Parent Information Booklet 2019 - Glenholme School provides our tamariki with the skill, will and thrill to become assessment capable learners
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Parent Information Booklet 2019 Glenholme School provides our tamariki with the skill, will and thrill to become assessment capable learners
Kia ora Koutou Nau mai haere mai. Welcome to Glenholme School. Glenholme School is one of Rotorua‘s longest established schools, with a loyal and committed community support network. Glenholme School has a strong reputation for being a friendly, supportive environment, while meeting the needs of our diverse learners. We have a successful values programme based around the themes of Respect, Integrity, Diversity and Excellence. Learning and student achievement is at the heart of everything that happens at Glenholme School. Staff and Board of Trustees ensure that we provide our students with the skill, will and thrill to become assessment capable learners. Noho ora mai Sarah Thompson Principal
Parent Information Booklet www.glenholme.school.nz Welcome to Glenholme School. This booklet is designed to answer some of the common questions parents and whanau need to know about our school. Please make use of the contact details if you have further questions that you need answered as we are always happy to help. School Vision Statement: Glenholme School provides our tamariki with the skill, will and thrill to become assessment capable learners School’s Purpose Statement: Glenholme School’s educative purpose is to: Cause learning Serve each learner Developing each learner holistically is critical in creating curious tamariki who think and relate well to others. There are overarching principles that Glenholme School believes are important for each individual to acquire during their Glenholme years. Cause learning high expectations of success and a desire to achieve success assessment capable learners shared language of learning learning dispositions learning processes strong personal connections between students and adults Serve each learner learning is visible teachers and school leaders are inspired and passionate teachers and school leaders are fundamentally evaluators of our practice teachers and school leaders who see learning through the eyes of students teachers and school leaders with visible learning mindframes
Our Community Glenholme School is a thriving inner city Rotorua School, with a diverse student group. The school is a contributing primary, with a stable roll of 395. The strength of Glenholme School is the diverse community, with many of Rotorua‘s ethnic groups represented. We currently have 43% Maori, 32% European, and growing number of Pasifika, Indian and Filipino students and families. Glenholme is one of Rotorua‘s longest established schools, with a strongly loyal and committed group of supporters. Our location, facilities and focus on educational excellence attracts parents and families from around the Rotorua region and not just the inner city. Our School The Glenholme School Board of Trustees and staff are committed to providing a high quality learning environment, which will enable our learners to have a shared language of learning. We are very proud of the development of high quality school wide and classroom programmes, which contribute to this, including the very successful Visible Learning. The 40 staff at Glenholme School includes full and part time teaching staff, support staff and attached teachers. Glenholme School has a strong reputation for being a friendly, supportive place, while meeting the needs of our diverse learners. Developing each learner holistically is critical in creating curious tamariki who think and relate well to others. There are overarching principles that Glenholme School believes are important for each individual to acquire during their Glenholme years. Home—School Partnerships Partnerships are collaborative relationships that continue to support students’ learning. Effective partners complement and respect one another and value each other‘s contribution. Together they form a network of significant people with a common interest in a child‘s learning. In 2019 Glenholme School will utilise a variety of approaches for sharing information and discussing learning with families. Glenholme School encourages parents to pop into classrooms and touch base with the classroom teacher. When student‘s teachers and their families take advantage of informal face to face encounters to show a warm personal interest in each other and in building a relationship, the development of an effective home-school partnership is facilitated. Te Reo me Tikanga Maori Te Reo and Tikanga Maori programmes are successfully integrated into the class programmes. Te Reo and Tikanga Maori programmes capture language, culture and identity. Glenholme School has an accomplished Kapa Haka group led by Whaea Susan Swann-Eason. The Kapa Haka group remains committed and dedicated throughout the year. The roopu proudly represent Glenholme School on a number of occasions including pohiri and the Rotorua Ahurei Festival. Te Reo Maori and Tikanga Maori learning experiences involve the school community coming together in the preparation and sharing of kai and learning programmes. Glenholme School is confident that initiatives together with the aroha from the staff is the impetus of establishing an environment where Maori students and whanau feel valued and supported to take advantage of the many opportunities available to them. Glenholme School has strong links with Ngati Whakaue. The tikanga, haka and waiata at Glenholme School relates directly to Ngati Whakauetanga. The school is supported by the Ngati Whakaue Endowment Trust Board and it jointly funds extremely successful literacy intervention programmes.
