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EPS Parent Information Handbook

SCHOOL PROCEDURES

 Absences

Regular attendance:

·       develops self discipline, punctuality, being organised and sticking to routines

·       leads to making friends and learning how to maintain relationships over a period of time

·       leads to learning social skills necessary to live and work with others

·       leads to the development of educational skills

 Your child’s schooling is MOST important, and unnecessary absenteeism can hinder their educational progress.

 However, home is a good place for a sick child. We do our best to look after children who are unwell, but our facilities are limited.  It is inadvisable to send to school a child who is still recovering from an illness.

Please send a written explanation of absences from school, or impending absences.  Legally your child is obliged to attend school and if no note is presented teachers must assume the child is absent without your knowledge.  Absence note proformas are available from the office.   Please also refer to the school’s “Attendance Policy” which we have included at the back of this handbook for your reference.

 Accident or Illness at School

In the case of accidents or sudden illness the following procedures are used:

Serious Cases

A teacher will give help and remain with student until appropriate assistance

 arrives.  The Principal or Assistant Principal is notified and the parents are immediately telephoned if possible.

 It is vital that the details of phone numbers, places of work and names and phone numbers of friends able to care for your child in a time of emergency, are constantly kept up to date.  Many distressing hours have been wasted while staff have frantically tried to contact parents.  If you go to a regular sporting commitment, art class or club during the day, please register the appropriate phone number, or if this is not possible have an available contact written on paper and handed to your child’s teacher.

 If the school is unable to contact any parent or guardian listed on the emergency card, medical treatment deemed necessary will be undertaken.  All medical costs are the responsibility of parents.

Minor Cases

When a student becomes mildly unwell or suffers a minor accident, appropriate first-aid is given and the child is placed in the First Aid Room (situated near the general office), which contains a bed, hot and cold water and a first-aid kit.  The parent is then notified, and if it is considered necessary, the parent may be requested to take the child home.  Accidents are recorded in the school’s accident register.

 It must be emphasised that the school's First Aid Room is a short term respite area only.  Please do not send children to school when it is obvious that they are not well.  Again if you suspect the ‘pains’ in the stomach or head are imaginary, please do not hesitate in contacting the school.  At times a minor problem may be causing your child to be upset and not wanting to come to school.

Accidents (Toilet)

Wet pants are quite easily changed.  However, if your child soils themselves at school we will try to contact you at home so that you can bring clean clothing to school and clean your youngster.  We have found that this is much less embarrassing for the child.  Naturally, if you are not available we will ensure that your child is discreetly cleaned and changed.

 Appointments

There is open communication between parent and teacher - we all actively support this relationship.   Please contact the Office Manager for appointments with the Principal or Assistant Principal.  Making an appointment avoids inconvenience to either parent or teacher.  Eastbourne does not encourage parent-teacher discussions when the teacher is supervising children, as it interrupts teaching and learning as well as inhibiting supervision of the children. Teachers have both official and private commitments so telephoning for an appointment is advisable. We appreciate your support in this respect.

Assembly

A whole school assembly is usually held each Monday afternoon commencing at

2.30 pm in the amphitheatre (i.e. the open stepped area outside the Multi-Purpose room).  Whole school assembly is a vital means of school communication to share student achievements, school happenings and other news of interest with the school community.  We encourage parents to come along and be a part of our assemblies.

Assessment and Reporting

At Eastbourne Primary School the individual learning capabilities of each student are developed as a learning continuum. Our school report is an indication of your child’s progress against the descriptors outlined in the Victorian Essential Learning Standards (V.E.L.S.).  Students are benchmarked in literacy and numeracy in order to gauge progress. Students can also undertake the Achievement Improvement Monitor (AIM) in grade 3 and grade 5.

The spirit of cooperation between parents, teachers and students enriches the learning opportunities for all students at our school.

Assessment refers to the procedures teachers use to collect information about student's work. It is about monitoring student's learning, their individual achievements and their strengths and weaknesses.

Assessment is a process of obtaining information about what students have achieved and how they have gone about their learning.

The purposes of assessment are to inform and encourage the learner and to assist the further development of their learning. Assessment involves the teacher regularly making notes, collecting work samples and noting specific learning behaviours. In addition, assessment outcomes allow the teacher to modify the teaching program, cater for individual differences, and provide feedback to students, parents and other teachers.

Bicycles

School policy and the geographic location of the school (traffic, dangerous road, and theft) determine the prevalence of students riding bicycles.

Bicycle security can be a problem even if bicycles are chained to the bicycle rack. Students are expected to lock bikes to the frames.  Law now states that all cyclists must wear an approved bike helmet when riding a bicycle.

Bike education courses are run at Eastbourne in Grade 4.

Child Care Programs - Before School Care

A Before School childcare program operates from 7.00 am until 8.45 am each school day.   Please request a Child Care enrolment form from the School Office if you are interested in your child attending the Before School Care program.

Please also ring Centrelink on 136150 and quote Eastbourne Primary School’s “Before School Care” program registration No. 406961480V to register your child/children for childcare rebate for this program.

Any enquiries regarding Before School Care can be directed to the school office on 59 86 4884.

Child Care Programs - After-School Care

Eastbourne Primary School has an excellent After Care Program.  It operates every school afternoon from 3.15 - 6.00pm. .Any enquiries regarding After School Care can be directed to the school office on 59 864884 or the Before/After School Care mobile 0408 589387.

Please also ring Centrelink on 136150 and quote Eastbourne Primary School’s “After School Care” program registration No. 555014357S to register your child/children for childcare rebate for this program.

Child Care Programs - All Day Care (Curriculum Days)

An all day care service is offered on school curriculum days (pending sufficient numbers).

Child Care Programs – Holiday Program

The school offers a Holiday Program during the term vacations and between New Year and the resumption of school in late January.

The program operates from the Multi Purpose Room at the school and is open from 7.00am until 6.00pm on each day of the program.  Rates are very competitive and Centrelink Childcare rebates may apply - please telephone Centrelink on 136 150 and quote the Eastbourne School Holiday Program Registration No. 555110613K in order to register your child/children for our program.  Copies of the Holiday Program schedule are sent home near the end of each term.

The program offers your child a full range of leisure activities both passive and active.  It also offers you the peace of mind which comes with knowing that your child is playing happily in a safe, secure environment.

For further information please ask the staff at the general office.

Class Photographs

Class photographs are taken each year.  Students have a class and an individual photograph taken.  Family group photographs may be taken upon request.  Students receive prints to take home on the condition that parents have prepaid the photographer.  There is no obligation to purchase.

Cooperative learning

Cooperative skills are necessary to work effectively in a group, not only for learning in school but also for success in the workplace and getting on with people in the home and community.

Teachers structure cooperative activities where two or more students are working together towards the same goal. Many teachers teach cooperative skills to students to promote cohesiveness and responsibility in the classroom.

Cooperative skills may include:

*          managing differences

*          problem solving

*          working as a group

*          forming groups

The outcomes of cooperative learning may be described as follows:

*          learning is enjoyable

*          leadership skills are developed

*          positive attitudes are promoted

*          a sense of belonging is created

*          self esteem is promoted

*          positive peer relationships are built

*          children are encouraged to take responsibility for their own learning.

