Policy

Our School’s policy and procedures are aligned to those of the Department of Education and Department of Health. We will:

• provide, as far as practicable, a safe and supportive environment in which students at risk of anaphylaxis can participate equally in all aspects of their schooling;
• raise awareness about anaphylaxis and our anaphylaxis management policy in the school community;
• engage with parents/carers of each student at risk of anaphylaxis in assessing risks and developing risk minimisation strategies for the student; and
• ensure that staff have knowledge about allergies, anaphylaxis and the School’s procedures in responding to an anaphylactic reaction.

Rationale 

Anaphylaxis is a severe, rapidly progressive allergic reaction that is potentially life threatening. The most common allergens in school-aged children are peanuts, eggs, tree nuts (e.g. cashews), cow’s milk, fish and shellfish, wheat, soy, sesame and certain insect venom (particularly bee stings).

The key to prevention of anaphylaxis in schools is knowledge of the student who has been diagnosed as at risk, awareness of allergens, and prevention of exposure to those allergens. Partnerships between schools and parents/carers are important in helping the student avoid exposure.

Adrenaline given through an adrenaline auto-injector (such as an EpiPen® or Anapen®) into the muscle of the outer mid-thigh is the most effective first aid treatment for anaphylaxis.

Individual Anaphylaxis Health Care Plans

It is the responsibility of the parent/carer to:

• provide an Australian Society of Clinical Immunology and Allergy (ASCIA) Action Plan completed by the child’s medical practitioner, with a current photo; and
• inform the school if their child’s medical condition changes, and if relevant provide an updated ASCIA Action Plan.

An Individual Anaphylaxis Health Care Plan needs to be developed in consultation with the student’s parents/carers, for any student who has been diagnosed by a medical practitioner as being at risk of anaphylaxis. The Individual Anaphylaxis Health Care Plan will be in place as soon as practicable after the student is enrolled and where possible before their first day of school.

The student’s Individual Anaphylaxis Health Care Plan will be reviewed, in consultation with the student’s parents/carers:

• annually, and as applicable;
• if the student’s condition changes;
• immediately after the student has had an anaphylactic reaction

Communication

The principal (or delegate) is responsible for providing information to staff, students and parents/carers about anaphylaxis and development of the school’s anaphylaxis management strategies.

Casual relief staff are informed of the policy and where to access information about students on Individual Anaphylaxis Health Care Plans.

Teachers and other school staff, who have contact with the student at risk of anaphylaxis, are provided training in anaphylaxis management including how to respond in an emergency.

Wherever possible, training will take place at the start of each school year.

The school’s first aid procedures and student’s ASCIA Action Plan will be followed when responding to an anaphylactic reaction.

Risk minimisation

The key to prevention of anaphylaxis is the identification of allergens and prevention of exposure to them. The School will employ a range of practical prevention strategies to minimise exposure to known allergens.

Parents/carers:

Parents/carers of a student at risk of anaphylaxis are encouraged to assist schools in providing a safe environment for their child. Parents should:

• Inform the school, either at enrolment or diagnosis, of their child’s allergies and whether their child has been diagnosed as being at risk of anaphylaxis (e.g. provide an ASCIA Action Plan completed by their child’s medical practitioner).
• Meet with the school staff to develop their child’s Individual Anaphylaxis Health Care Plan. It should include an ASCIA Action Plan completed by their child’s medical practitioner.
• Inform school staff of all other relevant information and concerns relating to the health of their child.
• Provide the adrenaline auto-injector in the students’ bag and any other medications.
• Replace the adrenaline auto-injector and any other medications before the expiry date. It may be advisable to check expiry dates at the start of each term.
• Alert staff to the additional risks associated with non-routine events and assist in planning and preparation for the student prior to school camps, field trips, in school activities, excursions or special events such as class parties or sport days.
• Educate their child about the responsibility of carrying their own adrenaline auto-injector and the need to have their medication available at all times.
• Inform staff of any changes to their child’s emergency contact details.
• Participate in annual reviews of their child’s Individual Anaphylaxis Health Care Plan.
• Provide the school with an immediate update if there is a change to their child’s condition.