STAFF ORGANISATION – 2019 Management – Leaders of Learning Principal Mrs Sarah Thompson firstname.lastname@example.org Deputy Principal Mrs Molly Norton email@example.com Assistant Principal Whaea Susan Swann-Eason firstname.lastname@example.org Whakapoungakau Team A1 Ms Lorraine Raureti (Whaea Lorraine) Yr 5/6 email@example.com A2 Mrs Sarah Kinsella (Whaea Sarah) Yr 5/6 firstname.lastname@example.org A2 Ms Kelly Anaru (Whaea Kelly) Yr 5/6 email@example.com A3 Mr Mark Everson (Matua Mark) Yr 5/6 firstname.lastname@example.org A4 Miss Zara Matthews (Miss Zara) Yr 5/6 email@example.com A5 Ms Kylie Laxton-Blinkhorn (Whaea Kylie) Yr 5/6 firstname.lastname@example.org Whakapoungakau Team Leader of Learning is Whaea Kelly Anaru Tihi-o-Tonga Team B1 Mrs Nicola Andrews (Whaea Nicky) Yr 3/4 email@example.com B2 Mrs Jade Rogers (Whaea Jade) Yr 3/4 firstname.lastname@example.org B3 Mrs Allyson Caines (Whaea Allyson) Yr 3/4 email@example.com B4 Mrs Tania Wheki (Whaea Tania) Yr 3/4 firstname.lastname@example.org B5 Mrs Jodene Williams (Whaea Jodene) Yr 3/4 email@example.com Tihi-o-Tonga Team Leader of Learning is Mrs Andrews Pukeroa Team A6 Mrs Lisa Kiel (Mrs Kiel) Yr 2 firstname.lastname@example.org C6 Miss Sharyn Bridgeman (Miss Bridgeman) Yr 2 email@example.com C7 Mrs Susan Caudwell (Mrs Caudwell) Yr 2 firstname.lastname@example.org Pukeroa Team Leader of Learning is Mrs Caudwell email@example.com Pukehangi Team C9 Mrs Monique Palmer (Mrs Palmer) Yr 1/0 firstname.lastname@example.org C8 Miss Rachel Palmer (Whaea Rachel) Yr 1 email@example.com B6 Miss Lynda Williamson (Miss Williamson) Yr 1/2 firstname.lastname@example.org Pukehangi Team Leader of Learning is Mrs Palmer email@example.com
Part Time Teachers Mrs Melanie Martin (Whaea Min) Students with Needs firstname.lastname@example.org Mrs Deb Taylor (Mrs T) Te Pikopiko Programme email@example.com Mrs Sheree James (Mrs James) firstname.lastname@example.org Administration Mrs Donna Burns (Mrs Burns) Finance Executive email@example.com Mrs Lynette Turton (Mrs Turton) Office Manager firstname.lastname@example.org Miss Kylee Kennedy (Whaea Kylee) Office Assistant email@example.com Maintenance Mr Erik Jansen (Matua Erik) Care Taker, Maintenance Officer and Sports Coach Chris Meegan (Matua Chris) Assistant Caretaker Support Staff Anne Cooney (Mrs Cooney), Sue Edwards (Mrs Edwards), Paula Christensen (Whaea Paula), Wini Nicholls (Whaea Wini), Mrs Ros Hamblyn (Whaea Ros), June Paretoa (Whaea June), Aroha Gotz (Whaea Aroha), Blossom Rimaha (Whaea Blossom) and Angie Brierley (Whaea Angie), Emma Wright (Mrs Wright) , Whaea Mischa Tuhoro, Whaea Yanne Logan Attached Staff Resource Teacher of Literacy Mrs Sharyn Simpson firstname.lastname@example.org Mrs Trudy Pound email@example.com Social Worker in Schools (SWISs) Angela Adlam (Whaea Ange) firstname.lastname@example.org BOARD OF TRUSTEES Chairperson: Chris Allibone Principal: Sarah Thompson 07 348 1489 Staff Representative: Molly Norton Parent Representatives: Chris Allibone Julie Avery Amy Chung Kapie Tawhai Minutes Secretary: Lynette Turton 07 348 1489
A - Z Guide for Parents and Caregivers Accidents and Sick Students Sick Bay Room The Sick Bay is managed by the office staff. If you are collecting a child please sign your child out at the office before you take them home. Accidents: In the event of an accident your child will be administered basic first aid. In the case of serious accidents parents will be contacted. If it is an emergency the student will be taken to A&E, doctor or dentist. Medication: Please hand all named medications and signed instructions to the office. Parents must sign a Prescribed Medication Procedures form before staff are able to administer medication. These will be stored in the reception area and administered by office staff. Allergies and severe medical conditions: Medications for specific allergies/illnesses will be kept in the reception area with details for administration. Details of students with significant life-threatening conditions are held in the form of a health plan at the school office. Parents must inform the office of any changes in their child‘s health plan to ensure that correct action is taken. Activity Fees From time to time special activities are offered to the children on a user pays basis. We endeavour to keep these below $5.00 per activity. It is important to be fair to everyone so children can only attend if they pay. Activity fees for education outside the classroom i.e. camps can be expensive, the Board of Trustees over the past years have strategically managed school funds to ensure all Glenholme School students have equal learning opportunities. Therefore have committed funds to the following: Whakapoungakau Camp, Team Marae & Matariki excursions, Young Leaders Camp and excursions. Attendance Achievement = Attendance. Excellent attendance is vital for good progress. Your child should be attending school unless they are sick or there are very special circumstances. If your child is sick please phone school 348 1489or text 0212455214 and let us know, or send a note with a sibling. We would appreciate knowing by 9.15 am if your child is going to be absent, as caregivers of children absent without explanation are phoned between 9.15-9.30am each morning.
Late students must report to the School Office. Students leaving school or returning to school during the day must also report to the School Office. Glenholme School utilizes an electronic register. Teachers record attendance twice a day. Before 9.30am and before 2 pm each day. The Board of Trustees is required by Part 3 of the Education Act 1989 and amendments to ensure the enrolment and attendance of students at our school. Students are required to attend school whenever school is open. Regular attendance enhances students learning and is essential for their attainment of academic, cultural and social goals. Appropriate steps will be taken to ensure cultural sensitivity when assessing the justification for an absence. Therefore the Board of Trustees, Staff and Management understand that absences for family reasons can be legitimate and parents and students should not be anxious regarding these circumstances. However they are still officially counted as an absence according to the Education Act 1989. Pattern of unexplained absence developing over 3-4 weeks e.g. every Monday: start at step 1 or 3 days absence without contact: straight to step 2. Step 1: Teacher will speak to child. No improvement. Step 2: Teacher will phone or have personal contact with the parent. No improvement/no phone contact. Step 3: Letter sent will be sent home (copy of the letter kept for the Leaders of Learning and or Principal). No improvement. Step 4: Teacher will refer the concern to the Leaders of Learning. School will contact and organise to meet with parents. Meeting should include teacher / Leaders of Learning. No improvement after 2 weeks. Step 5: School will contact the Truancy Officer contacted. No improvement. Step 6: Letter sent home from Principal regarding the parent‘s legal obligations and meeting if possible. dated and keep a copy. inform classroom teacher of outcome. No improvement/no response to letter within 2 weeks. Step 7: School will refer to Youth Aid Officer (Police). inform classroom teacher of outcome. Assembly School assemblies and team assemblies are held on a regular basis. School assemblies are held on Friday mornings every fortnight. Parents are welcome to attend school assemblies. School and Team assemblies highlight student achievement and focus on the learning and learner. Award ceremony assemblies are held at the end of the year. They include farewells to Year 6 students, staff and acknowledge the recipients of the Glenholme School Awards for the year. Principal Awards are presented at School Assemblies. Principal Award recipients are notified via the School Newsletter the week before the assembly presentation.
