the responsibility of students who bring mobile phones onto school premises to adhere to the guidelines outlined
in this document.
The decision to provide a mobile phone to their children should be made by parents or guardians. Parents must fill
out a request for their child to have a mobile at school, and both parents and child will sign an agreement form.
Mobile phones must be kept in the student’s school bag during the school day. Students are not permitted to use
their mobile phones at all during the day. Any mobile phone being used during the day will be confiscated.
4
Theft or damage
Students are required to mark their mobile phone clearly with their name.
Mobile phones which are found in the school and whose owner cannot be located should be handed to office.
The school accepts no responsibility for replacing lost, stolen or damaged mobile phones. Their safety and security is
wholly in the hands of the student.
The school accepts no responsibility for students who lose or have their mobile phones stolen while travelling to and
from school.
It is strongly advised that students use passwords/pin numbers to ensure that unauthorised phone calls cannot be
made on their phones (eg by other students, or if stolen). Students must keep their password/pin numbers
confidential. Mobile phone and/or passwords may not be shared.
5
Inappropriate conduct
Students with mobile phones may not engage in personal attacks, harass another person, or post private information
about another person using SMS messages, taking/sending photos or objectionable images, and phone calls.
Students using mobile phones to bully other students will face disciplinary actions as sanctioned by the School.
‘Razor’ scooters, skateboards and roller blades for obvious safety reasons, are never to be at school.
Dogs are not to be brought onto the school grounds.
Desks
Parents are responsible for any damage deliberately caused by their child to desks (scratching with compasses etc).
You will be notified of damage and costs for repairs and the amount added to your invoice. The child is normally
involved in some aspect of repair such as sanding.
Label Everything!
Please label everything your child brings to school; footwear, lunch boxes, bags, jumpers, coats hats and anything
else that may become separated from your child. For the older students this includes pencils, pens, rubbers,
sharpeners etc. Please leave valuable/special items at home.
Please check the lost property baskets in the Craft room at regular intervals. All lost property is given to charity at the
end of each term.
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Food Code
If we all work together we can foster as a community, values about good health and nutrition and an increasing
awareness about protecting our environment in as many ways as possible. Rudolf Steiner believed strongly that the
food we eat affects not only our physical body but our mental and spiritual well-being also. For this reason we ask all
parents to pack healthy lunches for school.
What not to include
White bread, chips, sugar, sweets, chocolate and much pre-packaged food, including hot noodles in cup
containers and drink packages, eg poppers do not support our school aims. These are all a constant source of litter
in our playground and help create a ‘throw away’ attitude in our society.
Suggestions to include
We suggest some alternatives: brown, pita, lavash breads with a variety of fillings wrapped in unbleached
greaseproof or recyclable brown paper bags (NOT GLADWRAP). Small washable re-usable containers can replace
packaging and contain fruit salad, fruit in season, brown rice, vegetable sticks with dips, dried fruit and salads
(tabouli etc).
Flasks of warm food are a good replacement for noodles in polystyrene cups. Children must bring their own utensils
(knife, fork, spoon) as the kitchen is not available for their use.
Drink bottles are the correct alternative to poppers. NO chewing gum or lollies at school OR on the bus.
Please also send in birthday cakes without lollies, (‘smarties’, etc) or icing, as there are some children in all classes
who have an allergic reaction to colouring and preservatives. Healthy cakes are permissible for birthdays – we urge
parents not to bring rich chocolate cakes for birthdays.
We thank you for your co-operation. We see this as a positive opportunity to all uphold these fundamental values, so
that Rudolf Steiner education can be a truly holistic approach for the well-being of your child and future generations.
Television/Computers
Rich communication and relationship building are core to Steiner education. Human communication mediated by
digital technology is detrimental to early childhood and early primary education. As principal computers, laptops or
other mobile devises are not used in kindergarten or early primary classrooms. This ‘unplugged’ experience is seen as
crucial to development of creativity, original thought and an ‘uncluttered’ self image – a solid foundation for later
application of creativity in the use of and enthusiasm for ICT in its many forms.
Television watching affects child development regardless of the program content. Recent research shows that
television watching adversely affects children’s thinking, speaking, imagination, senses, physique, feelings and
behaviour.
Subsequently, videos, electronic games and computers are passive activities and their usage is discouraged. For
older children no ‘M’ and violent movies. There can be much pressure for children to go to ‘M’ movies o watch ‘M’
videos from peers even when they are still in classes 5 or 6. It is important to make the ‘family rules’ very clear in this
regard!
It is essential to ensure active supervision of computer, etc use with upper primary children. Make sure you have high
grade filters on all computers. Do not allow computers in a child’s bedroom. Do not allow Facebook or other social
networking activities for your primary school child. The Parent Education program, from time to time, offers
speakers/workshops for parents on use of technology – and how to ensure safe use in the home by adolescents and
pre-adolescents.
At Kamaroi we encourage:

the reading of well-written books. Read aloud to little ones

restrict firmly the number of programs watched, or, if you are resolute enough, get rid of the set altogether. Or
put it away and use it only for very special occasions. NO TELEVISION BEFORE SCHOOL.

offer alternative activities of a creative sort, eg, crafts, puppetry, dressing up, drawing and painting, modelling,
pets, various hobbies, sports, music, dancing, nature studies or gardening.

aim at a positive and warm family life, interesting meal times, bedtime stories, singing, nursery rhymes, etc. Plan a
meaningful festival at Christmas, Easter and so on.

try to find other people in your community who think the same way and help each other.
If you have any questions about media/TV watching, computers – talk to your class teacher. There are also Parent
Education sessions available as part of the Parent Education programme – details on our website
www.kamaroi.nsw.edu.au
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The Importance of Play and Other Matters
There is no doubt that children are different today. Of course, we all agree that children’s voices must be heard –
however advertisers have manipulated this fact to their own ends! They realise that children have greater power
and influence than ever before. To the marketing world ‘children’s choice’ is not about freedom to play or explore,
it’s about their buying power – the child is the customer (not the adult!).
Sadly, the market place has great influence on children’s ‘choice’ by very subtle marketing techniques.
Sally Jenkinson, in her book (highly recommended) ‘The Genius of Play’ hits the nail on the head:
‘The unhealthiness of foods is secondary to the fact that, they ‘cater to children’s tastes’, thus encouraging children
to make their parents buy them. The same is true for the sale of war toys to children, which reflects the same
subordination of child welfare by making a profit’. (page 136, 2001)
Young children are not capable of such choice and decision-making, yet ‘the market’ is making just that
assumption. We can all work together to counter this climate of ‘saturation entertainment’.
In Steiner Schools play is recognised as having a central place in childhood.
From Rudolf Steiner:
“We should not introduce standardisation into the upbringing of children, especially not in play. We must allow play
to be individualistic. We must give special attention to what the talents and interests of each child are.”
Children play best when:

adults are watchful but not intrusive, when safe ground lends courage to their discoveries and adventures.

Their trust in life is whole, when they welcome the unknown, and are fearless.

The world is shared with them. When there are places and spaces they can make their own.

Their games are free from adult agendas and when their transformations require no end-product.

Their senses are directly engaged with Nature and the elements.

They are free to become gatherers, makers, and world creators in their own time and in their own ways.

They can play with others and make relationships.

They can play alone, be solitary and private.

They can become new selves through their play with others and in their own imaginings.

They can reveal themselves, their joys, sufferings, and concerns, without fear of ridicule, and when mystery and
imagination are not denied by fact.
We need to be careful not to intervene in disputes too quickly – we need to show more confidence in the ability of
children to transform situations themselves.
As teachers, we are conscious about learning what each child’s play has to tell us about his/her developmental
stage and social and emotional well-being.
In short … children don’t need the latest gimmick/fad/craze to entertain them – and they certainly don’t need them
at school! It is up to parents to make the right choices for children.
Children are not to bring toys from home - this includes swapping cards, electronic games etc.
Acceptable Use of Internet Policy
As part of its integration of Information Technology into the classroom, classes 5 & 6, Kamaroi Rudolf Steiner School
has introduced Internet access and publishing into the curriculum. It is conceivable that many parents may be
concerned about a range of issues that Internet access opens up, in particular
the types of information to which their children will have access
the manner in which access will be controlled
the publishing of images and personal details
This policy has been developed to address these issues, and aims to provide students of classes 5 & 6 with a
structured approach to the use of the Internet both at school and at home.
Internet Access
Use of the Internet by students at Kamaroi will be for educational purposes only. Access to the Internet will be used
for research, project and learning activities directly related to the curriculum.