Students:

Students diagnosed with anaphylaxis are to have their prescribed adrenaline auto-injector available in their school bag at all times as well as an antihistamine on their person. They should inform the school café manager, check items sold at the café and avoid items with allergens. It is also important for students to inform relevant teachers of any allergies should cooking of foods be part of the curriculum.

Our Assessment and Reporting Policy reflects the principles and practices of assessment and reporting set by the School Curriculum and Standards Authority (SCSA).

Teachers make judgements about student achievement using a variety of assessment tools including marks from tests and common assessment tasks, anecdotal comments, observations, progress maps, work contained in presentation folders and portfolios, digital recordings of student performance, and working in groups.

The National Education Agreement 2009 (NEA) requires the provision to parents and carers by all schools of plain language reports twice a year that:

• are readily understandable to those responsible for the student and give an accurate and objective assessment of the student's progress and achievement;
• include an assessment of the student's achievement against any available standards; and
• include, for subjects studied, an assessment of the student's achievement:
• are reported as A, B, C, D and E (or an equivalent five-point scale), clearly defined against specific learning standards; and
• are relative to the performance of the student's peer group.

Student achievement in the learning areas taught is reported on a five-point scale for all years from Pre-primary to Year 10.

Academic achievement is reported in grades from an ‘A’ to an ‘E’ where:-

A  =  Excellent Achievement

B  =  High Achievement

C  =  Satisfactory Achievement

D  =  Limited Achievement

E  =  Very Low Achievement

Reporting student progress to parents is both informal and formal.

Informal Reports 

Teachers make judgements about student performance on a regular basis as described above and teachers give regular feedback to students and parents in a variety of ways including:

• information sheets explaining performance on tests or Common Assessment Tasks;
• comments on student work using tables to detail the outcomes sought;
• annotations in a homework diary; and
• notes and letters home, or phone calls.

Formal Reports

Interim Reports:

Interim Reports are sent home to parents of students in Year 7 at the end of Term 1, while parents are encouraged to contact individual teachers at any time to discuss their child’s transition to high school or request an informal progress report through the Associate Principal or Year Coordinator.

Parent Evenings:

Parent-teacher interviews will be advertised through the school newsletter and website.

Semester Reports:

In accordance with policy requirements, teachers report to parents formally each semester using grades. These are standardised reports identical for every school reflecting the Department of Education priority of a common approach to reporting.

Student academic achievement is reported in grades from A-E in the learning areas studied and parents also receive information about their student’s attitude, behaviour and effort. The report also has provision for teacher comment. Formal reports will be emailed to parents/carers.

In addition, towards the end of Year 7, students are issued with a separate report giving important information on their performance in the National Assessment Program – Literacy and Numeracy (NAPLAN).

Responsibilities     

At high school, it is a student’s responsibility to:

• be aware of the grades they have achieved and plan to improve these grades, with teacher guidance;
• maintain a good record of attendance, behaviour and progress;
• initiate contact with teachers concerning absence from class, missed assessments and other issues pertaining to assessment; and
• complete class work, homework, tests and assessment tasks.

It is a teacher’s responsibility to:

• develop a learning program consistent with the outcomes of the Western Australian Curriculum;
• provide students with a subject overview and details of assessment;
• ensure that assessments are fair, valid and reliable;
• maintain accurate records of student achievement and assessment; and
• inform students and parents of academic progress on a regular basis.

It is a parent’s responsibility to:

• provide information about students with physical impairment / learning difficulties on enrolment. This information is vital as it enables the student’s special needs to be discussed to ensure that he/she is provided the most appropriate program;
• contact classroom teachers if concerned about a particular subject;
• contact the Associate Principal or Year Co-ordinator as soon as possible if they are aware of a problem with their child, either academic, social or emotional. Early identification is vital particularly where students are diagnosed with a learning disability or difficulty; and
• make appointments with teachers for parent evenings and at other times as needed.

The school will develop an individualised report for some students, in consultation with the parents, based upon the student’s individual education plan.