Assessment Teachers regularly check what students know and can do as a result of the teaching and learning programmes. Evidence used to make decisions might include class work, assessment results, observation of a range of skills, self and peer assessment and student-voice. Assessment is used to provide learners with feedback on their progress and achievement, to help teachers plan programmes which meet the needs of learners and to provide relevant information for reporting to Board of Trustees, Ministry of Education and parents. Developing Assessment Capable learners – developing learners who can explain and understand the progress. Learners who know where they at, where they are going and what their next steps are. Behaviour Management Programme The behaviour management classroom strategies are built on the Glenholme School Values and all reward systems reinforce the four values: Respect – Integrity - Diversity and Excellence The Behaviour Management programme is based on the ― Assertive Discipline model. To make it successful the classroom teacher must be consistent in their approach and must always focus on the positive behaviour displayed in the classroom. It is a tool to modify student‘s inappropriate behaviour. Every student starts each day on Green. GREEN – Green is Cool – Green is the expected behaviour in our classroom. Green behaviour is constantly acknowledged, rewarded and celebrated. ORANGE – Warning, verbal redirection RED – 10 minutes time out in the classroom. Provide a secure area that is clearly defined and everyone knows where it is. No distractions or interaction from anyone else. Students complete a ―Think Sheet‖ . BLACK – 30 minutes timeout in another classroom. Provide a secure area that is clearly defined and everyone knows where it is. No distractions or interaction from anyone else. Students complete a ―Think Sheet‖ . Letter goes home to parents informing them of the colour change to Black. State the inappropriate behaviour. Parents must sign the note and students return the sign letter the following day. DOUBLE – Sent to Management Team member for inappropriate behaviour, severe or BLACK violent behaviour or consistently disobedient. Send student to Management with the note book that has the recorded inappropriate behaviour. Parents are contacted; students may be asked to return home for the day, invited into a discussion with the staff member, contract situation negotiated and or stood down etc. For assistance send Red Emergency Card for severe problems to the Principal or Deputy Principal offices immediately. Students work their way through the colour changing system. There is no negotiating or changing colours back. Teachers need to stand firm.
Achievement Card System Classes will be issued with four different cards. Each child will be issued with an achievement card by the class teacher. There are 50 click spaces on each card in the 'four card' system. The teacher will issue only the maximum of 5 clicks per week. Students must have a green day to earn a click. Teachers keep track of each individual student‘s behaviour. Each day is coloured for each child according to the colour in the achievement envelope. A 'green day' rewards behaviour that reflects our school values. Colour changes and black cards will be recorded in the teacher notebook with the date, a brief explanation of the concerning behavior’s and any action taken. Student who receive ‘black cards‘ will have a letter sent home explaining to parents the concerning behavior’s and any action taken. Parents need to acknowledge this letter by signing and returning it to school or by contacting the teacher. Successful completion of Card 1 the student receives a reward. Successful completion of Card 2 the student receives a reward. Successful completion of Card 3 the student receives another reward. Successful completion of Card 4 the student has the opportunity to be chosen as one of the Top 5 children from each room, with the most clicks. These students go on an Achievement Card Reward Day with the Principal and Leaders of Learning at the end of the year. All new enrolments start at the first card, disregarding when they start at our school. If a child leaves school and then returns they restart on Card 1. Student Behaviour Concerns Student behaviour is discussed regularly at staff meetings. This is an opportunity for the staff to share ideas and strategies for improving the situation. Leaders of Learning are notified and made aware of any such concerns. If a student’s behaviour is of concern e.g. they have continual red or black cards the teacher should make contact with parents and discuss the concerns. Students, who appear frequently in the playground duty notebooks, may also be contacted by the classroom teacher, Deputy Principal and or Principal. Students who continually behave inappropriately are monitored. It is essential that if the Achievement Colour Card System is not successfully managing behaviour that the right kind of intervention is put in place for the individual student. Intervention can range from positive reinforcement behaviour contracts, lunchtime detentions, social skills programmes, lunchtime programme, removal from the playground and or restricted play areas. It is essential that parents are involved and supportive of the intervention strategies. Some students and teachers may require support agencies to help modify behaviors’. If this is necessary parents will be part of the decision making along with the classroom teacher, Deputy Principal and or Principal. Parent’s need to be contacted and informed by the classroom teacher and a meeting to discuss the child‘s behaviour scheduled. Parents and students are advised of possible consequences and intervention strategies if the behaviour in the classroom or playground is not modified. The classroom teacher, Deputy Principal and or Principal will monitor the behaviour of the student and keep parents informed. Behaviour consequences will vary according to the nature of the behaviour. Consequences could range from missing class reward or treats, being excluded from school events such as inter-school sports or cross country, to stand-downs for extremely inappropriate behaviour. Violent and extremely inappropriate behaviors will not be tolerated at Glenholme School. Management will contact parents and advise them of the situation and the consequences for violent and or extremely inappropriate behaviors.
Classroom Reward Strategies Teachers may wish to develop a group or class points system to build class tone and positive relationships/behaviour. These may be linked to other rewards such as free time or lucky dips. Parents are encouraged to contact the classroom teacher if you wish to be informed of the systems operating in your child/ren’s class.