The role of the teacher is to demonstrate cooperative skills in action and to support children as they learn these skills in the context of daily class activities. It is not assumed that all children have the skills to work well together. The teacher may need to make these skills explicit and allow for plenty of practice.

Court Orders/Restraining Orders

It is very important that parents holding Court Orders or Restraining Orders forward a copy of these documents to the school for the Principal to hold on file.  If the school has no record of these documents, staff are unable to refuse either parent from taking the child from the school.  It is very important to keep the school informed of these matters.  If there is any change to your Court Orders/Restraining Orders – please ensure that the Principal is provided with an updated copy as soon as possible.

Crossings - school

There are two types of school crossings: staffed and unstaffed.

Staffed crossings operate from 8.15 a.m. to 9.00 a.m. and from 3.00 p.m. to 4.00 p.m. on school days. The local municipal council is responsible for establishing the crossing and for its operation. Listening to the crossing supervisor's direction is important.

Crossing – Parent Car Park

As an additional safety precaution, a clearly defined pedestrian crossing is in place half way across both arms of the horse-shoe car park roadway.  This crossing is supervised by staff between 8.45 am and 9.00 am and again between 3.15 pm and 3.30 pm each school day.

Curriculum / Reporting Days

Four days per year are designated as Professional Development and Curriculum Days, when in-service education for teachers and curriculum development take place.  Children do not attend school on these days. 

Parents are notified, in the newsletter, well in advance of such days.

Dental Health

The School Dental Service (S.D.S) is a service provided for primary school students and is staffed by Dentists, Dental Therapists and Dental Nurses.  Great importance is attached to the prevention of dental disease, through preventive procedures such as fissure sealants, topical fluoride applications and through education & motivation of students, teachers, parents and the community.  Additional dental care provided by S.D.S includes:  examinations, radiographs if necessary, scaling and cleaning, fillings and extractions both on permanent and deciduous teeth where necessary.

For further information contact:   School Dental Service on:  9 784 8187.

DISPLAN

The school has in place, detailed plans and procedures to be followed in the event of an emergency.  These are practised on a regular basis.

In the event of an internal fire or other dangerous situation arising from a source within the buildings, students are quietly and calmly evacuated to the basketball courts where rolls are called.

Administrative staff and teachers, who are free at the time, will check all rooms in the core building to ensure that everyone is accounted for.

If the threat is external, all students are moved to the core buildings.  If, on the advice of emergency services, the entire school site is to be evacuated, notification will be posted on the school gates.

Whilst we understand that parents experience extreme concern in emergency situations, we ask you to refrain from ringing the school or rushing to collect your children.  It is much better to rely on our carefully laid plans and the expert management of emergency services like the Police and the CFA, so that panic and confusion are minimised.

Early Years Program

The Early Years Program is a Department of Education initiative to focus on literacy and numeracy learning.  The Early Years of schooling covers Preps – Grade 4 where dedicated daily literacy blocks enable students to focus specifically on reading, writing, speaking and listening.  One teaching strategy at this time is Guided Reading where students are matched to texts at their specific level.

The daily timetable also includes a numeracy block that provides a focus on student learning in the area of mathematics.

Early Years Classroom Helpers Program

The Early Years Classroom Helpers Program assists parents who are helping in the classroom programs.  There are 5 training sessions covering all aspects of the Literacy Program.  Parents are invited to join one of these training groups.

Education Maintenance Allowance (EMA)

Schools are required to transmit EMA claimant details electronically.

The allowance is paid in two instalments.  Parents who have a pensioner concession or Health Care/benefit card, or a Veterans Affair (TPI) pensioner or Foster Parent card which is valid on the first day of Term 1 and the first day of Term 3 are eligible to apply for EMA.  This is then subject to Centrelink verification. 

EMA application forms are available on book selling day and are also available from the school office.  School Council has allowed the use of the whole year’s EMA on the understanding that if your card fails the Centrelink verification process for either instalment, you will pay the outstanding amount.  A completed application form must be presented when picking up books in order to claim the EMA credit from the cost of your child’s books.  To claim the full EMA for the forthcoming year, you must be the holder of a card that is valid on the first day of Term 1 and the first day of Term 3.

 E.M.A. application forms must be lodged at school by the dates advertised in the school newsletter.  It is the cardholder’s responsibility to request and complete the claim form and submit it to the school for processing by the due date.  

For any new families that commence at the school after the end of March, you will need to fill out a new E.M.A. application form at Eastbourne Primary School even if you have completed a form at your children’s previous school.

E.F.T.P.O.S. Payment Facility

For the convenience of parents, the school has an E.F.T.P.O.S. payment facility in place at the school office.  Please note:  this is a payments only facility.

Enrolment

Schools appreciate the early seeking of enrolment as this facilitates staffing, organisation of class groupings and the ordering of supplies.  Proof of the student’s date of birth will be required and, an Immunisation Certificate from the National Immunisation Registry. Your child must turn 5 before the 30th April to be eligible for enrolment.

Family Technology Centre

Eastbourne Primary School has a computer lab available for students and parents.  It currently consists of about 30 computers and a printer. This gives children the opportunity to work intensively on their own computer.  The Family Technology Centre is open for the use of families before school each day and up until 4.00 pm each afternoon.

Grandparents

Grandparents provide a stimulus for their grandchildren's activities. Encouragement, support, interest, reading together, displaying student’s drawings and projects all assist with a student’s development.

From time to time Grandparents' Days are scheduled at Eastbourne Primary School.  You will be notified of these through the school newsletter and/or separate notice.

Grandparents are also encouraged and very welcome to assist with classroom programs at Eastbourne Primary School.

Health and Welfare

As you completed your child’s enrolment forms you will have noticed a line asking you to indicate any physical disability.

It is most important that the school is aware of any physical problem your child may have.  Perhaps your child has had serious operations during his/her pre-school years.  The medical problem may now be considered cured.  However, this information, which remains confidential, is important in helping your child’s teacher to understand them better.  In particular, please let us know if your child is:

·         asthmatic

·        diabetic

·        epileptic

·        allergic to drugs or stings.

Often when students commence school, teachers may suspect a problem related to vision, hearing or speech.  They will be quick to consult with you so that if necessary, appropriate help may be sought.  The School Nurse visits the Prep students each year to check their sight, hearing and general health.  Parents of older children may also seek to have their children examined by the nurse if they have specific concerns.

Head Lice

As you are no doubt aware, head lice have become a community health problem. It is advisable to check your children’s hair carefully at least twice a week, so that you may quickly discover the presence of eggs.  It is a wise plan to have on hand a metal comb.  This is the only satisfactory comb for removing the dead eggs once they have been treated.  Removing the eggs with your fingernails is even more effective.  Children with live lice are excluded from school until the day after treatment has commenced.  As a preventative measure, give your child's hair a vigorous brush as soon as he/she gets home from school.

