Policies and Procedures

1 Policies and Procedures Cascade Peak School Policies and Procedures Compliant Learning Resources Version 22 February 2016 Page 2 of 18 WELCOME Congratulations on being part of Cascade Peak School. You will contribute to the delivery of world-class education programs designed to give our young learners a passion for continued learning and the best preparation for a successful and meaningful adult life. The first phase of your own learning journey is understanding your role in the organisation. This section is designed to supplement the orientation and on-board training you will be receiving from your direct supervisor. General School Information 1. The Organisation Cascade Peak School was founded in 2014 by a group of passionate educators whose vision for primary education is to develop students into principled, compassionate and active contributing members of the community. Cascade Peak School develops and maintains legislation, Policies and Procedures , systems, reports and relationships that are aligned with the state objectives for primary education.

2 The principal is the Head of Cascade Peak School and leads a dedicated team of leading teachers, teacher aides, an administration officer and an administration staff member, grounds and facilities officer, school bus driver and first aid officer. Cascade Peak School joins with other small schools yearly for events and professional development, to share ideas and cooperate on important initiatives. You will be given a tour of the school campus and introduced to fellow staff when you begin work. The tour will show you where you will be working, where the facilities, resources and staff rooms are and where to keep your personal belongings. Take the time to get to know your colleagues as these relationships will help you settle in to the school community. 2. Mandatory Induction Your induction includes mandatory training and role specific information. The DETE Induction website provides access to the online Mandatory Induction program an optional approach to this training.

3 You will need to revisit the mandatory components Cascade Peak School Policies and Procedures Compliant Learning Resources Version 22 February 2016 Page 3 of 18 of induction annually. The school principal will identify other information you need and provide you with an induction planner to work through. 3. Blue card Working at Cascade Peak School requires you to undergo a working with children check and be issued with a blue card . The principal will assist you in applying for a blue card when you start work. All school employees who are not registered teachers or other exempt professionals are required to hold a blue card under the Commission for Children and Young People and Child Guardian Act 2000 (Qld). Visit the Commission s website for more information relating to these requirements Access and Equity policy Cascade Peak School is committed to meeting the needs of all students and their families in a fair and inclusive manner.

4 The School considers the following as part of this policy : Gender equity Inclusive education Multiculturalism Preventing heterosexism and homophobia policy Implementation 1. Gender Equity Values Cascade Peak School is committed to developing the full potential of all students irrespective of gender. It affirms that females and males are treated equally regardless of ability, personality and behaviour. It further affirms the right of all students to: a) Develop without the limitations of stereotypes based on gender; b) Develop a sense of pride in oneself and one s accomplishments, so enhancing feelings of positive self-esteem and self- worth; and c) Develop respect for each other s rights and responsibilities. Guidelines and Strategies The following strategies assume shared understandings about issues of sexism. In order to assist this, in-service activities of staff and parents should be encouraged. Cascade Peak School Policies and Procedures Compliant Learning Resources Version 22 February 2016 Page 4 of 18 To further the aims set out in the policy , Cascade Peak School will endeavour to: a) Ensure that both boys and girls are equally encouraged to participate in all activities with due attention to the individual needs and interests on the students.

5 B) Foster non-sexist behaviour by students and staff by purchasing counter sexism resource materials for staff use and by supplying staff development programs focused around issues of sexism and education ; For example, if a student behaves in a sexist manner, a staff member should make him/her aware of other modes of behaviour ( roles associated with cleaning up and housework) or encouraging all students to express emotions and display affection ( it is alright for boys to cry or need a hug). c) Ensure that all language used within Cascade Peak School, both verbal and written, is gender inclusive. d) Encourage use of materials which portray females and males in roles, situations and jobs which are not stereotyped. e) Select resources where both girls and boys are seen both as initiators and nurturers. For example, borrowing and purchasing students literature, posters and toys.

6 F) Ensure that both girls and boys equally share staff time, indoor/outdoor playing space and equipment with due regard to individual needs and interests. For example, staff development program regarding research and strategies developed elsewhere around such concerns ( Equal Opportunity Resource Centres). g) Encourage the employment of both female and male staff and ensure that jobs carried out by staff are not related to gender. h) Encourage educational or information projects that further the aims of this policy . For example, hold parent information nights on general topics of student development, including issues of socialisation. 2. Inclusive Education Values Cascade Peak School welcomes all students and aims to provide an inclusive environment which caters to their needs. It promotes an inclusive education policy , following the National Declaration on Education Goals for Young Australians, which declares that all schools must provide a high-quality education for all students, free from all forms of discrimination.

7 It is desirable for all students to be included into an educational environment, and all parents to have access to the school of their own choice. Cascade Peak School encourages and believes that the individuality of students should be valued, their needs considered and their rights respected at all times. Cascade Peak School Policies and Procedures Compliant Learning Resources Version 22 February 2016 Page 5 of 18 All programs and practices should as far as possible: provide high-quality education for all students respond constructively to the needs of educationally disadvantaged/marginalised students view difference as a resource to support learning ensure that all school community members feel safe and free from discrimination, bias and harassment promote locally negotiated responses to student, family and community needs through effective community engagement processes and cross-agency collaboration ensure that inclusive education practices are embedded in all state schools Policies and initiatives.

8 Assist staff to develop the relevant skills and knowledge, necessary for working with all students, especially those with special needs and their families, and support staff to make contact with specialist services as needed. Guidelines and Strategies To further the aims set in the policy , Cascade Peak School will endeavour to: Work with the Teacher Aide to assist the inclusion of students with additional needs. Include all students on a physical, functional, social, personal and organisational level. Promote understanding in students; relating to students with additional needs. Encourage acceptable behaviour that fosters sensitivity and assists in the development of appropriate societal values. Offer training on: o General awareness training: general information about working with students with additional needs. o Specific training for when a new student with additional needs is to attend Cascade Peak School: training on issues of a student s additional needs should be made available to the relevant staff.

9 With the provision of relief staff, staff to attend training or to visit/observe the student in other situations so as to best assess the requirements of the student. Additionally, training offered by peers, who have a knowledge of working with students with additional needs and an understanding of the needs of the Cascade Peak School Policies and Procedures Compliant Learning Resources Version 22 February 2016 Page 6 of 18 centre, should be maximised as a means of informing/training staff in this area. Support staff to make contact with specialist services as needed, and to see parents and other key informed people ( teacher aide) as resources. Provide information and support to families so as to achieve participation in the planning and evaluating of program decisions that affect their student s settlement into Cascade Peak School. The process will as far as possible be collaborative and take into account parent expectations and the needs of the student.

10 3. Organise parent information or discussion nights where awareness of inclusion issues can be promoted. 4. Multiculturalism Values Australia is a society in which all people have the right to maintain their cultural and ethnic diversity. As an educational environment, it is important to facilitate equal opportunity, acceptance and justice by helping overcome many of the barriers that prevent the enjoyment of full equality. When planning programs, measures must be undertaken to ensure that the programs developed reflect a multicultural perspective. The students program will promote cultural awareness and help students to value cultural diversity. It therefore will be built on the following principles: fostering the development of every student s self-esteem in family, ethnic and linguistic heritage; maintaining and encouraging a student s ability to utilise his/her first language while providing an environment whereby the dominant language can be acquired; enhancing cultural tolerance and the status of all cultures; and extending the cultural experiences of students.