Rules for the Playground Model the Glenholme School Values. Be in the right place at the right time. Move promptly when the bell rings. Playground Behaviour Verbal warnings and redirection (go and play on the playground) can be given for minor behaviour issues in the playground. If the behaviour warrants a consequence such as picking up rubbish then it should be recorded in the duty notebook. Recording If a child behaves inappropriately in the playground it will be recorded in the duty notebook with date, child‘s name, room, incident and consequence. Deputy Principal will send an e-mail informing the classroom teacher when she does the weekly monitoring of duty notebooks. Delayed Consequences If the consequences have to be delayed until the next day or from interval until lunch time the person who imposed the consequences should inform the next duty teacher. Students involved in on-going playground behavioral issues and are causing concern for staff maybe nominated for a Lunch Club programme. Playgrounds Reward System These are given out at intervals and lunchtimes by duty teachers for children behaving appropriately and demonstrating the Glenholme School Values. One child is drawn from each team at school assemblies. Emergency Card System Red card for severe problems in class and playground. White card with a red cross for medical emergencies in the playground. Class of the Week in Assembly Trophy and certificates to be awarded for the 1st, 2nd and 3rd best class. A class is chosen from each 3 areas, floor to the right, floor to the left and the seats. Lunch Club Programme Students demonstrating concerning on-going playground behaviour are removed from the playground for a period of time and undertake a supervised and structured programme. The programme incorporates the following elements and is monitored and conducted by Management. Glenholme School Values. Acceptable playground interactions. Restorative Thinking practices (when appropriate). Stand-Downs, Suspension and Exclusions Section 14 of the Education Act sets out grounds on which principals may decide to stand-down, suspend or exclude students The principals may stand-down or suspend a student if satisfied on reasonable grounds that:
a) the student‘s gross misconduct or continual disobedience is harmful or dangerous example to other students at the school; or b) because of the students behaviour, it is likely that the student, or other students at the school, will be seriously harmed if the student is not stood-down or suspended for an unspecified period. The principal must ensure that the decision to stand-down, suspend or exclude a student is made in accordance with all the legal requirements. The principal must ensure that appropriate process is undertaken and that the Ministry of Education Guidelines for Principals and Board of Trustees on Stand-Downs, Suspensions and Exclusions is adhere to. Student Welfare and Attendance Concerns Student welfare and attendance concerns are to be discussed regularly at staff meetings. Attendance concerns should be followed up as per the Attendance Guidelines, with teacher‘s making home contact as early as possible. Deputy Principal and or Principal to be notified of any such concerns through team minutes. Welfare concerns should be discussed with the Team Leader first and then with the Deputy Principal. These will be handled on a case by case basis in the most appropriate way. Bullying Bullying can be found in every school in the country. It is all too often part of the way young people interact in our society. Glenholme School recognises its extent and impact and will take steps to stop it happening. When bullying is ignored or downplayed, students will suffer ongoing torment and harassment. It can cause lifelong damage to victims. Both bullies and those regularly victimised are more likely to become criminals. A school's failure to deal with bullying endangers the safety of all its pupils by allowing a hostile environment to interfere with learning. There is clear evidence that school action can dramatically reduce the incidence of bullying. Bullying … Usually has three common features: it is a deliberate, hurtful behavior. it is repeated. it is difficult for those being bullied to defend themselves. There are three main types of bullying: physical; hitting, kicking, taking belongings. verbal; name-calling, insulting, racist remarks. indirect / emotional; spreading nasty stories, excluding from groups. Bullies Are often attention seekers. Will establish their power base by testing the response of the less powerful members of the group, watching how they react when small things happen. Find out how the teacher reacts to minor transgressions of the rules and wait to see if the Victim’ will complain. It is important that teachers are vigilant and consistent. Bully because they believe they are popular and have the support of the others. Keep bullying because they incorrectly think the behaviour is exciting and makes them popular.
If there are no consequences to the bad behaviour; if the victim does not complain and if the peer group silently or even actively colludes, the bully will continue with the behaviour. Victims Often have poor social skills. Lack the confidence to seek help. They feel they don‘t have the support of the teacher or classmates who find them unappealing. Blame themselves and believe it is their own fault. Are desperate to ‘fit in’. View is very often reinforced by the attitude of adults in their lives. It is highly unlikely that they will seek help. Making Glenholme School bully free … Taking Immediate Action Dealing with a bullying incident: First: Express relief that the bullying is now out in the open and can be dealt with. Avoid focusing on the shortcomings of the bullying victim. Reiterate the Glenholme School Values. Concentrate on where the immediate problem is - the behaviour of the bully. The aim of any intervention must be to stop the immediate abuse. Ensure that the bully changes his or her behaviour. Make the peer group aware and ask them to help the victim. Provide support for the victim. Ensure the victim has access to a bully free environment at all times. Use reliable peers, teacher aids, senior volunteers and others as supporters. Spend time with the isolated pupil. This can only be a short-term measure, as most victims of bullying want to be with their peer group. A special safe room that has adequate staff supervision is useful. Senior students can be used to help run a quiet activities room. The students’ classroom is great for a safe environment. Withdrawn and isolated victims Need the opportunity to be involved in special confidence building programmes. Have difficulty integrating with their peer group. Use small group or individual intervention programmes such as: No Blame Approach – Restorative Thinking Practices It focuses on seeking the support of the peer group. The method of Shared Concern targets the bully as an individual to accept responsibility before bringing everyone together in a group, including the victim.