Please do not feel ashamed if your child does ‘catch’ head lice.  Small children tend to put their heads close together which makes it very easy for the problem to be spread.

You will assist us to eradicate the problem if you notify the school promptly that your child has head lice or eggs, obtain the necessary lotion from the chemist and spend time carrying out the treatment carefully. 

It is pleasing to note that the vigilance of both parents and teachers has reduced the problem to isolated cases.

The Parent Manage Head Lice Program is also in place to help eradicate this issue. Parents are advised to sign a consent form that enables Shire trained parents to check children for live lice and notify parent/guardians of the need for treatment.

Infectious Diseases

·         All children starting school will need an Immunisation Certificate.

·         All children who are not immunised will be excluded from school if there is an outbreak of measles, diphtheria or polio.

·         Parents are asked to notify the school IMMEDIATELY they are aware of their child contracting any of the infectious diseases listed below.

·         Please contact the health department of the Shire council for further information.

Homework

Homework is a valuable aspect of the learning process. Understanding and cooperation between home and school is essential. Homework should be:

*  related to the class program

*  appropriate to the interests and abilities of the student

*  meaningful and purposeful

Eastbourne Primary School has a homework policy and this is available to parents.

Homework should not introduce new, unfamiliar activities; it should be an extension of school work. Homework should provide variety in content (subject), presentation and time commitment.

House System

Eastbourne Primary School has a house system for organisation of activities such as games and sport. A house system encourages interest and loyalty without extreme competitiveness in citizenship and sporting areas. The houses are Nolan (red), Drysdale (blue), Roberts (green) and Streeton (yellow).

Independence

The development of independence is one of the main aims of education. Only do for a child what the child cannot do for themselves. Parental guidance is imperative.

Individual differences

Eastbourne offers developmentally appropriate learning opportunities for all students.

Children come to school from different background experiences and the basis for excellent teaching is accepting these differences and building on them. Learning is individualised.  Students differ in the way they learn and the rate at which they learn. Awareness of the importance of differences and their relation to how students learn is the challenge facing staff.

Interschool sport

Interschool sport may include the usual summer and winter sports, such as cricket and netball, as well as swimming and athletics. School policy will determine the degree of competitiveness. The aim of interschool sport is:

*         fostering participation in sport;

*          developing positive attitudes;

*          experiencing a variety of games;

*          encouraging sportsmanship;

*          improving skills.

Interviews and Reports

Formal Parent/Teacher contact is arranged during the year. These interviews give you a chance to discuss your child’s progress with the class teacher.

However, if any particular problem arises and you wish to discuss this with your child’s teacher or the Principal you are welcome to do so at any time.  It would be appreciated if you would first ring the school office to make an appointment in order to avoid unnecessary interruptions to class. 

Our schedule for reporting to parents is as follows:

Term 1:           -   Individual information sessions to be conducted before the end of March.

Term 2:           -   Mid Year Written Student Reports.

Term 3:           -   Parent Teacher Interviews.

Term 4            -   December Written Student Reports

                        -   Optional Parent Teacher interviews.

Jewellery and Valuables

Students should not bring jewellery and other valuable items to school.  The school cannot take responsibility for the loss of or damage to such items.

Students are permitted to wear watches, but they are that student’s own responsibility.

Late arrival at school

Students that are late arriving at school need to be registered in the "LATE BOOK" at the office and collect a late pass to give to their teacher.  It is for each student’s educational benefit that they are at school by 8.45 am each day.  This gives them a good start to the day and the opportunity for them to get valuable instructions at the beginning of the day.

Learning difficulties

This term may be used to describe students whose achievement differs from their peers. If parents believe their child is experiencing difficulties with learning, they should arrange to discuss the problem and details of support/assistance with school personnel. Eastbourne Primary School has three strands to address literacy issues; Guided Reading through the strengthened classroom programs, Early Intervention, and Reading Recovery.  Our school also uses the resources of a school guidance officer and speech pathologist for educational assessment and support.

Leaving school early

Withdrawing a child from school prior to the normal dismissal should be limited to unavoidable occasions.

Parents must register at the office in the early leaver’s book and collect an early leaver’s pass.

Library - Municipal

Membership of the municipal library:

*          provides additional books;

*          helps establish reading habits;

*          enhances parent-child-sibling relationships through interaction;

*          accesses a variety of resources;

*          encourages attendance at special story times.

Library - School

The Eastbourne Primary School library stocks a wide range of: - books, charts, posters and a selection of audio-visual resources.

Student access to the school library will be during scheduled library skill lessons during which time they research library resources.

Students can also take advantage of library borrowing times.

Eastbourne Primary School's library is fully computerised

Lost Property

As parents will realise, students, especially in lower grades, often lose their belongings.

Please ensure that all items of clothing are named.

Initials on labels tend to fade and eventually wear off, so please check them occasionally.

Lost property is collected and stored in a central location at the school which can vary from time to time.  Please check with the school office for the current location of lost property.  Please train your child to look after articles of clothing.  The number of unclaimed garments, most of them unnamed, is disappointing.

If your child loses a garment, notify the school immediately, by a note to the class teacher.  If notified promptly the chances of finding the missing item are good.

At the end of each year, all unclaimed lost property will be donated to a charitable organisation.

Please remember:  All articles named - no lost property.

Lunch at School

If your child is starting school in Prep it is a good idea to have several practice school lunches at home.  Students need familiarity in handling a lunch box, pouring from a plastic drink bottle and also in coping with sandwiches wrapped in fine plastic wrap.

At school, students are encouraged to eat all their lunch.  As a suggestion, one round of sandwiches, a piece of cake or one or two biscuits and a piece of fruit makes a well balanced lunch.

Most students are hungry by morning recess at 11.00 am and enjoy a small snack.  A piece of fruit, a cheese stick, and a small packet of sultanas or some biscuits from their lunch box would be appropriate.  Teachers will allow students to snack on a piece of fruit if they are hungry before 11.00 am.

Please do not send glass containers or cans of drink to school.  In the interests of preventing scalding burns, we also ask that parents do not supply their children with noodle bowl type lunches that require the addition of boiling water.

NO CHILD MAY LEAVE THE SCHOOL AT LUNCH TIME WITHOUT WRITTEN APPROVAL FROM THE PARENT, ENDORSED BY THE PRINCIPAL.  STUDENTS MUST BE COLLECTED BY A PARENT OR CARER.

Canteen Lunches

The canteen operates under the control of School Council and operates each day of the school week.  Lunch orders can be purchased each weekday.  The canteen is also open for sale of snacks at both recess and lunchtime each day.

Your child will place the order in his/her grades lunch order basket on entering the school at 9.00am.  Lunches are delivered to rooms.

When ordering lunch please:-

·         consult the menu and price list – available from the office

·       write the order on the outside of a paper lunch bag stating your child’s name and room number.

Price rises are notified in the School Newsletter.

Medication at School

For students who require medication during the school day, please give the office staff full written instructions as to dosage.

For students with allergies that require immediate medication, for example a student allergic to bee stings, send along on the first day of school a measured dose of the mixture or tablet with detailed instructions for use.  Medications of this type are stored in a secured cabinet in the sick bay and clearly labelled for use in cases of emergency.