Students and their parents will be asked to sign an Agreement on Internet usage prior to the student being
allowed access to the Internet. This agreement will aim to ensure that parents and students are aware of their
responsibilities with regard to appropriate use of the Internet. It is strongly recommended that this agreement be
used by parents as a guide to Internet use for students who have access to the Internet at home.

Student access to the Internet will be supervised at all times to ensure that it is being used appropriately, and to
prevent students from accessing inappropriate materials. Internet filtering software via the Association of
Independent School’s ISONET wide area network will be used to ensure that student access is limited to relevant
materials.
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
Students will only be able to download a file under the direct supervision of teaching staff. All files downloaded
from the Internet will be saved and virus-checked prior to being opened.
Electronic Mail
All electronic messages such as email will be approved by teaching staff before being transmitted by students.
Personal information such as student's full names, home addresses and home telephone numbers will not be sent by
e-mail unless parents have given their specific approval to do so. Email will be used only as a means of exchanging
information. In sending emails, students will always remember that they are representing themselves and the school
in a public forum. No email messages will be approved where they may offend others, or where they do not respect
the rights and feelings of others.
Implementation of Policy

Students will sign an Internet Use Code of Conduct form, which will be counter-signed by their teacher and
parents. On completion of the signed form, the student will be issued with an Internet Use Licence.
Inappropriate use of Internet services will result in the user's licence being revoked for a period of time as determined
by the teacher, or, where technology permits, limitations on the Internet services the student is able to access.
Workers Health & Safety (WHS)
A complete group of policies and procedures together with manuals covering all relevant details are available from
the Principal. If you need to report any hazard, please fill in a form available at the office.
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Communication
Parent/Carer
Mechanism
Purpose
Parent /teacher
mid year
interviews and
reports



End of year
report


Action
Frequency
Parents informed of
child’s progressacademically ,
socially, emotionally
What parents can do
to support child’s
learning
Parent/teacher
sharing of issues,
ideas, strategies, etc.
Mid year report is compliance
report - major emphasis is on
interview, which can be up to 1hour duration. If parents wish to
receive written report, teacher
gives it to parents during
interview.
Between week 6 term 2 and
week 4 term 3.
To provide a
comprehensive
overview of each
child’s progress for
the year
For classes 1-3, a
report similar to halfyear is distributed.
Sent to parents/carers of classes
4-6 at the end of term 4.
Provision for parent interview if
considered necessary/if parent
requests.
For classes 1-3, compliance
report given to parents upon
request.
End of year
Class parents

To act as key
communication link
between teachers
and parents
Assist teacher in coordinating
activities for both the class and
the school
Liaise with parents, teacher,
secretary, PAFA
Email/letters to
parents/carers

To inform parents of
class organization,
activities planned for
the term, timetable
etc.
Class teachers to write
As required - at least once a
term
Class teachers may also do
weekly email
Please refer to communication
protocols set up to ensure the
classparents are not inundated
with messages to send out to
parents. Text messages will only
be sent in an emergency.
Front office


School Board

First point of contact
for parents
Office contacted to
make appointments
for teachers (if
required)
The Board of Directors
is responsible for the
financial and legal
aspects of the school
as per the Kamaroi
Constitution.
Ongoing
Provides progress reports to the
community via newsletter.
Role of Board in Parent
Handbook
Monthly with special meetings
convened where necessary.
Meet the Board sessions with
parents may occur from time to
time .
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Mechanism
Purpose
Informal
meetings

Class meetings






Action
Frequency
to discuss anything
relating to an
individual child or
parent
Usually arranged through front
office or directly in person with
teacher or class parent.
‘Doorway’ interviews are
avoided while the teacher is
teaching or just before school as it is a disruption to children
and teaching/preparation.
Parents do not contact
teachers directly via mobile
phone or email, unless they are
class parents.
Class parents do not give out
teachers’ contact details to
parents.
As required
Teacher
communicates
curriculum/activities
occurring in the class
Share ideas about
behaviours,
expectations and
needs of child
Strengthen “class
community” bonds
Discussion of any class
issues
Parent education in
aspects of Steiner
education
Assist with the building
of bonds between
child, teacher and
parent
Parents are expected to attend
Twice yearly. May be also an
additional, optional, meeting
devoted to a particular topic,
with guest speaker
Parent education program,
detailing workshops sent home
at beginning of each term.
Reminders sent in newsletter.
Parents contact parent
education coordinator
Katie Orton e:
[email protected]
Parent education
workshops

To provide parents
with deeper
understanding of
Steiner education,
child development,
parenting issues, etc.
Parent
involvement in
school activities

To build mutual
understanding and
support
To build partnerships
in learning
To enhance students’
understanding and
appreciation of the
shared role of
learning between
parents and the
school.
To encourage and
facilitate parent
participation and
support of their child
in school events, e.g.
festivals, open day
plays, camps etc.



There is an expectation,
communicated to parents
Opportunities for parents to be
involved outlined in the parent
handbook.
Class teachers inform parents
of upcoming events and help
required via letter, class
meetings etc.
Specialist teachers, such as
craft, communicate with
parents to set up parent help.
This may also occur through
class parents.
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Building Community
At Kamaroi we place much value on achieving a meaningful parent/teacher/school partnership. We actively
promote parent involvement as part of building a strong sense of community - which is such an important part of
your child’s education.
We know that many parents lead very busy lives, but there is always opportunity to become involved, even if, as is
often the case nowadays, both parents are working. The fact is that children gain so much from witnessing your
contribution.
For children, that all-important sense of belonging is strengthened through the strong links that parents develop
through participation in school life. It is this sense of belonging and connection which helps to lay the foundations for
children to develop a life long love of learning, resilience and a positive outlook on life.
We have a wonderfully rich curriculum at Kamaroi - and the teachers, dedicated and skilled as they are, would not
be able to do what they do without the support and time parents give to class and school activities.
Class Parents
Each class has 2 (or in some cases 3) class parents who act as the key communication link between teachers and
parents. Please do not hesitate to contact your class parent with any questions about class activities or events. They
may also help point parents in the right direction if parents have any general queries or concerns.
Class parents have an important role in fostering communications within the community. They assist the teacher in
coordinating activities (as outlined below) for both the class and the school and, as mentioned, act as liaison
between teachers and parents. This role requires a fair amount of time commitment plus good communication and
organisational skills.
It is often the hard task of the class parent, as coordinator, to request assistance from the parent community! To help
support a smooth process in this regard and to allow busy parents to plan for the activities they would like to be
involved in, the following outlines possible areas of parent assistance.
How you can help

We strongly recommend that at least one parent attend class meetings (usually at least two per year)

FAIR involvement is compulsory. Every parent is required.

Involvement as requested by the class parents, eg festival preparation and PAFA meetings.