Isolate the bullying behaviour Remove the bully from the environment; see they know why they are being excluded. Have the bully reflect on reasons for the isolation. Ask the offender to write a letter home explaining why he / she has been isolated. Check that the letter goes beyond ‘Because victim’ narked on me. Working with persistent offenders Some pupils find it difficult to leave behind aggressive ways of relating to other pupils. The aggression may have been so reinforced that an ongoing programme aimed at developing pro-social skills is necessary. Consider involving Children Young Persons and Their Families Service, Specialist Education Services or other appropriate agency. Engage a Restorative Thinking Hui. Engage a stand-down or suspension. In cases of physical assault, involve the local police. Teacher Action All staff must to be committed to a common response to bullying when it does happen. Immediate intervention is crucial. Clear procedures must take place when a case of bullying is discovered. Many teachers and schools find it helpful to develop clear statements of what is appropriate behaviour in the classroom. This may be in the form of a school-wide Code of Conductor in an individual classroom treaty or school statement. Because victims can be passive and withdrawn, others need to tell when they see bullying. Good teachers encourage the ‘telling of tales’. They develop mechanisms to ensure that their students can report bad behaviour without fear of retribution or being chastised for telling tales. A Good Teacher Will: Notice when a student is isolated and sad. Look for the reasons for this. Not see it as just play-fighting, name-calling, a bit of fun or just part of growing up. Work with the victim to stop the offending behaviour. Not tell the victim to ignore it, to sort it out themselves or to hit back. Glenholme School needs to provide necessary support for the individual teacher so that they are able to maintain a safe classroom environment. The behaviour management procedures and structures are mechanisms to support and maintain safe supportive classrooms and school environment. The behaviour management procedure provides guidelines that stipulate the responsibilities teaching staff have when dealing with a case of bullying. Everyone needs to accept that his or her classroom must be a safe, supportive environment where bad behaviour is not tolerated and bullying is recognised, publicly condemned and dealt with.
C9 B6 B5 2019 SCHOOL MAP B4 C8 B3 Laundry Special B2 C7 B1 Toilets Needs Boys Social Staff Worker Toilet C6 Board Staffroom Room Principal A6 Office E-Babies A5 Deputy Principal Assistant Principal A4 Pukeroa Team A3 Pukehangi Team Tihi-o-tonga Team A2 Whakapoungakau Team A1 Esol Learning
Glenholme School Cybersafety Use Agreement Instructions for Parents/Caregivers/Legal Guardians 1. Please read sections A/B carefully. If there are any points you would like to discuss with the school, let the school office know as soon as possible. 2. Discuss the cybersafety rules with your child. 3. Sign the use agreement form (section c) and return that page to the school office. 4. Please keep Section A/B for future reference. This term ‘parent’ used throughout this document also refers to legal guardians and caregiver. Important terms used in this document: a. The abbreviation ICT in this document refers to the term Information & Communication Technologies. b. Cybersafety refers to the safe use of the Internet and ICT equipment/devices, including mobile phones. c. School ICT refers to the school‘s computer network, internet access facilities, computers, and other school ICT equipment/devices as outlined in (d) below. d. The ICT equipment/devices used in this document, includes but is not limited to, computers (such as desktops, laptops, iPads, Chromebooks, storage devices (such as USB and flash memory devices, CD‘s, DVD‘s, iPods, MP3 players) cameras (such as video, digital, webcam & skype) all types of mobile phones, gaming consoles, video and audio players/received (such as portable CD & DVD players) and any other, similar, technologies as they come into use. e. ‘Objectionable’ in this agreement means material that deals with matters such as sex, cruelty, or violence in such a manner that is likely to be injurious to the good of students or incompatible with a school environment. This intended to be inclusive of the definition uses in the films, videos, and publications classification act 1993. Additional information can be found on NetSafe’s website www.netsafe.org.nz/ua SECTION A: INTRODUCTION The measures to ensure the cybersafety of Glenholme School outlines in this document are based on our Glenholme School Values. The school computer network, internet access facilities, computers and other school ICT equipment / devices bring great benefits to the teaching and learning programmes at Glenholme School and to the effective operation of the school. Our school has rigorous cybersafety practices in place, which include cybersafety use agreements for all school staff and students. The overall goal of the school in this matter is to create and maintain a cybersafety culture which is in keeping with the values of the school, and legislative and professional obligations. This use agreement includes information about your obligations, responsibilities, and the nature of possible consequences associated with cybersafety breaches which undermine the safety of the school environment. All students will be issued with a Cybersafety Use Agreement and once signed consent has been returned to school, students will be able to use the school ICT equipment/devices. The school‘s computer network, internet access facilities, computers and other school ICT equipment/devices are for educational purposes appropriate to the school environment. This applies whether the ICT equipment is owned or leased either partially or solely by the school, and used on or off the school site. The school may monitor traffic and material sent and received using the school‘s ICT network. The school may use filtering and/or monitoring software to restrict access to certain sites, and data, including email. The school may audit its computer network, internet access facilities, computers and other school ICT equipment/devices or commission an independent forensic audit.
SECTION B: RULES TO HELP KEEP GLENHOLME SCHOOL STUDENTS CYBERSAFE A safe and responsible use of ICT I will keep myself and other people safe by the following rules: 1. I cannot use school ICT equipment until my parent(s) and I have signed my use agreement form (see last page) and the completed form has been returned to school. 2. I can only use the computers and other school ICT equipment for my schoolwork. 3. If I am unsure whether I am allowed to do something involving ICT, I will ask the teacher first. 4. If I have my own user name, I will log on only with that user name. I will not allow anyone else to use my user name. 5. I will not tell anyone else my password. 6. I can only go online or access the Internet at school when a teacher gives permission. 7. I understand that I must not, at any time, use the Internet, email, mobile phones or any ICT equipment to be mean, rude, and offensive or to bully, harass, or in any way harm anyone else connected to our school, or the school itself, even if it is meant as a joke. 8. While at school I will not: Attempt to search for things online I know are not acceptable at our school. This could include anything this is rude, violent or uses unacceptable language such as swearing. Make any attempt to get around, or bypass, security, monitoring and filtering that is in place at our school. 9. If I find anything mean or rude or things I know are not acceptable to our school on any ICT, I will not show others, turn off the screen and get a teacher straight away. 10. I understand that I must not download or copy any files such as music, videos, games or programmes without the permission of a teacher. This is to ensure we are following copyright laws. 11. I must have a letter from home and permission from school before I bring any ICT equipment/device from home. This includes things like mobile and smart phones, iPods, gaming consoles, iPads, iTouch cameras, and USB drives. 12. I will not connect any device (such as a USB drive, camera or phone) to school ICT or run any software, without a teachers permission. This includes all wireless technology. 13. The school cybersafety rules apply to any ICT brought to school like a mobile phone. 14. I will ask my teacher‘s permission before giving out any personal information online. I will also get permission from any other person involved. Personal information includes: name, address, email address, phone numbers and photos. 15. I will respect all school ICT and will treat all ICT equipment/devices with care. This includes: Not intentionally disrupting the smooth running any school ICT systems Not attempting to hack or gain unauthorized access to any system Following all school cybersafety rules, and not joining in if other students choose to be irresponsible with ICT. Reporting any breakages/damage to a staff member. 16. I understand that if I break these rules, the school may need to inform any parents. In serious cases the school may take disciplinary action against me. I also understand that my family may be charged for repair costs. 17. I understand that I may lose the privilege to use the ICT gear if I cannot be trusted to follow these rules. To the parent/caregiver/legal guardian: Please read this page carefully to check that you understand your responsibilities under the agreement. Sign the appropriate section on this form. Detach and return this form to the school office. Keep the document for future reference.