If your child is on medication, even if this is not taken at school, please let your child’s teacher know.  For asthma sufferers, a puffer (named) should be sent to school and kept at the office.  This will prevent unnecessary suffering by your child and will save emergency calls to home.

Money at School

Students should bring all money to school in a sealed envelope with the Student’s name, room number and the total amount enclosed written on the outside, as well as a brief description of what the money is for, eg., Zoo Excursion, School Fees, etc.  All such money should be handed in to the class teacher.  Special envelopes are distributed whenever money needs to be sent for school activities.

If you wish your child to purchase small items over the counter at the canteen, this money can be placed in a named purse or envelope and put in your child’s lunch box.

Newsletter

One copy of 'Contact', our school  newsletter is sent home every second Thursday with the eldest child in each family.  The newsletter is the official journal of the school and, as such, contains items of interest from the classes, specialist teachers, parents and the community.  By reading your newsletter, you will be kept informed of the many activities and developments in the school, as they happen.

Notices

It is customary for the eldest child in each family attending school to be given notices to bring home informing the family of school activities.   Please check your child's school bag regularly for notices.

Parent Involvement

Parent involvement can be seen as parents performing tasks that assist teachers to teach and students to learn. Such tasks include: supporting reading and writing sessions; photocopying; accompanying excursions; and attending working bees. Schools cannot function efficiently without such assistance. Children enjoy their parents being involved. It shows that you value education.

All visitors to the school are asked to sign the Parent Helpers/ Visitors Register at the office.  (See also 'Parent participation'.)

It is School Council Policy that parents who help in the classroom, on camps, excursions, and in other school programs, are required to provide the school with a current Police Check or complete a Police Check request form available at the office.  The school will keep an updated register of all parent helpers/volunteers who hold a current police check.  This register will be used as a data base from which Parent Helpers/volunteers are selected to assist in school based activities, excursions and camps.

Parent Participation

Parent participation is the participation of parents in school management by being members of the school council or its subcommittees.  Many parents feel the need for involvement before they have sufficient confidence to participate. Parents have a perspective to impart and, in conjunction with staff, contribute to an improved learning environment.

The benefits of parents helping at the school include:

*         improved children's learning;

*          parents being better informed;

*          parents being well known to staff;

*          parents being well known to other parents;

*          your own children will be encouraged and aided by your involvement.

Parent Contributions

For the forthcoming year, the Parent Contributions have been set as follows:-

·         Book List (price varies for each year level)

·         School supplied items (these amounts include items such as a waterproof library bag for Preps, diary for year 5 & 6, and bulk stationary & one invisit for students across all year levels.)

·         Optional Programs (Religious Education & Life Education Van)

(Please Note:  Life Education Van visits the school every second year)

·         Year 6 jumper (price varies)

·         Library contribution  - (Please Note:  there will be a cost  difference for library contribution for Yrs 5 & 6 is to cover the cost of bulk purchase of class sets of dictionary/thesaurus & Maths text books)

·         Cost for swimming program (for Prep – Yr 4 students) and

Beach Awareness Program (for Yr 3 – 6) is also included on the booklist.

Voluntary School Community Contribution:-–

• 1st child at Eastbourne P.S. -  $50.00,
• 2nd child at Eastbourne P.S. -  $30.00,
• 3rd (and subsequent children) attending Eastbourne P.S. - $20.00.

Parent-teacher interviews

Parents are strongly encouraged to avail themselves of all opportunities for formal parent-teacher interviews and to prepare for them by developing a list of questions, comments or concerns. Communication needs to be teacher-to-parent and also parent-to-teacher.

Interviews should be sought as soon as a need arises, rather than waiting until a written report is provided or an official interview is scheduled. There is a formal reporting day to parents as well as ongoing arrangements between parents and teachers.

Parents and Friends’ Group

The Eastbourne Primary School Parents and Friends’ Group meets monthly and all parents are most welcome to attend.

The education of our students is a shared process between the school, the parents and the community.  The trend in education today is for greater community involvement and resourcing, and the Parents and Friends’ Group offers one avenue for involvement by providing a way for parents to work together to ensure our students have the best learning environment possible.

The Parents and Friends Group’s responsibilities include assisting with fundraising for equipment and facilities, providing advice to school council on issues of concern to parents and acting as a forum for parents to meet and socialise with each other and with the staff.

The school is deeply indebted to the Parents and Friends’ Group and we urge the greatest possible support for both the association and its activities.

A list of office-bearers for both School Council and the Parents and Friends Group is available at the school and will be published in the newsletter early each year.

Permission for Students to leave the School Grounds

Students leaving the school outside of normal afternoon dismissal (3.15 pm) must be signed out by the parent or authorised person in the "Early Leaving Register" at the office.  An "Early Leaving Pass" will be given to the person signing the student out.  This pass is given to the student's class teacher.  If you know you will be collecting your child early, a note to the classroom teacher would be appreciated.

Sometimes during the course of a day a parent may phone, indicating that some special situation has arisen which requires the child to come home immediately.  A request of this nature, made by phone, places staff in a difficult situation.  If possible, please come yourself, or ask a neighbour/friend to call for your child after explaining firstly by phone, that this is necessary.  On arrival at the school please come to the administration area where you will be asked to record your child’s name, room number and time of departure in the "Early Leaving Register".  You will also be asked to take an "Early Leaving" pass to the teacher.

It is important that this procedure be adhered to.  If an emergency should occur, eg. fire, it is vital that the school has a record of any child that has left the school.

If your child will be walking to and from school, it is important that you firmly lay down rules relating to this.  The following are recommended:-

·         When students are dismissed at 3.15 pm prep students should be collected by the parent, authorised adult or responsible sibling from their classroom.

·       always walk to school and return home by the same route.  (Make sure that you as a parent know this route and have walked it with your child explaining any possible dangers, for example, road crossings.)

·       if your child is going to a friend’s house after school, please insist that they come home first unless an arrangement has been made with the other child’s parents to collect them at school.  During first term, please notify your child’s teacher of any arrangements that you make. 

This issue can lead to frantic calls by parents whose children have not arrived home when expected and many anxious moments for staff, whose task it becomes to find the child.

Personal Items Brought to School

Private property brought to school by students is not insured nor is the Department of Education and Training or the school responsible for any loss.  It is advisable to ensure students do not bring valuable items such as mobile phones, electronic games, expensive toys or jewellery etc. to school.  Any private property brought to school is the responsibility of the student, and should be very clearly named.  Students should not bring computer games or electronic games/toys or inappropriate literature or expensive items to school.

Phone calls to teachers

Staff are available to receive telephone calls but not when supervising students. Either phone at an appropriate time or leave a message. Telephone messages to be relayed to students can be inconvenient, although if you are unavoidably delayed in picking up your child a telephone call is warranted.