Class set up at the beginning of each term

Assist with the class play. Depending on the teacher’s requirements you will be asked to sew costumes, assist
with a performance, help the children get dressed etc

Help with excursions and class camps

Classroom set up/display for Spring Festival/Family Day
You also have an opportunity and you are strongly encouraged to become involved in many levels of school
organisation

Committees – eg festivals, parent education

Social activities

Repair and Maintenance days

Representation on the Board of Directors ( see Company Member section in this handbook)

Parent Association committee member /active participant

A volunteer member of the school Bush Care group which will be starting up in 2015.
More specifically, teachers need assistance in the following areas (these may, of course, change from time to time
according to the class, etc)
Kindergarten

We need at least 3 parent helpers per craft session, to support the children and teacher

During term 3 – 2 parents required on gardening day
Class 1

At the end of the kindergarten year, parents are asked to assist in preparing the class 1 classroom

Some teachers require setting up and painting help

Handcraft with the handcraft teacher
Class 2

Reading becomes an integral part of the class 2 curriculum. So that all the children have the opportunity to do
individual reading, depending on the teacher’s timetable, a number of sessions are put aside each week where
the parents have the opportunity to become involved in helping the children and the teacher

Swimming program

Craft
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
Help with Spring Festival/Family Day coffee and cake stall
Class 3

Reading sessions are still in place and may require parent involvement

Craft help

Gardening

Building – parents with building expertise may be of great assistance in the Building Main Lesson!
Class 4
The Fair is the responsibility of Class 4 with parents co-ordinating the various activities/stalls
Reading sessions are still in place and may require parent involvement
Craft help
Class 5

Greek Olympics – logistics, medals, costumes, help on the day

Indian feast – held at a parents’ home

Craft help
Class 6

Organisation of graduation dinner in December

Term 4 is hectic – parents may be asked to help in small fundraising activities as well co-ordinate a class 6
memories book

Craft/woodwork help

Winter festival – fire sticks performance is a major event for class 6

Gift to the school
School Records
A print out of your family information is sent home at the beginning of each year to enable parents to update their
information. It is most important that the office is informed when telephone numbers, addresses, emergency
contacts change.
Phone List
A phone list of each child's class will be sent home each term. This contains phone number, child's name and the
names of parents.
Class Meetings
Meetings between the class teacher and parents are an essential part of the school's educational philosophy. They
assist with the building of bonds between child, teacher and parent.
They also provide a chance for you to:

learn about the work your child is doing and will be doing during each term

share ideas about behaviours, expectations and needs of your child

understand what you can do to assist with the education of your child

discover more about the educational philosophy and teaching methods of the school