I understand that Glenholme School will: Do its best to enhance learning through the safe use of ICT. This includes working to restrict access to inappropriate, illegal or harmful material on the internet or school ICT equipment/devices at school – related activities. Work progressively with children and their families to encourage and develop an understanding for the importance of cybersafety through education designed to complement and support these agreement initiatives. This includes providing children with strategies to keep themselves safe in the cyberspace. Keep a copy of this signed use agreement on file. Respond to any breaches in an appropriate manner. Welcome enquiries from parents or students about cybersafety issues. My responsibilities include: I will read this cybersafety use agreement document. I will discuss the information with my child and explain why it is important. I will return the signed agreement to the school. I will support the school‘s cybersafety programme by encouraging my child to follow the cybersafety rules, and to always ask the teacher if they are unsure about any use of ICT. I will contact the principal to discuss any questions I might have about cybersafety and/ or this use agreement and I am welcome to do this at any time.
Glenholme Primary School 2016 - 2017 $60 $42 $37 $38 $27 $40 $45 $45 $16 $15 PAYMENT OPTIONS: NZ Uniforms accepts Cash, Eftpos, all major Credit Cards and WINZ payments. We also offer finance through Gilrose Finance and have a ‘Uniform Club’ which is a great way to save for your School Uniform purchases – ask us for more details. STORE: 1302 Ranolf Street, Rotorua, 3010 EMAIL: email@example.com PHONE: 07 282 2023 Free Phone : 0800 698 643 STORE OPENING HOURS 9:0 0am - 5:00pm Weekdays 9:00am - 1:00pm Saturdays WEB: www.nzuniforms.com
Purchasing School Uniforms at NZ Uniforms Glenholme School has 2 purchasing options for parents regarding school uniforms. Retail store in Rotorua and an online shopping option are available. Online Shopping with NZ Uniforms NZ Uniforms School Websitehttp://glenholme.nzuniforms.com or http://www.nzuniforms.com/ Notes: Parent‘s select from the range of items available what is appropriate for their child / ren Compulsory School Uniform Sun Hat for all Year 0-6 students in terms 1 and 4 Shoes, sneakers, boots or sandals are to be plain black Socks are to be plain black Girls wearing winter tights must be black Polypropylene or thermals (winter months) worn under the school uniform must be black All new enrolments must start Glenholme School in full uniform Students must wear regulation school uniform, non-uniform items similar in colour and style are not acceptable. Except in an emergency, students must wear correct dress code. Parents write a letter of explanation if their child wears non-uniform clothing or footwear, stating the reason. Your child presents the letter to school management in the morning. When a student comes to school with incorrect uniform and with or without a notice of explanation, they will be sent to the office and provided with uniform that they can borrow for the day Non-uniform clothing items will be removed whilst at school and must be collected by the student at the end of each day The school accepts no responsibility for any non-uniform clothing items All school uniform items should be clearly named The only jewelery items to be worn are medic alert ID, a wrist watch or items of religious or cultural significance Hair accessories should remain minimal - colourful bows and headbands are discouraged Occasionally second-hand items are available via the school office. Notification for parents is posted in the School Newsletter. Bell Times School starts: 8.55am Interval: 11.00 11.20am Lunch: 12.50 1.45pm End of School: 3.00pm The school day is the same wet or fine weather Board of Trustees - BOT The Board of Trustees is the school‘s governing body and is responsible for ensuring the school operates and complies with all the relevant laws and regulations.
BOT supports the Principals day to day management of the school as well as deciding matters of school policy. Information about the regulations relating to the Board membership may be obtained from the Board Secretary. The full Board meets twice a term on a Thursday at 6.00pm at school. Dates of Board meetings are noted in the school newsletter. Names and phone numbers of Board members can be obtained from the school office. Bicycles at School We encourage children to cycle to school. Based on police guidelines children 10 years of age have the appropriate spatial awareness to be on the road. Glenholme School will provide Cycle Safety programmes for Year 5/ 6 when available. As a parent of a child younger than 10 years of age and if you would like your child to cycle to and from school it is your parental responsibility to ensure they have the necessary abilities to be on the road, to be safe and to know and understand the road rules. For children under 10 we encourage parents to bike with them to and from school. It is your childs’ responsibility to ensure that their bike is securely locked at school. It is parents’ responsibility to ensure bikes are road worthy. It is parents’ responsibility to ensure your child has and uses a bike helmet – although the school will insist on the use of a bicycle helmet if a student is spotted without one. Seesaw App - Student Blogs We are very excited to introduce to you a new learning initiative fully funded by the Board of Trustees for the next 3 years (2018 – 2021). Seesaw is a new app Glenholme School is using to share students’ learning. Seesaw is a digital portfolio that gives students a place to document their learning, be creative and learn how to use technology. Families will have access to view and comment on their child’s work. A major benefit of using Seesaw is that it will house your child’s learning journey in one portfolio for their entire schooling years at Glenholme. Your child’s teacher will assign a unique sign up QR code, with step by step instructions on how to connect to Seesaw, to view your child’s work. Classroom Teacher Release Every full time teacher and teacher with specific responsibilities in New Zealand s entitled to Classroom Teacher Release. Glenholme School Board of Trustees has a procedure for the allocation of classroom release time. The classroom release time benefits both teacher and students, as it provides time for student assessment, professional growth and development, planning and preparation.