Phone calls by students

Parents will appreciate that the school’s regular telephone bill is significant and we all need to work together to reduce unnecessary phone calls and the associated cost.  Unless there is genuine need or, an emergency, students are therefore not encouraged to make phone calls to home from school. Where students do need to ring home, they will be asked to bring 50 cents the following day to cover the cost of the call.

Policy and Curriculum

All aspects of the policy and curriculum are subject to constant review.  An Education Committee, under the auspices of the School Council, meets regularly to participate in the formulation and revision of our policy and curriculum.  This Education Committee consists of teachers and interested parents, with membership open to all.  Evaluation of the various areas of the curriculum is undertaken regularly.

Parents are invited to bring to the attention of the Principal and School Council any matters of policy which they deem to be in need of attention.  Such matters will then be considered at the regular monthly meetings.

Punctuality and Developing Independence

Punctuality is an important social requirement which needs to be developed early in a student’s school life.  Please bring your child to school on time each day, and also collect him/her punctually after school. 

To assist us in encouraging our Prep students’ developing independence:

·       please bring your child to the classroom door, say a quick good-bye then leave.

·       when collecting your child at the conclusion of school, we ask you to wait outside the classroom until the class is dismissed.

·       it is a good idea to encourage your child to pack and carry his or her own school bag.  This will help develop in the child a sense of responsibility for his or her own belongings.

Home Time

·       Prep students should be collected by the parent, authorised adult or responsible sibling from their classroom

·       Students should walk home in groups.

·       If you are collecting children by vehicle please make every effort to be on time.

·       Parents are asked to ring the school if they have been unavoidably delayed and cannot meet their children on time.

·       A student whose parents are late calling for them should not begin walking home.

·       A parent who finds their child is not waiting at the school entrance is advised to come immediately to the school office for assistance.

Refunds

Refunds can only be granted to parents where clear notice of the student’s withdrawal from the activity is given in the days leading up to the activity.  In instances where the money has been committed to an outside body a refund may not be possible.

Religious Education

State Schools can provide allocated times for R.E. in accordance with the agreed syllabus for those classes for which accredited instructors are available. 

Parents who do not wish their child to participate in religious education MUST notify the school in writing.

For any future students that may commence at Eastbourne Primary School, a "Religious Instruction" form is included with our Student Enrolment Package.

Residential Orders and Access Restrictions

Some parents may be in a situation where they have residential orders for their child, with the other parent having access only at some specific time arranged by the Family Court.  Non custodial parents can request copies of their child/ren’s written reports.

Schools have very clear legal responsibilities laid down by regulation which they must follow.  If the school has no record of these documents, staff are unable to refuse either parent from taking the child from the school.  It is very important to keep the school informed of these matters.  If you are in this position and have concerns relating to this matter please contact the Principal.

Road Safety

The safety of students between home and school is of great concern to us all.

The school has actively sought to improve issues related to traffic flow. 

Parents are asked to strictly observe the traffic flow pattern. Such co-operation serves the best interests of the children of the school.

School Bank

The Bendigo Community Bank provides the opportunity for students to open a Bank Account.  Bank Day is Tuesday.  Students who choose to open a school bank account with The Bendigo Bank will be given have a coupon book which is brought along each week to the classroom and placed in the class bank bag as soon as they enter the room.  The use of this weekly banking facility is voluntary.

School Council

School Council represents and is responsible to the community as a whole.  As such, it decides the major directions of the school program through its involvement in the determination of curriculum objectives, the use of resources and in broad organisation policies.  That is, you, the school community have a real say in the education of your children.

The Council is also responsible for administration of school finances, minor capital works to buildings and grounds, employment of non-teaching staff and casual replacement teachers, curriculum evaluation, participation in the selection of new principals and the development of the School Strategic Plan.

The Council conducts its affairs through a series of sub-committees, membership of which is open to anyone interested in the particular area of that committee’s responsibility.

The sub-committees are:

            Finance                                                           Education

            Facilities                                                        Recreational Centre

            Marketing                                                      Out of School Hours Care

           Canteen and other sub committees as Council deems necessary.

At Eastbourne Primary School everyone has something to contribute.  It is important that the School Council adequately represents the community and possesses the varied skills needed to perform effectively on its behalf. If you have a special interest, the sub-committees need any help you can give. With excellent school facilities, an energetic principal and staff, as well as a broad range of parent talents, we are able to make the most of the opportunities for our children and the community.

Membership of the school council comprises eight parents, four staff members, the school Principal and up to two co-opted members from the local community (excluding D.E.T. employees).  Parents are urged to contact council members about any matters which are within the powers of the council.

School Hours

School commences      9.00am

Morning recess            11.00am - 11.30am

Lunch recess               1.30pm - 2.15pm

School dismisses         3.15pm

Lunch is eaten in the classroom between 1.20pm and 1.30pm.

Student Well Being

Eastbourne Primary School has a program which is an integral part of the culture of Eastbourne Primary School; it is called “You Can Do It”.  The Program aims to build self esteem by helping the students to embrace their uniqueness and acknowledge their feelings so that they can make the best of their educational opportunities.

‘You Can Do It’ is about helping the students to realise that they can do it if they set their hearts and minds to the task.  By utilising decision making skills continually being reinforced with lessons in the classroom, and management procedures which encourage the students to take responsibility for their actions, they learn that they can succeed.

‘You Can Do It’ assists students achieve their optimum potential by developing five foundational characteristics. They are confidence, persistence, organization, resilience and getting along.  If the students can embrace these understandings, by discussing them with peers and teachers and individually exploring their own thoughts and experiences, they can be equipped to face each day as it unfolds.

We believe at Eastbourne that your child is special and unique, and that they can and will succeed, if we help them to realise their potential.  ‘They Can Do It’ at Eastbourne!

Supervision of Children

Teachers have a duty of care to supervise students at designated times.  This includes 15 minutes before and after school and during class, recess and lunch times.  Staff members will be timetabled to be on duty during these times.  Obviously they cannot be in every area all the time, but every effort is always made to ensure that the safety and security of all students is paramount.

Parents are asked to cooperate with this by ensuring that students are at school only during those times that staff are outside on duty, and that students do not arrive too early and are picked up promptly after school.

For safety and security reasons, students are not permitted inside the buildings in the morning, at recess times and after school unless a teacher is present.  Parents/guardians are asked to wait outside classrooms until students are dismissed and to only use the main entrance doors.  For security reasons we ask people to ensure doors are tightly closed when leaving the buildings and rooms.

Traffic Flow Pattern

Parent car park etiquette is as follows:

At the end of the south bound lane where you need to do a 180° turn, cars are to wait at the start of the north bound lane for a park to be freed up.  Cars are not to park along the medium strip on the north bound lane to wait for a park.

Transfers

Should you require a transfer to another school, please give advanced notice where possible.  Requests should be made in writing or by a personal call at the office.

Uniform

The Eastbourne Primary School uniform is gold and navy.  The wearing of school uniform is compulsory.

·         All students (Prep to Year 6) may wear either a gold or navy windcheater with the school logo.

·         The wearing of Sun Smart, broad brimmed hats are compulsory in terms 1 and 4.