observe the work of your child

strengthen the ‘class community’ bonds
We will notify you of the dates of these meetings through the Bush Telegraph, giving you at least one week's notice of
the meeting date. Your attendance is important to the educational well-being of your child.
There may be up to four class meetings a year: 2 regular class meetings with the class teacher as well as up to 2
meetings which involve a guest speaker, talking/giving workshops on areas of special interest – eg, media, child
development, social/emotional education, etc.
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Services Available
Play groups and other children’s groups
There are a number of children's groups/pre schools in the northern beaches and other areas which operate under
Home Based Childcare legislation, and which are based on Rudolf Steiner's work on early childhood. There is a list on
our website www.kamaroi.nsw.edu.au
Sydney Rudolf Steiner College, which conducts teacher training for Rudolf Steiner schools, has a course for playgroup
leaders and interested parents. If you would like to know more about this course (or for other course details) please
telephone Parsifal College 9261 4001 or visit their website www.sydneyrudolfsteinercollege.com
Lesley’s Rainbow Cottage Play Centre
Our small centre provides an oasis for 20 children a day, where they can be protected from the hectic adult world,
and given the opportunity to create or dream! They can explore in our large garden, sit and cuddle our guinea pigs,
be mesmerized by our simple told stories and sing and dance with joy, to the songs of the changing seasons. A close
community feeling is built for the child and their family , and this is often extended into years, for the children who
follow onto Kamaroi School.
We are a registered preschool for 3-5 years old children, operating Monday – Friday during school terms, where
trained staff are inspired by the educational philosophy of ‘Steiner Education’.
Visitors warmly welcomed – p: 9975 3365
2 Frenchs Forest Rd East, Frenchs Forest
Sunflower Playgroup
A magical morning of childhood play and activities through rhythm, ritual and routine. Baking, storytelling, singing,
circle/verse/craft/seasonal festivals/shared morning tea. Come and play in the garden and sandpit at 224 Forest
Way, Belrose (2 doors up from Kamaroi School) and meet our pet chooks.
Suits ages from 15 months – 4 years (younger siblings welcome) on Thursday and Friday 9:30-12:00.
All enquires to Lindsay at [email protected]
After School Care
This service is recommencing in 2015 on Thursday afternoons.
An important feature of our Kamaroi community is our shared set of values and our After School Care Service gives
continuity to those values. The service provides a nurturing and safe environment for the children with a gentle
rhythm that is appropriate at the end of the school day on Mondays and Tuesdays 3-6 pm. Afternoon tea is provided
and a simple selection of appropriate indoor and outdoor activities are programmed as well as time and space for
relaxation. One of the special outcomes of our service is the special friendships that form between children from
different years. For more details, bookings or further enquiries please contact our registrar Pauline Shuttleworth
[email protected]
This is a registered OOSH facility and parents can claim a rebate.
Holiday Care
Kamaroi Holiday Care service provides an alternative event for the school holidays offering Steiner inspired
experiences in our beautiful bushland school setting in Belrose. We welcome children from all schools and we
encourage children to bring their friends for some holiday fun! For more details or bookings visit
www.kamaroioosh.com.au or email [email protected] . You can also contact Kamaroi registrar Pauline
Shuttleworth : [email protected]
PA Craft Stall/Clothing Stall
Purchases of crayons, pencils, hats , Kamaroi t-shirts and jumpers may be made on Wednesday mornings 8:45-9:15
am from the stall in the piazza. All profits are returned to the Parents’ Association.
Kamaroi Kitchen
Beautiful freshly cooked morning tea and lunch is available from our kitchen on Tuesdays and Thursdays. It is run by
Georgia McHugh p: 0429 601 620 and is also staffed by volunteers and your help will be greatly appreciated. You
can find the each week’s menu in the weekly Bush Telegraph.
Georgia also operates an organic vege market and chai/cake is available on Wednesday mornings.
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Events in the School Year
Festivals
“Festivals are not celebrated in order to reflect the soul-life of the earth in its changing seasons, but to add what
comes from the human spirit and the human heart”.
Celebrating seasonal festivals is an integral part of our school culture and teaching program. Harvest, Mid-Winter,
Spring and Christmas festivals involve the whole school community and provide a focus on the rhythms within nature,
within us and in the outer world.
The classes celebrate the festivals with a combination of dance, drama, speech song and movement. The festivals
not only give the children the opportunity to perform their skills in front of an audience but are an opportunity for
teachers , parents, friends, relatives, students, past students and siblings to celebrate the strong , thriving community
which exists at Kamaroi.
There is certainly plenty of opportunity to connect and enjoy the community atmosphere at the picnic lunch which
occurs after each festival.
In each changing season there lives an idea that has meaning for human lives. The images given in festivals are
always treasure houses of truth. The more we quietly contemplate them and hold them before our open
imagination, the more they reveal their meaning to us. Never before has it become more important for children and
their families to experience connection to the natural world and its rhythms.
Of special importance for class 6 is the midwinter festival. The class 6 ‘Firestick Performance’ is, for the class, one of
the most memorable occasions for the entire year - a meaningful ‘rite of passage’ into the next phase of life.
One of the strengths of our education is indeed our focus on the ‘cycles of growth’ concept. Our curriculum
recognises the importance of guiding young people through key milestones. This guidance has become ever more
important in an age where society seems to be, in effect, watching children ‘make up their own rules’ as parents
struggle to understand the rapidly shifting technologies, media influences, etc.
We cannot turn back the clock. We can, however, provide for children, through such events as the mid winter
festival, the opportunity to experience those threshold challenges. It is these experiences which help young people
on their journey to finding a place in the world.
Family Day/Spring Festival
Family Day, held in September is combined with our Spring Festival and is a day in which the parent community (and
grandparents, aunts, uncles, etc) are invited into classrooms to view children’s work, enjoy high-quality performances
from classes and enjoy a delicious picnic lunch.
Kamaroi Fair
17th May, 2015 - 10:00 am - 3:00 pm
The Kamaroi Fair, held in May, is one of the busiest and exciting times of the year for the whole school community.
Although the original focus was fundraising, the Fair has now grown into a major community event which attracts
hundreds of visitors and involves everyone at Kamaroi – parents, teachers and children. It is the one time of the year
when every parent is expected to contribute some time to at least one activity for the Fair.
Its roots, at times, seem to be reflected in a medieval European village festival with wandering minstrels and magical
tales. Yet there are strong echoes of the best fairs and markets post 1960’s Australia has ever held. However the
strongest impression the Fair makes on both children and adults is as a joyful celebration of all that Kamaroi School
embodies.
Class 4 has the responsibility of co-ordinating the Fair.
School Tours and Information Evening
School tours are held 4 times a year. This gives prospective parents the opportunity to see the school in action, to ask
questions and to gather a deeper understanding of Steiner education. An Information Evening is also held, usually in
March. Details of dates and times can be found on the school website. Our registrar Pauline Shuttleworth may also
conduct tours for prospective parents outside these times.
Parent Education
A Parent Education Program detailing workshops/talks etc held at Kamaroi is sent home at the beginning of each
term, and can also be found on our website www.kamaroi.nsw.edu.au. Most of the talks/workshops are free to
parents of children attending Kamaroi as they are generously subsidised by the Kamaroi PA.
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Parents can take the opportunity to be informed on topics of interest in relation to child development, curriculum
related areas , media and anthroposophical areas. Reminders as to date etc appear in the Bush Telegraph.
Plays and Drama
The standards of production and performance of our plays (and indeed other performances) at Kamaroi are
certainly something to be proud of but what is our purpose in mounting dramatic productions from an educational
perspective?
It is undoubtedly important that the performance is as beautiful and polished as possible with evocative sets and
costumes that are true to the play but this needs to be balanced by the kind of process that the children go through
en route to a final performance. The teacher always considers questions such as “What are the children learning
from the play both as a group and individually?” They learn not only about the content and subject matter of the
play but about working in groups, taking responsibility for a part and especially for older children, taking some
responsibility for the whole play. If the play is appropriate for the age group then it speaks to the children spiritually
and enriches their soul life. The children learn about speech and its production, how to speak in chorus and in an
individual part.
The teacher will also ask the question “Which child for which part?” This question and how it is answered gets to the
heart of how the Steiner teacher works. He or she will not simply give the part to the child who will give the best or
most confident performance of it, although this may sometimes be appropriate. Rather it may be “Which child
needs this particular part?” or sometimes ‘What part do I need to write for this child?’
In this way the part is given to a child ‘therapeutically’, from the point of view of ‘how will the taking on of this part
help balance this particular child?’ The part will be given to the child with that child’s particular temperament in
mind. “How will the part balance what may be a one sidedness in that child’s temperament or constitution?”
These are all very important considerations for the teacher when selecting or writing a play for his or her class and in
preparing the children to perform it.
And then most importantly there is the sheer enjoyment and exuberance the children bring to the play, particularly in
the final performance as mum and dad are spotted in the audience!
It is not a school requirement for a class play to occur every year.
The class play ‘big picture’ is mapped out by the teacher in consultation with the Principal, taking into consideration
many factors, especially, of course, class needs. In the past, for example, class 4 teachers have chosen a musical
performance or presentation, other teachers have chosen to do a play in class 4, and take a break in class 5 in
anticipation of a large production in class 6. Another variation has been to have a large play in class 5, with class 6
taking a distinct role in the carols evening.
Excursions and Camps
Class excursions take place during the year for all classes. Excursions are not optional as they are seen to be an
important part of the children's social development, and are most often integrated with the curriculum and main
lesson work. Class camps are organised for children in Grades 3-6.
A note advising details and cost of the excursion/camp is sent home to parents in advance. The cost will be added
to the term’s invoice.
Children without a signed permission note will not be permitted to attend the excursion/camp.
Kamaroi’s excursion policy is available on the password protected section of the school’s website.
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Specialist Areas
Library
Kamaroi Library supports the aims and objectives of the total school program. It embraces the stages of
development inherent in the Steiner Curriculum and provides a stimulating environment which fosters a love of
books, and reading for enjoyment as well as learning.
Kamaroi Library exists for the whole school community. You may borrow from the increasing number of titles