Teachers are released from class, usually on a weekly basis with Management attempting to minimize classroom disruptions and the ensure classroom programmes provide continuity and consistency. New parents to the education system need to understand that this is a Ministry of Education requirement, necessity and a union entitlement. Contacting the School Parents may contact the school on 07 3481489 during school hours or on our absentee line by txt 0212455214. You are welcome to ring the school office at any time during school hours (8.30am – 3.30pm) to arrange an appointment or leave a message. Outside these times or when the lines are engaged an answer phone operates. If you wish to discuss something with a teacher please arrange a time that is suitable for everyone, usually a quick phone call or email can set it up. Please note that 8.30am-8.55am is not a good time to talk to teachers as they are making final preparations for daily teaching programmes. An efficient method of contacting teachers is via email (see School App or Website to contact details or direct links), or by leaving a message. Community of Learning Glenholme School is a member of a Community of Learning/ Kahui Ako, that being: Rotorua Central Community of Learning/ Kahui Ako. Consisting of the following schools; Glenholme School Malfroy School Whakarewarewa School Ngakuru School Seventh Day Adventist School Rotorua Intermediate School Rotorua Boys High School Rotorua Girls High School Communities of Learning/ Kahui Ako are part of the Government‘s programme of Investing in Education Success. More than $359 million has been set aside to support the initiative. Research shows that within schools, the quality of teaching has the biggest influence on whether students succeed. IES has been designed with this in mind and is intended to help raise achievement by: improving teaching practice across New Zealand enabling teachers to work together and benefit from each other‘s knowledge and experience. helping all children benefit from the skills and knowledge of great teachers from across a group of schools.
helping schools work together so it‘s easier for children to move through the education system. Code of Conduct - Sporting Code of Behaviour for Players Play for fun. Be fair: play by the rules. Respect the decisions of your coach and co -operate with your captain and team members. It‘s ok to want to win, but it has to be through fair play . Never argue with or provoke the referee, coach, players or with the spectators. Never use foul language. Keep your cool. Play your best for yourself and for your team . Be a good sport: praise good play by team membe r and opposition. Be on time. Respect your opponents: they are there to have fun too . Code of Conduct and Guideline for Coaches and Referees Playing times as well as other organisational details need to be communicated clearly to parents and team members. Give fair playing times / bench times to all members of the team during games. Compliment both teams on their efforts. Be consistent, objective and courteous in calling infractions. Teach, promote and positively reinforce appropriate sports behaviour on the field, court or in the water as well as off. Positive comments are motivational: never ridicule mistakes. It‘s OK to encourage to win, but put a focus on good effort and fair play. Code of Conduct for Parents and Supporters Foster interest and encourage participation. It’s OK to encourage to win, but put a focus on good effort and fair play. Encourage adherence to rules and officials decisions. Do not publicly challenge official‘s coaches decisions. If you feel the need to complain, bring your concerns to the teacher in charge of the sporting code. Positive comments are motivational: never ridicule mistakes. Applaud good play, skills and fair play by both teams. Children play for their enjoyment, not yours. Encourage your child to make a seasonal commitment (games, commitment and camaraderie). Court Orders Re: Access and Custody Arrangements Please provide all documentation to the office. We cannot deny access to a parent based on a verbal request.
Curriculum The school‘s curriculum is under constant review, the objective being to meet the changing needs of the learners and the regulations of the Ministry of Education. The New Zealand Curriculum specifies eight learning areas – English, Mathematics, Science, Technology, Social Sciences, Language, The Arts, Health and Physical Well-Being; which students need to acquire. These learning areas are essential for a broad and balanced education. The school‘s curriculum is integrated throughout the eight essential learning areas and also includes eLearning, Ngati Whakauetanga, SOLO Taxonomy, Visible Learning and the Glenholme School Values. Literacy and Numeracy for Glenholme School students is paramount. This is evident in all classroom teaching and learning programmes. Daily Notices These constitute the main system by which information is communicated between staff and students. Daily notices are received by staff each morning who read them to students. Daily notices relate to events occurring within and outside the school that are considered to be of interest. Dental Health Care Students at Glenholme School have access to Dental Care. The Rotorua District Health Board has a Mobile Clinic Service that visits Glenholme School. The Mobile Clinic is expected to visit once a year. The Mobile Clinic when on site is situated behind A1 Classroom. Any dental emergencies for your child/ren, parents need to contact the Rotorua District Health regarding the nearest operating Dental Service in Rotorua to get treatment. Phone 0800 825 583. Do not contact the school, unfortunately we will not be able to help direct you to treatment as it is the Ministry of Health and Rotorua District Health Board that manage the dental service and not the school or Ministry of Education. Awhi Educare@ Glenholme This is a private business on site and available to our early childhood students of the Glenholme community. Awhi Educare @ Glenholme philosophy strives to provide quality care and education that stimulates, educates and sets our tamariki up to be successful integrated e-Learners of the 21st century, in a safe and nurturing environment. It is their goal to provide a service that is accessible, affordable and flexible to meet our community‘s needs. Awhi Educare @ Glenholme runs each day from 8.30am until 3.30pm and only on school days. Ann Brell is the propitiator of Awhi Educare @ Glenholme and can be contacted on 021 023 68324 Ranolf Street entrance has a pedestrian gate that is open early morning and locked in the evening, parents of Awhi Educare @ Glenholme students are encouraged to use this as the safest form of access to and from the school. Park on Ranolf Street and walk into the school via the pedestrian gate. Do not park in the school drive as it is a tow away area.