Policy

At Harrisdale Senior High School students are not permitted to have mobile phones or electronic devices such as smart watches, gaming devices, air pods, digital cameras or similar with them during the school day. There is no acceptable reason for any student to have a mobile phone or other electronic device at school during school hours. This includes before school and during break times whilst on site. This directive is in line with the Western Australian Department of Education ‘Off and Away All Day’ Policy (Version 2, 6 December 2023).

Emergency Calls

There is no need for students to access family and friends during school time. Any emergency contact that may be required can be made through the school administration.

Student safety travelling to and from school

The school recognises that there are times when it is appropriate and useful for students to have access to a mobile phone, for example:

• to contact parents outside school hours
• to confirm or change arrangements to pick up a child from music rehearsals, sport practice or similar activities.
• for security to and from school and / or part time work commitments.

Students are required to ensure their mobile phone is switched off and stored safely. Students are responsible for ensuring that their mobile phones are clearly identifiable as belonging to them.

Non-compliance with the policy

Students who are seen with mobile phones or other electronic devices at school will have these confiscated.

• 1st Offence:  The confiscated item will be logged and stored at the Front Office and can be collected by the student after school hours.
• 2nd Offence:  As for the first offence, the device will be confiscated, logged and stored at the front office and can be collected by the student after school. Students will lose their Good Standing status and the normal behaviour management processes that may apply also include detention or suspension. 
• 3rd and Subsequent Offences:  As for the first offence, the device will be confiscated, logged and stored at the front office and can only be collected by the parent/carer of the student. Students will lose their Good Standing status and the normal behaviour management processes that may apply also include detention or suspension.
• NOTE: At any time, a student’s refusal to follow a staff member’s request to hand their phone to the staff member will be treated as a serious breach of the school’s behaviour code. Sanctions will include loss of Good Standing and detention or may involve suspension from school.

Reasons that mobile phones and other electronic devices are not permitted at our school

Mobile phone devices are a distraction to students and can disrupt classes, the teaching process and break times.

The school’s duty of care may be compromised if students contact parents directly when they are unwell and may be collected without the school’s knowledge.

Mobile phones and other electronic devices are the sole responsibility of its owner.

The school cannot accept any responsibility for any theft, loss or damage to these devices.

Good order and management of the school could be compromised if students contact parents directly for matters related to student behaviour management.

Rationale

At Harrisdale Senior High School, we believe that the wearing of school uniform promotes and symbolises pride in our school. We fully endorse the Department of Education’s recognition of the benefits of a school uniform for students attending public schools. These include:

• Promoting the safety of students through easier identification
• Keeping the cost of clothing within reasonable limits for parents
• Assisting students to learn the importance of appropriate presentation. Having suitable and appropriate attire is part of the process by which students learn to engage with employers and the community.

Under section 128C of the School Education Act (1999), the School Council (Board) determines, in consultation with the school community, a school uniform for students. Public schools are required to have a dress code and students are required to comply with the school’s code unless they have been granted an exemption. (See Appendix A)

Parents indicate their support of this policy on their child’s enrolment form. The Harrisdale Senior High School Uniform Policy is reviewed in consultation with the Executive Team, Student Services and the School Board.

Policy

The wearing of school uniform at Harrisdale Senior High School is compulsory. Harrisdale Senior High School’s School Board endorses the school uniform. We expect our students to be proud of their appearance, and wearing the uniform is both agreed by parent on enrolment and necessary to maintain Good Standing.

Aspects of appropriate uniform are deemed as:

• Wearing full school uniform at all times; this means, all items worn must display the Harrisdale Senior High School logo.
• Physical Education and Dance uniform are not to be worn at any other time, unless specified
• Students are to have fewer than three breaches of the School Uniform Policy at every five-week

To view our most up to date uniform policy, click on the button below.

Students at Educational Risk

Students whose academic, social and/or emotional attributes are a barrier to engaging with the content and standards described in the Western Australian Curriculum are considered to be at educational risk. Our policy is consistent with the policy and procedures of the Department of Education.

Policy

Our school identifies, responds to and supports the diverse needs of all students to enable their engagement with the content and standards defined in the Western Australian Curriculum.