·         All students are to wear full school uniform when leaving the school on excursions or to other representative activities.  Full school uniform comprises an Eastbourne Primary School gold polo and gold or navy windcheater except Year 6 who may wear a gold polo and special Eastbourne Primary School Year 6 windcheater/rugby top.

Many parents find that dressing the children in the items listed below is the cheapest way to clothe children.  It creates a sense of school pride when the majority of students are in our school colours.  The following items can be obtained from the Uniform Shop run by Primary School Wear in the Multi Purpose Room at the school. Operating times are subject to fluctuation and parents are advised of changes to operating hours via the school newsletter.

Items available:         Art Smock

                                    Blue, gold and white gingham dresses

                                    Bomber jackets        

                                    Bootleg pants

                                    Eastbourne School Bags

                                    Gold polo shirts (long sleeve and short sleeve available)

                                    Gold windcheaters

                                    Library Bags

                                    Navy Culottes

                                    Navy windcheaters

                                    Navy girl's tunic

                                    Navy skirts

                                    Navy track pants

                                    Navy garbadine pants (unisex)

                                    Navy broad-brimmed hat

                                    Polar fleece Jacket

                                    Polar fleece Vest

                                    Rain coat

                                    Standard navy shorts and navy bike shorts

Please take the opportunity to have a look at the items available, also many items can be made to order.  Please ensure that your child wears appropriate clothing and footwear, particularly on days when your child has Phys/Ed, Sport or Perceptual Motor Program sessions.

Thongs or opened-toed shoes are not permitted at school for safety reasons.

All children are required to have a smock or old shirt for art lessons

Eastbourne Primary School Council has a Policy on School Uniform. Any students who are not dressed in correct school uniform must bring a written note from their parent.

Working Bees

Working Bees are arranged from time to time by the School Council with the object of maintaining and improving our grounds and buildings.  Without parent support at these, the school would not be able to accomplish the many maintenance activities required. 

Some families may prefer to make a contribution in lieu of attending these working bees.

EXTRA-CURRICULAR ACTIVITIES

 Book Club

The school acts as an agent for Scholastic Book Club, who offer paperback books at reasonable rates.  Catalogues are distributed approximately every eight weeks.  Selections if desired should be returned to the class teacher.  Books are sent home two or three weeks later with the students.  There is no obligation to buy.

Excursions and Camps

School excursions provide a very effective means of motivating students to participate in and gain real benefit from a variety of learning experiences.

Teachers plan suitable excursions to fit in with the school’s educational program. Parents are advised of all planned excursions well in advance and no student is permitted to participate without parent consent.  Serious consideration is given to cost factors.  Generally speaking, one excursion per term will be undertaken by each class.

Often teachers organising the excursion will request volunteers from the parents to help in the supervision of groups during outings.  This is usually arranged through personal contact by the teacher.  All volunteer helpers are required to hold a current police check.

 No student will be permitted to attend an excursion without written permission from parent or guardian, with authority to take emergency action in case of illness or accident. School uniform must be worn by students participating in excursions.

School camps are seen as a valuable aspect of a fully rounded program of development for students. The aims in conducting a camp are:

·       To provide opportunities for healthy social contact outside the regular school environment for the children and their teachers.

·       To develop a sense of independence amongst the students, in dressing, eating and personal hygiene.

·       To provide opportunities for physical development, hiking, general fitness, outdoor activities.

·       To help instil an appreciation of the natural environment of the area being visited.

·       To provide educational experiences unable to be catered for at school, including visits to local industries, places of historical interest.

Teachers in grades 2 to 6 are encouraged to provide opportunities for students in their classes to attend appropriate camps.  Every effort is made to keep costs down while providing safe, interesting and suitable camping opportunities.  Details of camps are provided well in advance so that they can be budgeted for over a period of time.

Financial Difficulties

In some cases there is money available to assist families whose children would obviously benefit from taking part in camping or excursions but are unable to do so for financial reasons.  Should you come into this category, do not hesitate to contact the Principal to discuss the matter.

Instrumental Music

The school provides many opportunities for students to receive private instrumental tuition.   Tuition can be arranged for keyboard, and a selection of string, woodwind and brass instruments as well as guitar and drums.  Instrument hire can also be arranged through the school.  Please contact the office for further details.

HELPING YOUR CHILD SUCCEED AT SCHOOL

 Encouragement, not Criticism

Encouragement is the key to making sure that children develop confidence as learners.  You can help in the following ways:-

·         Show interest in the children’s account of their day’s activities - really listen to their stories, really look at what they show you.  Get them to talk about it, and praise at least one aspect of it. You cannot fool them by saying “Mmmmm” and if they sense your lack of interest, or if you laugh at one of their serious efforts, they will cease to bring them to you.  Worse they might feel that they are failing, and lost confidence is hard to restore.

·       Remember the “average” child exists only in statistics.  Mentally and socially, children develop at quite widely different rates, and until they mature to a particular stage, certain tasks and behaviours are just not possible for them.  Trying to force children beyond their developmental limits may cause irreparable damage.  If your three year old was one kilogram under the average weight for three year olds you wouldn’t force feed him, if she was two centimetres shorter than the Jones’s three year old you wouldn’t put her on the rack and stretch her.

·       Please apply to their learning rate the same calm sensible attitude you took with their physical growth rates.  They both proceed in spurts, not in a nice steady even process.  They might be in one of their no-growth patches.

·         Do come and see their teacher fairly often.  We all want the same thing for your children - happy growth towards their full potential in every respect.  We can only help if we have your confidence.

When Problems Arise

Some students take longer to “settle-in” to the school routine than others.  A student’s entry to school is a major event in their life.  If your child is finding the transition from home to school an overwhelming experience, please contact the class teacher or Principal for assistance.

Special Assistance

At Eastbourne Primary School we are concerned for the well being of all students at school.

It is our aim to involve teachers and parents in a co-operative program so that the individual needs of each student will be met.  Special assistance is given to students who may be experiencing short or longer term learning difficulties, and parent volunteers provide additional help.

Assistance is provided, in the academic areas such as Mathematics, Reading, and Language.  In the welfare areas, where social, emotional or medical problems have been identified, limited help is available through the Department of Education and Training.  Educational guidance officers, social workers and speech therapists provide specialised services on referral.  These referrals may be arranged through the school.

Eastbourne Primary School has a policy on the integration of children with impairments and disabilities, into our school.  Queries regarding the integration of children with this type of difficulty should be directed through the principal in plenty of time to allow for an application for integration support to take place.  Ideally this contact should be made early in the year prior to the student commencing school.  A precise set of D.E&T. guidelines must be followed when integrating students and these may be obtained from the school.

If you have any queries regarding assistance, please contact the school secretary.  The principal will contact you to arrange an interview if necessary.

The principal and class teachers welcome contact with parents for interviews about children’s progress or less formal discussions about school activities and programs.  Please telephone the school (59 86 4884) to arrange a mutually convenient time for a meeting.

We believe that parent and community participation will benefit the students of Eastbourne Primary, so do not hesitate to contact us whenever you feel it is necessary.