Education Outside the Classroom There are many opportunities for students to take part in activities outside of the classroom which will broaden and enhance their education. Many curriculum programmes incorporate excursions, visits, sporting and culturalexchanges and information gathering outside the school. Parents will always be kept informed of excursions regarding Education Outside the Classroom via the classroom teacher. The Generic Health and Permission Form provides adequate documentation to take students outside the school during school hours however if the excursion requires an overnight event then further permission and documentation will be provided for parents. E.S.O.L (English for Speakers of Other Languages) New residents to New Zealand who have English as their second language are able to join the ESOL classes and lessons for tuition in English. Glenholme School will apply for student funding from the Ministry of Education. Group and individual teaching sessions are organised for students to accelerate their understanding of the English language. Mrs Sue Edwards is the ESOL teacher. She works in conjunction with the classroom teacher. Individual, group, in class or out of class learning sessions are based on a programme that will best fit the student‘s needs and abilities. Glenholme School Enrolment Scheme In order to avoid overcrowding or the likelihood of overcrowding, the board of trustees of Glenholme School has adopted an enrolment scheme which has been approved by the Ministry of Education. The enrolment scheme was effective as of 31st January 2018. Under the scheme, students will be enrolled if they live within the home zone described below Start at the intersection of Fenton Street and Victoria Street. Travel south along Fenton Street, capturing only odd numbered addresses, to the intersection of Gwendoline Street and Fenton Street. Travel west along Gwendoline Street, capturing addresses on both sides of this road. From 23B Gwendoline Street, travel west along the boundary with Arikikapakapa Golf Course (behind houses on Sophia Street). At the rear of 70 Sophia Street, travel north to reach the roadway (Sophia Street), and then continue west to capture all addresses along Sophia Street to reach Old Taupo Road. Travel north along Old Taupo Road, capturing even numbered addresses only, to the intersection of Old Taupo Road, Otonga Road and Devon Street/Devon Street West. Travel west to 155 Devon Street West, capturing odd numbered addresses only. From here the boundary continues in a northerly direction to capture addresses on Toru Street and the Manuka Crescent Reserve and tennis courts. Continue to the intersection of Hillcrest Ave and Garden Place. All addresses on Garden Place are included in the zone. Travel east along Hillcrest Ave to the intersection of Old Taupo Road and Hillcrest Ave (only address numbers 3 – 51 Hillcrest Ave and 4 – 40 Hillcrest Ave are included in the zone). Continue
north along Old Taupo Road, capturing even numbered addresses only, to reach the intersection of Pererika Street and Old Taupo Road. Travel east along Pererika Street, capturing even numbered addresses only, to reach the intersection of Ranolf Street and Pererika Street. Travel south along Ranolf Street, capturing odd-numbered addresses only, to the intersection of Victoria Street and Ranolf Street. Travel east along Victoria Street to Fenton Street, capturing even numbered addresses only. The zone boundary ends at the intersection of Victoria Street and Fenton Street. The enrolment of out of zone students is governed by the provisions of the Education Act 1989. The enrolment scheme, which includes a precise description of the home zone and map, may be viewed at the school office, where copies of the scheme are also available. The board invites applications from parents who wish to enrol their sons and daughters at Glenholme School for next year. Enrolment at Glenholme School is governed by an enrolment scheme, details of which are available from the school office. The board has determined that some places are likely to be available for Year 1-6 out of zone students next year in term two. The exact number of places will depend on the number of applications received from students who live within the school‘s home zone. Details relating to the second enrolment period is as follows. Length of enrolment period: 22nd July to 27th September 2019 Deadline for receipt of applications: Friday 21st June 2019 Emergency Evacuations If you are in the school in the event of an emergency please follow the teacher instructions and procedures below. Signal: Continuous ringing of the school bell or announcement for fire, earthquake, chemical spill, volcanic eruption or lock down. Action: Children and visitors follow teacher direction in a quick & orderly manner. The evacuation point is on is the field outside the school office. If you are a visitor on the day of a fire drill or evacuation please make your way to the field in an orderly manner and assemble with your child‘s class. Drills will be conducted each term to cover fire, natural disaster and intruder evacuation procedures. An evacuation map and procedures are displayed in all classes and additional buildings for your reference. The Principal or DP will give the command to re-enter the building when it is safe.
Friends of the School (FOTS) The Friends of the School are a very active parent /caregiver group who have been involved in a number of fundraising schemes and other activities which directly benefit the students. This is a very important part of our school and your assistance would be greatly appreciated. You are welcome to attend any meeting - currently they meet twice a term. Phone the school office for further information – ph 3481489. Gates (Ranolf Street & Miller Street) Glenholme School is a gated community. Due to the safety concerns for our tamariki and an increase in vandalism the school entrances are gated and their there is limited access. Miller Street entrance is available for use: Monday to Friday 7.30am – 9.30am Monday to Friday 2.30pm – 3.30pm Ranolf Street entrance has a pedestrian gate that is open early morning and locked in the evening, parents are encouraged to use this as the safest form of access to and from the school. Park on Ranolf Street and walk into the school via the pedestrian gate. Do not park in the school drive as this is a tow away area. Ranolf Street entrance is not a drop off and or pick up zone. The entire entrance is a No Parking Zone! Occasionally you may need to enter the gates i.e. to collect sick children, therefore you will need to utilise the intercom system, if they are not already open. The intercom goes directly to the office and they will open the gates for you. When you exit, the gates are automatic. Glenholme School Board of Trustees takes no responsibility for parents/ whanau who risk moving through the gates as they are opening or closing. You enter at your own risk. The gates have been designed to close automatically. Cars have been crushed in past and we recommend avoiding the risk. Generic Health Profile and Permission Form Parents are asked to complete the form. During the year it is necessary for teachers to take students out of the school for a curriculum or co-curricular excursions. This form gives parental consent for these day only trips (9am – 3pm) and a health profile of each student. A permission form for every excursion outside of school is no longer necessary when this form is completed and returned to school at the beginning of each year. This saves time for parents and teachers.
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