available in the Parent Library, seek advice about your child's borrowing habits, good titles for birthdays etc, or
enquire about available booklists.
A strong ‘reading culture’ exists at Kamaroi, and we continue to work actively to keep it that way! It is the
development of the reading habit and encouragement to the imagination which books and reading can bring
which is of prime importance at Kamaroi.
If we want our children to do their own thinking, we must ensure that they learn to use language precisely, sensitively,
flexibly. This means they must read.
Nowadays children are often caught up in a whirl of extra-curricular activities – with less time and fewer opportunities
to simply imagine. Within this context, and within the broader context of our ‘information age’, it is indeed becoming
harder to create readers. Readers who know the rewards of settling into the quiet stillness of reading. Readers who
pursue a deeper kind of self-fulfilment which can lead to a freedom of the spirit.
Of course, we live in a technological age – and computers are here to stay. They create many educational
opportunities (at the right age in a child’s life) and enhance many people’s lives. However, it is those people with
advanced print literacy skills who are best able to understand and explore to their own advantage the possibilities of
this technological age.
Parents can have an enormous influence on the development of ‘readers’. The good thing is - it is so simple. Create
time with your family to read.
Make sure your children see you reading. Have DEAR (Drop Everything and Read) sessions at home. Read the
novels children bring home from school.
And, most importantly, read to your children. Never stop!
Learning Support
Learning support procedures
Kamaroi’s approach to a child with developmental/learning support needs recognises that a child often requires
early intervention on a number of levels to be effectively supported. In the younger years (K-Class 2) the primary
emphasis at school is Extra Lesson based developmental intervention rather than specific, skills-based remediation.
Recommendation from Kindy or Class 1 Teacher for assessments outside school may also occur.
Early intervention/developmentally based support is paid for in part by parents and subsidised by the school. The
school has a remedial bursary and will endeavour to give limited financial assistance to parents for whom this service
creates financial hardship. However this will always be at the school's discretion and subject to budgetary
availability.
We have a Literacy/Numeracy Support Program available from class 1.
Assessment for this program will often follow from an earlier developmental assessment and intervention program.
This provides focus upon specific remediation in literacy and numeracy work and may parallel ongoing
developmental support (building faculty and skills capacity) so academic remediation may be more successfully
integrated.
Staffing
Kamaroi provides a 4.5day per week Extra Lesson/developmental learning support teacher, (working primarily K-2) as
well as a 4 day per week Literacy/Numeracy learning support teacher, (working with classes 1-6).
In addition, we have a teacher working with students needing maths remediation or extension in maths.
These teachers in fact comprise our ‘Learning Support Team’ who work closely together.
Where a child does not appear to have age appropriate development or have achieved the expected skills (as
indicated through observation, developmental and academic assessment strategies); the teacher will discuss this
with the parents. The school will recommend a school based developmental program or remedial academic
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support where it is deemed appropriate, and/or recommend further assessment for parents to follow up outside of
school.
Early developmental intervention K–2 is available in the form of small group sessions (‘Magic of Movement’) and
limited 1:1 sessions. Remedial literacy and numeracy support Class 1-6 is also available in groups with limited 1:1
sessions available.
Our multi disciplinary approach to learning support at Kamaroi encourages parents to share reports from other
specialists with relevant teachers at school, picture building the child’s needs in partnership, so they can be met as
effectively as possible. The school may also enlist the support of Association of Independent Schools consultants, or
other independent consultants for advice and visits to the school.
Parents obtain external assessment/s and engage providers for on-going therapy as appropriate for their child's
needs.
As the development of skills is based on practice, the amount provided by the Learning Support teachers will
normally be a part of the overall picture. Learning Support teachers will endeavour to provide both Class Teacher
and parents with activities and suggestions, which can be followed through in class and at home. The child may
also be having some assistance external to the school. The role of the Learning Support teachers includes teaching
and administering, coordinating and monitoring the child's progress, liaising with and advising teachers and parents.
The degree of success of developmental, literacy and other remedial work is directly connected to the commitment
of parents to consistently following through; doing the exercises and homework provided by the Class Teacher or
Learning Support Teacher.
Parents can assist the school and the child greatly, by keeping the class teacher informed of the child's progress at
home, and of any assistance being sought outside the school. Home and school working in partnership to meet
each child’s individual needs and monitor progress is strongly encouraged.
The school will assist parents to the best of its ability with the identification of children's needs. Learning difficulties are
by their nature complex and varying levels of progress can be made. The school will work within its means to meet a
child's needs so that he or she has optimal access to and participation in the school and class program.
Handcraft
“People who are unable to use their hands skilfully for all kinds of work, will not become good thinkers and will
behave awkwardly in life. It is not the head alone, but the whole human being that is a logician. Activities
demanding manual and bodily skill, such as knitting, leads to the enhancement of the faculty of judgement. This
faculty is actually developed least of all by exercises in logic.”
Rudolf Steiner
The development of individual children and their ability to participate and enjoy, creative, expressive and
imaginative areas, is enhanced by their exposure to, and involvement with, many different handcraft activities.
The children experience the journey of concept, design, execution, completion and presentation of each project.
Handcraft awakens creative powers which later in life can find fruitful application in most varied fields.
There is an acquisition of lifelong useful and practical skills such as stitching, (this is to counteract the impotence
expressed in the act of the adult throwing out a shirt that had lost buttons). Age-old traditional and “time-binding”
skills are kept alive by teaching and practice. Encouraging a resourceful outlook, affirming both our inner
resourcefulness and an outer respect and gratitude for natural resources of the earth, for which we put to practical
use in our making (the washing, carding and spinning of wool and gratitude for the sheep developed prior to
children learning knitting and the making of their own wooden needles from the trees as opposed to children being
presented with ball of wool and manufactured plastic needles).
Not only the skill development, but the inner balancing (of intellectual activity) and confidence building element of
handcraft leads to a harmonious development of the child. The threefold image of the human balances clarity of
thought, warmth of feeling with the creative, active expression of the will forces in handcraft.
A balance of long term projects to encourage discipline of will, with short term projects whose gratification fosters
impetus and joy of achievement. A happy working environment, where each child is respected for working at their
own level of ability creates an experience of true community inherent with values for replicating in the world.
An important aspect of the Kamaroi School Steiner handcraft programme is the participation, celebration and
experience of seasons and festivals for individual classes and within the whole school community. This gives the
children a direct context in which they can apply their handcraft skills as a harmonious group for the benefit of
others.
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Children are also given experiences, as relevant to the handcraft programme, of artistic events, and participate as
audiences to visiting specialist artists and craft-persons, excursions to performances, exhibitions, and concerts in the
wider community.
Previous experience, cultural background, parents and community groups are all contributions in any of the
arts/crafts and are utilised to enrich the children’s experiences and identification. Where possible, the wisdom of the
Aboriginal culture is used as inspiration for handcraft projects.
Craft is primarily the making of beautiful, practical and useful objects using traditional skills such as sewing, knitting
and crochet. Each age or class has a specific predetermined craft skill core as the basis of the programme. These
crafts have been indicated by Rudolf Steiner to meet the developing needs of the children in a strengthening,
therapeutic way. These are studied for approximately one term a year but may extend depending on ability and
needs of the class, and are as follows:
Core Crafts
Kindergarten
Finger
knitting/
French
knitting
Class 1
2 needle
Plain knitting
Class 2
2 needle
Purl/plain
knitting
Class 3
Crochet
Embroidery
Class 4
Cross-stitch
Class 5
4 needle
knitting
Class 6
Doll making
Woodworking
3D animals
felt or clay
The learning opportunities derived from the content of the programme are related directly to class, age or stage
outcomes. Projects are relevant to the specific circumstances of class wherever possible. Different ages directly
influence the motivation, ability, interest, concerns and needs of the children.
Children from class 1 to 3 are allowed to take work home and in some instances, it may be necessary for extra work
to be done at home. From classes 4-6 it is expected and imperative that extra handcraft be done at home to have
enough momentum that all projects can be finished in good time.
Parents are encouraged to work with their children on the handcraft item and ensure it is returned to School for the
next handcraft lesson.
Parent helpers in handcraft are welcomed. Class parents organise a roster each week for assistance, this is a
wonderful way to contribute to the class community. No previous skill is necessary and mothers, fathers and
grandparents alike are welcome. Usually, unravelling a tangle, threading a needle, offering some simple assurance
or modelling a ‘working whisper’ are the most needed assistance.
For those who would like to learn the basic skills taught, arrangements can be made for this outside of class time. If
you need to communicate or meet with the handcraft teacher, requests may be left in the pigeon hole in the office.
Languages
Through learning a language the child is exposed to a whole new culture and to a wider concept of the world.
Rudolf Steiner's philosophy behind this concept is learning to understand and to speak another language fosters the
healthy development of the child's mind, body and heart. It helps the mind to develop lateral thinking patterns, the
body to develop into a more differentiated tool and the heart into a more understanding, warm and tolerant
psyche.
Spanish is taught at Kamaroi from class 1. In addition, during the students’ time at Kamaroi a vast array of cultures
are presented to the children through story, myth, legend and historical account. Teachers consciously bring the
language of the culture being studied as much as possible. For example, during the Old Testament Stories Main
Lesson children learn some Hebrew from Hebrew speaking teachers in the school. Teachers with fluency in particular
languages also incorporate that language wherever appropriate into the curriculum for that class.
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Music
Music is an art imbued with power to penetrate into the very depth of the soul, imbuing man with the love of
virtue.
Plato
Music is so elevated that it is beyond the reach of intellect and there flows from it an influence which is all potent,
and which no one can explain.
Goethe
When man dwells within the musical element, he lives in a reflection of his spiritual home.
Rudolf Steiner
Music, once it becomes a part of the child’s inner self, will resound in him and help him to be free through his life.