We will develop and implement processes to identify, provide for, monitor and report on students who may be at educational risk.

Responsibility for Implementation and Compliance

Implementation of the policy is the responsibility of the Principal, Associate Principal, teachers and support staff (as relevant). Compliance monitoring is the responsibility of line managers. 

Identification

The school has procedures in place to enable the early identification of students who may be at educational risk.

Provision

The Principal, Associate Principal and Student Services team will:

• develop plans, processes and strategies for delivering a curriculum that maximises opportunities for students at risk;
• use approaches that increase protective factors and reduce risk factors influencing the educational, social and/or emotional development of students at risk;
• allocate available resources and engage appropriate agencies to support individuals and groups of students at risk;
• support teachers to make the necessary teaching and learning adjustments and manage allocated resources to address the diverse needs of all students at risk;
• enable teachers and support staff to engage in professional learning so that they are able to identify and address the specific needs of their students;
• encourage teachers to consult with relevant school-based and external stakeholders when planning for students at risk; and
• confirm that these provisions are met.

Monitoring and Reporting

School staff will use a comprehensive range of assessment methods to collect quality data and information that can be used to inform the progress of students at risk. Parents will be provided with ongoing, accurate and relevant information about their child’s progress. Relevant data may include:

• attendance and behaviour data;
• anecdotal data from families;
• reports and records from classroom teachers;
• educational, health or welfare assessments completed by in-school or Department support services (and external support services where these have been provided to the school with the student and their parents’ consent), School Psychology Service reports; and/or
• academic achievement data, such as NAPLAN results.

Policy

The school’s approach to being “Sun Smart” educates and encourages students to adopt sun protection measures when participating in outdoor activities.

We recognise the need for balance in exposure to ultraviolet radiation (UV). While exposure to the sun’s UV is important for maintaining general health, over-exposure may cause health problems such as damage to the skin and eyes, and skin cancer.

Procedures

1. Students are educated and encouraged to adopt Sun Smart behaviours through health promotion programs. This includes educating students about the importance of some UV exposure for Vitamin D.
2. Although students are provided information and instruction, they are expected to be self-managing in applying Sun Smart behaviours at school.
3. Caps and hats are part of our school uniform and must be worn during outdoor activities.
4. Sunscreen is available for outdoor physical education and activities at school. Students may be required to supply their own sunscreen for school excursions.
5. It is understood that programs such as physical education need to be held at varying times of the school day, including at the hottest times. As far as practical, lengthier outdoors activities including physical education classes utilise shaded areas during Term 1.
6. Wearing caps/ hats and sunscreen, and promoting other Sun Smart behaviours, enable outdoors activities to be held all year around.
7. Parents of students with specific medical conditions or taking medications affected by exposure to the sun need to have these recorded on the student’s school medical profile. Parents should also contact their child’s Physical Education teacher, by email or letter, regarding specific considerations for their child’s participation in outdoor activities.

POSITIVE LEARNING ENVIRONMENT (PLE) POLICY

BACKGROUND

A goal of HSHS is to establish a culture of Respect, Care, Responsibility and Excellence.  In a positive learning environment, teachers foster student wellbeing and explicitly teach students to be self-aware and resilient.  Students learn about their rights and responsibilities through the “Harrisdale Way”.

The PLE is closely linked to the HSHS Anti-Bullying policy and is consistent with the Department of Education Student Behaviour in Public Schools Policy and Practices.

PROACTIVE CLASSROOM MANAGEMENT

Teachers adopt a proactive approach to managing the behaviour of students in their classroom.  They aim to quickly establish and maintain a safe and supportive learning environment.  To this end, they employ a range of strategies, including:

• Establishing a clear expectation about behaviour.
• Reinforcing the “Harrisdale Way” through formal and informal teaching opportunities.
• Recognising positive behaviour informally and formally with “Letter of Commendation”.
• Ensuring the learning program is appropriate to students’ stage of development.
• Modelling punctuality and respect.

Teachers use low level proactive classroom management strategies (for example, use of proximity to provide a low key response to inappropriate behaviour) to encourage positive behaviour.