Activities that will Assist Reading and Writing

·       Encourage your children to talk with you about everyday things - things you see when out shopping or in the car, television programs, things children draw or build.  In this way you extend the words they understand and the ways they can share ideas through language.

·       Read stories to your children every day.  The stories may be in English or in any other language your children understand.  Make it an enjoyable time - perhaps at bedtime. Through stories, you share pleasure in books and help your children get to know the language used in them.

·       As you read, hold the book so the children can see it too.  You might run your fingers smoothly under the lines as you read, so that children become aware of some of the features of print, such as when to start reading.  Encourage children to join in with the parts that they know by heart, thus building confidence in their abilities as readers.

·         Not all print is in books.  The breakfast table usually has plenty of print on it - on the cereal packet, the margarine container, the bread wrapper.  So do road signs, service stations, and shops.  Whenever your children comment on this print, respond enthusiastically - for example: “Yes the same word is on the label too.  Can you find it?”

·         Writing notes is another valuable way of encouraging children to read, eg. “Have you cleaned your teeth this morning?”  (Attach to the bathroom mirror), “Whose turn is it to feed the cat today?”  Activities like preparing the shopping list together, checking lists of things to take on a picnic or outing give children a purpose for reading.

·       When children draw, or when you have been talking together, write down one of the sentences, and stick it up on the wall or refrigerator.  Encourage the children to write too.  Their writing may at first look like scribble, but it means something to them.  They are learning to communicate through print.

·       When your children bring home their stories from school ask them to tell you about them.  It doesn’t matter if the words aren’t exactly right.  Sometimes they won’t remember what a sentence says, so ask them to tell you about the picture.  Then you can respond.  “Do you think that is what your sentence/story says?”

Remember

Encouragement is the key to success.

 Developing a Love of Reading

A Checklist for Parents:

·       There are lots of books in our house.

·       Our children often see us reading.

·       We read to them whenever they want to listen.

·       They have been taught how to care for books.

·       We listen to them.  

·       We listen to them talk.

·       We listen to them read.

·       They are encouraged to read silently.

·       We do not force them to read against their will.

·       We enjoy listening to them read, it is not a chore.

·       We play interesting games together.

·       We praise success.

·       We encourage them when they have difficulties.

·       We are patient when they make a mistake.

·       When we go to the Public Library we take them with us and allow them to choose a book.

·       We talk.  We ask and answer questions.  We discuss and plan things together. 

·       We buy books, children’s magazines and comics whenever we can.

·       We read to them.  They read to us.  We read together.  

Special Programs for Parents

The school encourages and supports parent involvement in children’s learning.  Throughout the year Parent Education Programs are organised to inform you about current teaching strategies and school programs:

Classroom Helpers Program.  

This program is focused on helping parent’s understand the way the Early Years classrooms are organised for their literacy and numeracy blocks every morning.  The program aims to train any parents who are willing to be helpers in the classrooms.  It deals with classroom organisation, activities that the parents may be required to help with, and helps parents to understand the way students learn to read and write.

Spelling Strategies

It is essential that children are taught a number of strategies to aid word attack skills

*          have-a-go;

*          look - cover - write - check;

*          proofreading;

*          self-correction;

*          use of resources.

Word study - word attack skills

The study of words is an important aspect of the language program. Students need to learn about the structure (components) of words, but are not expected to learn through artificial lists of words and contrived activities. Word study should be a natural component of all curriculum areas.

Correction

The practice of putting lines through incorrect spelling is likely to be unhelpful unless the error is discussed and the correct response is written for the child to copy and then rewrite independently. Spelling errors are usually not corrected in a draft piece of writing; however writing that will be 'published' -- read by others -- should contain conventional spelling. It is important for children to develop a spelling conscience through proofreading their own work. They will require teacher and parental guidance, for example:

*          which words do you think are wrong?

*          tick the correct letters;

*          circle the letters you think are incorrect;

*          which part of the word is wrong, for example the ending?

Spelling approximations, invented spelling, temporary spelling

Inventing spelling is the learner's way of approximating towards the conventional response. During the process of writing, children are encouraged to approximate with their spelling so that the flow of writing (thoughts) is not interrupted. Children should not be discouraged from using words they feel unable to spell.

Teachers and parents should accept spelling approximation during the writing process, but this does not mean acceptance of incorrect spelling in work for final presentation.

If children are unable to approximate or experiment, their writing development may be inhibited through using only known or safe words. Suggestions for parents

Conscientious parents can:-

*         help the child to feel good about him or herself;

*          help the child to feel good about learning;

*          try to praise rather than criticise;

*          read to the child from the earliest age;

*          when choosing presents for the child, select well-illustrated books on a range of topics, both fiction and non-fiction;

*          encourage the child to write and draw regularly in a variety of ways, for example letters, diaries, imaginative stories, records of events;

*          try to cultivate a sense of number, size, length, height, width, volume, area, weight, time, especially with the younger child;

*          join with the child in estimating, counting and calculating;

*          take time to discuss everyday happenings;

*          encourage questions and show how answers can be found;

*          give freely of your time.

Helping your child with spelling

*          talk about words, their structure and meaning

*          show the child how to use resources, dictionaries, a thesaurus

*          encourage an interest in a wide variety of words

*          refer to words in the home and community (signs, packets, labels)

*          encourage proofreading and self-correction 

*          support and reinforce the school's approach

*          encourage approximations towards accurate spelling

*          provide word resources such as dictionaries and thesauruses, and write  home lists, which

            are lists of words related to the child's own home, environment and family activities?

 Preparing for the First Day

What you can do to help your child settle into school

The Months and Weeks Before School Starts

·         Provide your child with opportunities to socialise with other children (invite a friend over after kindergarten). In particular, encourage friendships with children who will be going to the same school as your child.

·         Introduce children to other settings that may promote the necessary social skills for school adjustment (playgroups, etc)

·         Provide children with positive experiences in-group settings outside of the home.

·         Gradually build up the time your child spends away from you, if this is not already happening.

·         Read stories about children in similar situations and talk about feelings.

·         Put together scrapbooks and other mementos of kinder and milestones already achieved.

·         Talk about dealing with new school environment (making friends, going to the toilet, etc)

·         Visit the school a number of times before the first day.

·         Help your child become confident in their self-care skills (dressing, buttoning, zippers)

·         Listen to doubts or fears, and express confidence in your child’s ability to gradually get used to the new situation and do well in it.

·         Let your child know that it takes time to get used to new people and places in a constructive manner. For example, talk about how exciting it will be to meet new boys and girls, and become friends with them. Like when they were at kinder and first met “Bradley” or “Rebecca”, and how at first they didn’t know them, but that after playing games together and seeing each other every week, they became good friends.

·         Let your child know there will be people to help them if necessary.

·         Prepare your child for what will happen on the first day: where they will say goodbye to you, who will look after them when they are at school, and where and who will meet them when school finishes.

·         Talk about routines such as using the toilet, eating lunch and playing with friends.