It will work upon his being and live in his memory. As with other forces developed on childhood, it will remain with
him forever.
George Rose
Through music the child can find ways of experiencing and expressing him or herself. Music can be a deep
expression of one’s soul life. Active participation is of utmost importance. Music brings happiness into children’s lives
and provides an artistic balance to intellectual subjects. We strive to give the children a ‘live’ experience through
use of voices, bodies and through the use of instruments.
Through rhythmical movement, singing and playing percussion instruments, the young child (5-9 years) has the
experience of live music, which will later become a subject of more theoretical instruction (9-12 years). This has an
added benefit of affecting the children’s awareness in many other subjects apart from music as a discipline, spatial
conceptualization, and emotional and artistic expression.
Starting each day with rhythmical work, songs and verses, provides a good musical training. The child’s natural love
of rhythmical activity is employed in subjects like language (rhymes, verses, poetry) and maths (singing, clapping of
tables).
Performances for the school and wider community build a strong sense of working together and of shared
achievement; of social confidence and cultural identity. Music is part of the whole school life and community,
involving everyone connected with the school. The children are given opportunities to experience a variety of music
from different countries and different times. This widens their understanding of different cultures and expression. The
mood of the seasons and the quality of the festivals are experienced and explained through music.
From Class 1 to Class 6 each child learns to play the recorder and in Class 2 children also spend a year learning the
violin or cello.
In Class 3 the children can choose to continue with the violin or cello or they can choose a different instrument such
as guitar, flute, clarinet, saxophone or trumpet.
The cost for instrumental tutoring music lessons (other than violin/cello in class 2) is an ‘extra’ and fees are paid
directly to the music tutor.
The cost for participating in the orchestra, wind/brass ensemble or guitar ensemble is generously susbidised by
Kamaroi PA and parents will only need to pay a small fee - around $10 - a term for children to participate in weekly
sessions. (from class 4 onwards)
Our aim is for every child at Kamaroi School to be learning a musical instrument other than recorder.
The Instrumental Programme is a particularly good outlet and extension for the gifted and talented music students in
the school. The programme is designed to include every child and the scope is wide enough to cater for every level
of expertise.
Please refer to the ‘Music at Kamaroi’ booklet for more detail.
Violin & Cello
The school has a class set of violins for which a rental of $100 for the year is charged, unless of course, a child has
their own violin. Students wishing to learn the cello must provide their own cello.
Eurythmy
Eurythmy is an art of movement that came into being early in this century. It brought a new expression to the stage
with form and gesture that revealed the soul's experience when hearing music or the spoken word. It is an
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interpretive art capturing the invisible in a poem or a minuet. From the given in speech of sounds, rhythm, mood and
phrasing or in music of tone, pitch, beat and tempo the eurythmist weaves together a dynamic reality only the
human soul can create, consciously realise and express in artistic movement. Accomplishing this requires the
eurythmist to become as alive in the space surrounding her as she is in her own body so that in the lifting of an arm or
the moving forwards or contracting inwards, the air moves in response, as purposeful and filled with intention as the
actual gesture itself.
A sheer silk veil draped from shoulder to wrist worn over a long flowing dress brings to the eye of the audience what
the body is immediately aware of in sympathetic movement; and as the veil shapes and forms the unseen, colour
enters the experience.
The curriculum begins in kindergarten where every gesture is imbued with imagery through the vivid reality of nature
and the varied life of soul. The children stamp, clap or rap out rhythms as a shoemaker mending shoes or little ants
running across the ground. They may all become the sad queen wandering in the garden who is surprised by a little
green frog hopping out of a pool to tell her the baby she longs for will come. Then the queen merrily skips back
home. At this age, consonants are the focus in speech as these sounds relate to the physical world around us while
the vowel gestures are more important in successive years as the children become increasingly aware of an inner
life.
As it evolves, the eurythmy work follows the lead of the main lessons drawing from literature and themes already
familiar to the students.
By Class 5 or 6 the students are able to create geometric forms for a selected piece of music involving the whole
class or in smaller groups and including gestures for tones, intervals, pitch as well as contrasting movement for major
and minor. Performing the piece would bring it to its completion, and in this would be seen what the students had
been taught to listen for in the piece along with their own unique expression of it. The achievement of such a social
cooperation and group determination is an ever present aspiration of the pedagogical eurythmy work.
On an individual level eurythmy can be given by a specially trained eurythmist for therapeutic purposes. With these
three aspects, the artistic, the pedagogical, and the therapeutic, the full existence of eurythmy becomes present in
the school enriching the special occasions of festivals and assemblies and bringing a greater awareness of self into
the everyday.
Speech and Drama
Kamaroi has a Speech and Drama program for classes taken by a drama specialist. We have always had
performance drama. However, in this ‘process’ orientation, the teacher scaffolds different opportunities for students
to re-engage in creative and imaginative ‘play’. Working in context of the Main Lesson, students, for example, self
script plays and explore, with delight, clarity in speech work related to poetry and prose.
There is great enthusiasm from the children in involving themselves in self-scripted plays, as well as openness to
exploring, with delight, an 'exaggerated clarity' in our speech work on poetry and prose. Right speaking, Steiner
suggested, does not merely lead to greatly improved spelling results, but is also an essential element in developing
clarity of thinking. Children can discover that they have unexpressed language skills with which to process the
knowledge that is on the edge of their own consciousness, when they are involved in improvising drama with their
peers in a supportive social setting.
Drama is, in fact, one of the crucial elements in what Nielson (2003) has researched and described as the
‘pedagogy of imagination’ which underpins the Steiner curriculum.
It is this ‘pedagogy of imagination’ which makes Steiner schools really matter in today’s world. It matters because
development of imagination facilitates the capacity to think in a particular way. It involves our capacity to think of
the possible, not just the actual. Much more than this, Steiner believed that imaginative teaching and learning
opened the door to the child’s inner, genuine self - enriching his or her life and steering him or her towards meaning
and purpose in life (Nielson, 2003).
Our speech and drama program is also integrated into the school’s social/emotional education focus. We are
learning to find various ways, through the conscious use of appropriate language, in which we can help
ourselves, alongside each child within our school, to reach out to each other socially in a respectful way. In doing so
we strive to make our world a safe and supportive place from which we can all grow.
Physical Education
We recognise the need for children to participate in at least 2 hours per week of moderate physical activity. Our
school grounds offer flat spaces for ball games and running, boulders for clambering and play equipment. Skipping,
hopscotch, handball and other traditional games are actively encouraged.
The class teacher leads the children in organised skills, games and sports for the minimum of 1 hour and 10 minutes a
week. This includes circle time and the continuation of what the sports teacher is doing at the time. In class 3-6, 2 x
40 minute session a week for organised skills, games and sports are taken by a specialist sports teacher.
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Health
Medical Care
Kamaroi aims to be a nut free school
Absolutely no nuts (in any form) at school at any time – this means no peanut butter, cashew spread, almond
spread, or any nut spread, eg “nutella type” spreads. Even the oils from these spreads remaining on hands after
eating can cause an anaphylactic response if the allergic child comes in contact (via touching hands, railings, etc)
Seeds are acceptable, eg tahini.
We appreciate your support in making our school a safe environment for all.
Managing anaphylactic (severe allergic) reactions at school
Anaphylaxis
Kamaroi is concerned about the safety and well-being of all our students. Many of you will know someone who is
affected by anaphylaxis, a life threatening allergic reaction. Our school does its best to be an allergy aware school.
Staff have had training in severe allergy management and we have implemented lots of strategies to help keep
students at risk of anaphylaxis as safe as we can. We now have students who live with the risk of anaphylaxis to foods
(including red meat/pork allergy) and insect stings. Whilst these children are being taught to care for themselves at
an age appropriate level, we ask that you help us educate your child on the importance of not sharing food with
others, washing hands after eating and calling out to an adult if they think their friend with allergies is sick. With
increased awareness and understanding of anaphylaxis, you will be able to help protect those around you.
A food allergy is an immune system response to a normally harmless food protein that the body believes is harmful.
When the individual eats food containing that protein, the immune system releases massive amounts of chemicals,
triggering symptoms that can affect a person’s breathing, gastrointestinal tract, skin, and/or heart. Anaphylaxis is the
most severe form of allergic reaction and is potentially life- threatening. It must be treated as a medical emergency,
requiring immediate treatment and urgent medical attention.
It is estimated that up to 400,000 (2%) Australians, including 1 in 20 children suffer from food allergies and some of
them will experience a life-threatening (anaphylactic) reaction.
Symptoms of food allergy can include:
Mild to moderate symptoms
• Hives or welts
• Swelling of the lips, face, eyes
• Abdominal pain and vomiting
• Tingling in the mouth
Anaphylaxis (severe allergic reaction)
• Difficult/noisy breathing
• Swelling of tongue
• Swelling/tightness in throat
• Difficulty talking and/or hoarse voice
• Wheeze or persistent cough
• Loss of consciousness and/or collapse
• Pale and floppy (young children)
Nine foods cause 90% of food allergies. These foods are:
• Egg •Sesame • Milk • Soy • Peanut • Fish
• Tree nuts (cashew, almond, pistachio etc)
• Crustacea (prawns, lobster, crabs etc)
• Wheat
Peanuts are the leading cause of severe allergic reactions, followed by tree nuts, shellfish, fish and milk.
Adrenaline is the first line treatment for severe allergic reactions and can be administered via auto-injector, called
the EpiPen®.
To learn more about anaphylaxis and food allergies, go to www.allergyfacts.org.au and www.allergy.org.au
As the only way to manage a food allergy is avoidance, the school has implemented several strategies to help
prevent a severe allergic reaction. We can never totally eliminate the risk of an anaphylaxis but we can all do things
that will help lessen the risk. Please consider the child with food allergy when packing your child’s lunch or when
sending in food for any occasion, including school excursions. As peanuts and tree nuts are the leading cause of
severe allergic reactions, we do aim to be a nut free school. (see note above)
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Providing support to students at risk of anaphylaxis
It is the responsibility of the parent to notify the school that their child is at risk of an anaphylactic reaction either at
the time of enrolment, or if the student is enrolled, as soon after diagnosis as possible.
As with other health conditions, schools provide support to assist the parent in the management of their child’s
health. For this support to be effective it is important that:



a partnership is established between the parent and the school to share information and clarify expectations
every reasonable effort is made to minimise the exposure of students at risk of an allergic reaction to known
allergens within the school environment
an emergency response strategy is developed and implemented
If written information provided by the parent confirms that their child has been assessed as being at risk of
anaphylaxis, an individual health care plan will be formulated by the Principal and class teacher in consultation with
the parent and staff. The individual health care plan will incorporate an emergency response plan and a plan for
the avoidance of known allergens, based on advice from the student’s parent and medical practitioner.
Review the individual health care plan annually at a specified time (eg beginning of the school year) and at any
other time where there are changes in:



the student’s health needs
staff, particularly class teacher or any staff member who has a specific role in the plan
other factors that affect the plan, for example, when an anaphylactic event occurs.
Understanding the role of the parent
It is the role of the parent to:

Inform the Principal and class teacher of the health needs of the child/ren upon enrolment and when the health
needs of the child/ren change

When requested by the Principal, negotiate an individual health car plan for school support of the student’s
health with the staff

Provide a letter from the school to their child’s medical practitioner and return it to the school when the form is
completed

Provide written requests for the school to administer prescribed medications

Provide the equipment and consumables for carrying out health care support procedures as specified in the
student’s individual health care plan, including where relevant, the appropriate Epipen

Replace the Epipen when it expires or after it has been used
Note: Severe allergic reactions or anaphylaxis can occur rarely when there is no history of known allergies. This
situation will be treated as any other emergency. An intensive care ambulance will be called and first aid provided
until expert help arrives.
Red meat anaphylaxis
We have children at Kamaroi who have red meat anaphylaxis (including pork products). Whilst red meat products
can be brought to school by students, we do have risk minimisation strategies in place at the class level and also we
do not sell food containing red meat products in the Kamaroi Kitchen – this includes chicken sausages which are
mostly encased in pork skins.
Red tick anaphylaxis can be brought on by ticks. Below is some general information regarding tick allergy. In the
article the product ‘Aerostart’ is mentioned. Instead of removing ticks at school, the first aid officer sprays the tick
with this product after first ringing parents and seeking permission to do so. There is a very low incidence of ticks on
the school site as there is regular treatment used (non toxic).
It would be good if parents reinforced our ‘out of bounds ‘ rules at school – as children may get ticks if they are, for
example, retrieving a ball from behind the Meadow in the adjoining national park , etc.
What to do when you are allergic to ticks and find one on your body
Disturbing the tick can result in the injection of allergen, and this can trigger an allergic reaction. The following steps
are recommended:
 Do not forcibly remove the tick*
 Do not try to kill the tick using insecticide or chemicals (such as oil, turpentine, Kerosene, methylated spirits)*.
This is because attempts to remove the tick or using these products can irritate the tick, thus increasing the
risk that more allergen containing saliva may be injected. Indeed, most allergic reactions to ticks occur
when an attempt is made to remove the tick, or when it is disturbed (such as scratching).
 Seek urgent medical attention in case additional treatment is required. The tick can then be removed
under medical supervision where there are the facilities to treat an allergic reaction.
 Use an adrenaline auto injector (EpiPen or Anapen) if potentially dangerous allergic symptoms occur.
Should one remove ticks or leave them alone?
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Whether to kill or remove ticks in patients allergic to ticks commonly causes confusion. In part, this is because most of
the literature is concerned with reducing the risk from tick paralysis, rather than preventing allergic reactions. It is
commonly recommended that ticks are killed first before removal in order to reduce the risk that they inject more
toxin and trigger paralysis. Ticks poisoned with insecticide or spirits, however, do not die immediately, and such
chemicals can disturb them enough to cause them to inject more toxin. Other writers concerned with tick paralysis or
tick-borne infection recommend that ticks be removed using physical means only (such as by using special forceps
http://www.aafp.org/afp/20020815/643.html).
Additional information and options for treatment of those with tick allergy
The authors of this educational article currently recommend that the tick is killed first using a product called
‘Aerostart’, and that medical attention be sought immediately after doing so. Aerostart is a spray containing ether
that freeze-dries the tick and kills it instantly. This allows the tick to fall out without being able to inject saliva
containing allergen. Aerostart can be purchased from hardware stores and some service stations, and is commonly
used by mechanics to clear carburettors. Since Aerostart is a highly flammable product, it is wise to use it away from
naked flames and to not smoke around the area of use. (Rapid cooling of the surrounding skin may also occur and
thus skin irritation). (More information on Aerostart can be obtained at: crcind.com.au/catalogue.nsf/web_brands/Aerostart?openDocument)
It is important to note that:

this advice is based on clinical experience of those treating patients with tick allergy

this product is not ‘registered’ for such use

this product is highly flammable, and thus should not be used near naked flame or when smoking

rapid cooling of the skin and thus skin irritation may occur

since it is unlikely that formal studies in this area will occur in the near future, such advice is based on a
consensus of ‘expert opinion’ rather than derived from results of formal clinical studies.
Tick Bites and Red Meat Allergy
Australian allergic diseases physicians have recently described an association between tick bites and the
development of red meat allergy (references 8, 10-12), which sparked interest from US researchers (reference 9).
They have subsequently identified the part of the red meat allergen giving rise to the allergic reactions, galactose
alpha-1,3-galactose. These allergic reactions to red meat typically occur in individuals who have had local allergic
reactions to ticks. Within six months or so they develop anaphylaxis to red meat which almost invariably occurs
several hours after the eating of the red meat. Rarely, these red meat allergic reactions, as with anaphylaxis in
general, may be profound due to the co-existence of an increased number of mast cells (mastocytosis).
Additional Web links
NSW Department of Health 2004 article
http://www.health.nsw.gov.au/public-health/phb/HTML2004/novdec04html/article6p212.html
Children with Asthma
Medication: Please ensure a note accompanies any medicine your child brings to school.
Please also ensure that you notify the school if your child has asthma and provide the school with a current asthma
management plan from your doctor.