·         Answer your child’s questions about what will happen (i.e. where is the toilet, when will I see old friends)

·         If not already in place, organise a routine you will be using once school starts. Start this a few weeks before school begins to prepare your child and give them practice. (eg. going to bed at the same time, getting up, having breakfast and getting dressed by a particular time)

·         If you are already concerned that your child might be worried about leaving you when school starts talk to your child’s teacher before school begins. In this way a plan can be developed for the best way for you to leave, and both you and your child’s teacher are aware of respective roles.

When School Starts

·         Plan how you will say goodbye to you child. It may take some time for your child to become comfortable with this. Some children may be upset on the first day, and be okay the next, and others may take a few weeks. Plan what you will do each, until your child has settled into a routine. In the beginning, anticipate that your child may cry and plan how you will deal with this. It is usually helpful to make goodbyes short, sweet, warm, and firm. Giving too much reassurance and comfort, if your child starts to become clingy and resistant when you say goodbye, may encourage similar behaviour each time you depart. You may plan to stay with your child for a short period to help them settle, but once you decide to say goodbye, be warm, firm and leave. Remember too, rushing off too quickly after you have arrived can also be upsetting for children. Plan the best way to handle your goodbyes with your child.

 ·         Reassure your child that they will be okay, and that you (or name another person, eg Grandma, Sarah from After School Care) will be there to meet them when school has finished.

 If you expect that your child will have difficulty, plan to spend a short period of time helping your child settle in before you leave. Discuss an appropriate plan with the class teacher for how long you will stay.

 ·         Continue to provide your child with guidance about what is expected in new situations.

 ·         Try to establish and keep to before and after school routines. Bedtime routines, which help settle your child, might become more important. Predictable routines help a child feel confident about what is going on around them.

 ·         Make yourself available to spend some time with your child after school, or when first collect them from after care.

 ·         Be positive about your child’s efforts.

 ·         Some children may complain of feeling sick, and saying they don’t want to go to school. Talk to your child about what is worrying them and reassure them that they will be okay. If your child doesn’t seem to settle into school after the first couple of weeks, talk to your child’s teacher about the best way to help your child.

 ·         Remember even the most enthusiastic child (and parent) will have times when they are tired, hot and grumpy.

Becoming Involved in Your Child’s Education

Parents are their children’s first teachers. From infancy through young adulthood, children depend on their parents to provide what they need physically, emotionally, and socially, to learn and grow. Throughout childhood, parents set the stage for learning in everyday activities at home. Young children learn through exploring, acting on their environment, and imitating what they see and hear. Crawling, walking, and talking, for example, are skills children learn on their own at home with the practical guidance of parents. When children begin their formal learning at school, parents continue to play an important role.

 Parents help structure the home learning, or the context in which home learning takes place. Research has shown a number of characteristics of home learning environments that are helpful in promoting success for children in school.

• Establish a daily family routine

Children need regularity and consistency in their lives. The following suggestions help to achieve this:

   * Provide time, space, quiet, and materials for a child’s studying, reading and

       hobbies.

   * Assign chores and household tasks that are age appropriate.

   * Encourage good health habits-rest, activity, and regular meals, health care as needed.

   * Eat meals together. Minimise distractions, such as the TV, and use the

       opportunity to talk together.

   * Be firm about a regular bedtime. Build story reading into the bedtime routine.

       * Help children manage their time eg. getting ready. Break tasks down into

       manageable steps and tell them what they need to do. Ask them to repeat it back

       to you. As children get older, help them see when chores and homework need to

       be done by using a chart. Pictures might also be helpful.

• Monitor out-of-school activities

Once children are in school, they still spend 70 percent of their waking hours outside of the school setting. This time represents a tremendous learning opportunity, which schools and families need to recognise and develop for the student’s advantage. Children need:

          *The use of leisure time guided, so that it is spent in constructive out-of-school activities.

          *Clear rules and standards about appropriate activities

          *Set limits on television use.

          *Some monitoring system in place to ensure they are safe if they are not with

            their parents.

·         Model the value of learning and hard work

Students who value education and understand the connection between success and hard work tend to do better in schools. Encourage your child by:

           *Setting an example by reading, writing, and engaging in other learning activities at home.

           *Using family leisure time productively. Play games that demonstrate planning ahead and

             problem solving.

           *Establish a family communication style that values learning by inviting questioning,

            discussion, and explanation.

           *Demonstrating that hard work is necessary to achievement by involving children in

             household projects.

           *Using reference materials at home or in the library to answer questions.

           *Volunteering to help at school on a regular basis.

·         Express high but realistic expectations for achievement

Parents’ expectations for achievement definitely have an influence on the child. Encourage your child to do the best they can from an early age. The following ideas are offered to help encourage effort in your child:

*Set goals and standards for a child’s conduct that are appropriate for their age and level     of maturity.

           *Encourage your child to work hard in school.

           *Encourage effort for long-term gains versus short-term benefits.

           *Recognise and encourage a child’s special talents.

           *Encourage your child’s effort, not just the outcome. Talk to your child’s teacher about

             the ways in which you can support your child in school.

           *Encourage your child to show their schoolwork to interested family and friends.

·         Encourage a child’s overall development and progress in school

Parents, who provide frequent verbal support, praising children’s skills and efforts, telling them they are loved and cared about, tend to have children with higher self-esteem who do better in school. Children need:

            *A warm and supporting home atmosphere

            *Their effort, as well as their achievements, recognised and sometimes rewarded

            *Interest shown in what they are learning at school

            *Affection and approval

            *Their work displayed on the wall or refrigerator for family and friends to see. Send

              artwork, poems, and stories to other family members and friends

            *Their learning supported in the home. Ask teachers for ideas.

·         Read, write and hold discussion among the family members

A wealth of studies show that home learning activities such as reading aloud and frequent open family discussions are associated with improved student achievement. Ideas include:

            *Discuss the school day, family member’s lives, and current events.

            *Tell stories, recall experiences, and share problem-solving strategies.

            *Use everyday experiences to teach eg. counting steps when walking, writing letters,

              grocery lists, and diaries.

            *Read to children at a regular time. Listen to children read.

            *Watch a favourite TV program or video together and discuss it afterwards.

·         Use community resources

Children need direct and continuing access to people with whom they can develop healthy, helping relationships. As children increasingly plan and develop their own leisure time, parents need to steer them to other adults who can provide guidance, skills, and mentoring.

Ideas include:

            *Take children to libraries, museums, movies, and organised sports.

            *Involve children in activities such as sport, art, or music programs

            *Introduce children to responsible mentors such as coaches and friends

            *Stay in touch with children’s teachers and other school staff.

            *Use community services for family needs such as medical and mental health facilities.

Factors that influence school adjustment

Combination of:

·         Child’s age, gender

·         Social skills- cooperation

                         -initiating interactions

                         -self control

·         Cognitive skills

·         Family environment

·         Parent/teacher relationship

·         Kindergarten/childcare experience

·         Having a child you know in the classroom

·         Child and parent experiences of transition programs

·         Social experiences in classroom and playground

Long absences from school, such as holidays or illness, can sometimes trigger anxiety about starting school again. Be aware of this and anticipate how you will handle any problems returning to school.

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