Parental consent to medical treatment
There will be occasions when a school is unable to contact a parent/guardian when a student is sick or
injured.
On the school enrolment form, the school seeks a consent and authority from parents to obtain medical
advice and treatment for students while under the supervision of the school.
Administration of prescribed medicines
When a child has to take any form of medication at school, a written request, together with a statement of the
student’s condition and requirements, is to be given by the parent to the School (a copy should be provided to the
class teacher and the office). When regular medication is required, detailed advice is to be obtained, through the
parent, from the student’s doctor.
Procedures for Administration of Prescribed Medicines (Oral) at School
The following procedures apply for both regular and intermittent medication.
1.
If a child has to take any form of medication the teacher must be informed in writing by the parent. The
teacher must check and sign all notes. Children must not take any form of medication at school without a
written note from a parent, and without adult supervision (excepting asthma medication).
2.
In the case of regular medications, one week’s supply of medication should be brought to school by the
parent. This must be clearly labelled by the parent with the child’s name and dosage. Tablets and
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medication must be clearly identified by label. Where medication is no longer required or a surplus has built
up:
a.
Parents will be requested to collect it from school, or
b.
In the case of the student having transferred, the medication will be disposed of.
3.
4.
5.
6.
7.
It is the responsibility of the parent/guardian to ensure that all medication to be held and administered at
school, by school staff, does not exceed its expiry date, as no out of date medication will be administered.
All medication must be given to the class teacher upon the child’s arrival at school.
All medication must be kept securely until its administration.
Children administering their own medication at school must be supervised by an adult.
Staff have a right to indicate that they are not willing to be involved in the administration of medication.
Alternative arrangements must be made with the parents in the case of the absence of the persons willing
to administer medication.
Arrangements will be made so that medication for students on regular medication is available at
excursions, sports and other venues away from the school.
Accidents, Injuries and Illness
Though every care of children will always be taken, accidents sometimes happen. Therefore a set of procedures has
been formulated. All teachers have a basic awareness of how to treat illness or accident – most hold a first aid
certificate/advanced first aid certificate.
If your child has an accident or is injured at school or at camp, we would:
1.
Give appropriate emergency first aid treatment.
2.
When any injury continues to give pain after a short time, causes a limp (injury to leg, foot, or back) or any
other compensation of movement, any abnormal behaviour (such as drowsiness or irritability) or abnormal
physical reaction (vomiting or dilation of pupils) or visible signs of shock (trembling or paleness) we would:
3.
Phone parents, describe the accident or illness and consequent treatment, and discuss further treatment.
This enables the parents to have an active role in deciding whether medical advice should be sought and in
the planning of further first aid treatment.
If the injury is serious enough to require medical attention, help will be sought without delay. If the parent cannot be
reached in the first instance then a member of the school staff will continue to try to reach them.
REMEMBER ... notifying the office of change of address/phone number is vital!
Please keep your mobile telephone switched on during school hours
The school keeps an Accident Report Record of any incident deemed serious. This is filled in by the teacher on duty
and ensures that preventative measures are taken.
If you are injured on the school site you must inform the office and fill out an accident form.
Infectious Diseases
What to do if your child has an infectious disease?
The following is a list of notifiable infectious diseases. If your child has one of these, please do not send him/her to
school under any circumstances unless you can produce a medical certificate stating that the child is no longer
infectious:
Conjunctivitis
Poliomyelitis
Stay away from school until discharge from eyes has ceased.
Stay at home for at least 14 days from start of illness and until a doctor has issued a medical
certificate of recovery. Unimmunised children who are in contact with the sick child can attend
school.
Diphtheria
Stay at home until a doctor has given a certificate of recovery. Keep household contacts at
home until cleared to return by a Medical Officer.
Chickenpox
Stay at home for 7 days after the first spots appear.
Mumps
Stay at home for 9 days from onset of swelling. Unimmunised children who are in contact with the
sick child can attend school.
Measles
Stay at home for 4 days from appearance of rash or until medical certificate is produced.
Unimmunised contacts should stay at home for 14 days or if they are immunised within 72 hours of
exposure to measles, they can return to school immediately.
Scarlet Fever
Exclude 7 days after symptoms subside or until medical certificate is produced.
Hepatitis
Medical certificate
Septic Sores
All sores must be covered by clean bandages.
Tetanus
Stay at home until fully recovered. Unimmunised children who are in contact with the sick child
can attend school.
Whooping Cough Stay at home for 14 days from the start of illness or until 5 days of a 14 day course of antibiotics
have been completed. Unimmunised contacts in K-6 do not need to stay at home. Parents with
young babies should be particularly vigilant in looking for early signs and symptoms.
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A reminder of what to look out for:
Whooping cough is usually characterised by a feeling of being generally unwell with accompanying deep, harsh
cough that tends to occur in bouts. Vomiting may occur. It is usually spread by direct contact with the droplets from
nose and throat of an infected person during the cough. Any person who develops some or all of above symptoms
should consult their doctor and mention there has been whooping cough in the school.
Whilst waiting for confirmation of test results – please do not send your child to school – for obvious reasons.
However, unimmunised, unaffected children do not have to stay at home. In this situation, parents need to make
their own choices about whether or not their child attends school.
Whooping cough is very difficult to diagnose in mild cases – and the infectious period is often passed before a
diagnosis is made. Parents therefore need to be aware of the symptoms – and err on the side of caution when
deciding whether to seek medical advice.
Whether to immunise/not immunise it is totally parental choice. However, in the interests of all, parents of
unimmunised children need to fully inform themselves of the signs and symptoms and be aware at all times of the
possibility of their children contracting whooping cough – not just when outbreaks have occurred. The problem with
whooping cough is that the symptoms are so variable, and at times so mild (in some cases not even a cough!) that
by the time whooping cough is suspected, the infectious period has passed. In addition, parents need to be aware
that immunising is not a guarantee of immunity to the disease.
Please contact the Health Department or your own doctor if you have any further queries.
German Measles/Rubella Stay at home for at least 4 days from appearance of rash. Unimmunised children who
are in contact with the sick child can attend school.
Scabies & Ringworm
Stay at home until all evidence of the disease has disappeared or a medical certificate is
produced stating that lesions are inactive.
Streptococcus Infection
Stay at home until fully recovered or medical certificate is produced.
These are minimum exclusion times. Of course if your child is still looking pale or feeling weak, give him/her plenty of
time to get full strength back. Consult with your child's teacher or family practitioner if you have any doubts.
The following infections are highly communicable. If any children are found to be infected, we ask that they be kept
at home until the condition has cleared up. If it is noticed that your child has these conditions or the above
conditions while at school, we will ask you to pick your child up from school and treat this condition before the child
returns.
Head Lice
Stay at home until hair is completely cleared, with no lice or eggs remaining.
The Public and Environmental Health Act (1987) says that “A person infested with vermin* must take all reasonable
measure to prevent transmission of the vermin to others”. A parent is legally responsible for a child.
School may request a note from a doctor (General Practitioner) stating that the child is free from infestation before
the child returns to school
Schools don’t get head lice, only people do!
* Lice are defined by the Act as vermin.
Impetigo (School Sores)
Worms
Exclude until sores have completely healed, then cover.
Exclude until treatment is complete.
Ticks
are kept in control in the playground by the frequent spreading of a product by our
maintenance person. For details on this product please visit www.garrads.com.au
Ticks are not removed – a cotton bud containing CRC Aerostart is applied, which kills the
tick (without release of poison) as recommended by Anaphylaxis Australia.
Community Nurse
Contact the Child & Family Heath Nurse, Community Health Centre, Frenchs Forest, phone 9452 4244.
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Kamaroi Staff 2015
Principal
Administration
Business Manager
Virginia Moller
John Forman
Class Teachers
Kindergarten
Class 1
Class 2
Class 3
Class 4
Class 5
Class 6
Lisa Olsvold
Ana Luz Camacho Anderson
Jacqueline Fischer
Jennifer Stone
Mandy Silversides
Nicole Wise
Matthew Dunn
Lisa Smith
Katherine Woodburn
David Rodely
Reception / Accounts
Frances Kelly
Registrar / Marketing
Pauline Shuttleworth
Maintenance Manager
Robert Scali
Board of Directors
Leadership team
Virginia Moller
Lisa Smith
Vanessa Snaith-Gardiner
Curriculum Coordinator
Lisa Smith
Teacher-Librarian
Jen Cincotta
Assistant: Angela Etherington
IT
Evan Sanders
Chairperson
Kate Jenkins
Directors
Roger Boot
Warwick Brown
Nicola Clancy
Rosemary Gentle
Stephen Ginsborg
Miklos Peter
Stephen Rickwood
Murray West
Rita Wright
Parents’ Association Rep on the Board
Learning Support
Georgia McHugh
Tracy Cohen
Anthony Downs
Galit Fisher
Company Secretary
Handcraft
Parents’ Association Co-Chairs
Vanessa Snaith-Gardiner
Assistants: Kathryn McConnochie, Belinda Schaefer
Music
Instrumental co-ordinator: Karen Leimbach
Class music teacher: Altenai Turker
Drama/Speech
Anthony Downs
Sport
Jerome Lee
Eurythmy
John Forman
Karyn Miller & Jason Knight
Secretary
Laura Abley
Treasurer
Scott Kilner
Parents’ Craft Group
Tegan Clayton
Uniform Stall
Laura Abley
Diane Tatum
Spanish
Liliana Brogan-Juez
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Parent Handbook 2015 - Kamaroi Rudolf Steiner School

Transcription

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