When the actions of an individual begin to put a positive learning environment at risk, teachers employ a range of strategies, including:

• Issuing a warning to a student.
• Talking to a student.
• Moving a student to another area of the class.
• Calling a parent.
• Referring a student to the Head of Department or Associate Principal.

When a student persists in behaviour that puts a positive learning environment at risk, teachers employ a range of strategies, including;

• Detaining a student (Detention).
• Withdrawing a student from class (e.g. subject withdrawal).
• Talking with the student to discuss a resolution to the problem.
• Discussing further strategies and consequences with the Head of Department or Associate Principal.
• Developing a monitoring a Positive Learning Environment Intervention Plan which focuses on the student learning to take responsibility to modify their behaviour.

OUT OF CLASS

Outside the classroom, teachers adopt the following strategies for establishing and maintaining a safe and supportive environment:

• The Duty Teacher has a presence while in the designated Duty Area.
• The Duty Teacher moves through the area engaging with students and making reasonable requests to keep the area clean.
• The Duty Teacher may issue warnings for minor misbehaviour, littering, swearing. They may issue Yard Duty if the student persists.
• If a student does not comply with reasonable requests from the Duty Teacher, the matter is referred to the Associate Principal.
• Minor conflicts between students are resolved by the Duty Teacher. More serious incidents are referred to the Associate Principal.

Suspension

When the actions of an individual seriously affect the safety and well-being of others or the good order of the school, are illegal, or prevent other members of the school community from fully participating in their learning program, consequences such as the loss of privileges, withdrawal from identified school activities or programs or a period of suspension will be applied. Serious breaches of school discipline will lead to a suspension of up to 10 days.

School Uniform

The school’s Uniform Policy is consistent with Department of Education policy. Consequences such as the loss of privileges, detention or withdrawal from school activities or programs may be applied when students breach the school uniform requirements.

The Department of Education webpage reinforces the need for schools to be safe environments, and outlines the measures in place to assist school staff to respond to situations where students are intentionally violent:

All schools should be safe, nurturing environments where children can learn and grow. School staff work with their communities to foster and maintain a culture of positive behaviour, respect and unity, and address any incidents of violence.

Unfortunately, there are a few students who intentionally harm or intimidate other students and/or staff members. They are in the minority, but their actions can have a significant impact on those targeted and others in their school community. 

The following measures are in place to assist schools staff to respond to situations where students are intentionally violent:

• automatic suspension of students who intentionally attack or instigate a fight with another student or film a fight between students
• automatic move to exclude students who intentionally harm school staff
• alternative learning settings for identified excluded students and/or the most violent students where they will be provided with an intensive, individualised program of support to effect positive and lasting change in their behaviour
• advice, training and support for school staff in relation to responding to aggressive behaviour and identifying what actions are appropriate and reasonable
• changes to schools’ behaviour policies to ensure students are accountable for their behaviour

GOOD STANDING

Attendance | Conduct | Uniform

WHAT IS GOOD STANDING?

We believe that by setting clear standards, students and their parents know and understand what is expected of them at Harrisdale Senior High School.

All students will commence each year with Good Standing.

Students who have Good Standing in a semester will have achieved the following standards:

• Attendance Standard - Attendance 90% or above
• Conduct Standard - One or less negative incidents recorded every five weeks
• Uniform Standard - Fewer than three breaches of the school uniform policy per term.

A student loses good standing after a breach, or series of breaches, of school discipline. These include, but are not limited to:

• starting a fight
• making physical contact with the intention to harm
• filming a fight
• sharing or promoting violence
• use or possession of e-cigarettes and vapes.

Students who maintain Good Standing throughout the year will have access to privileges such as:

• Extra-curricular activities, e.g. school trips, interschool carnivals, excursions (including interstate), clubs
• School and year group functions, such as the School Ball, Dinner Dance
• Recognition at school assemblies.

OUR STANDARD

Students must ensure that they meet all of the standards below to maintain Good Standing throughout the year.

ATTENDANCE
There is a strong correlation between the academic performance of students and their behaviour, attendance and participation in the academic program. Absences from school will impact on a student’s ability to understand the material covered and to successfully complete the assessment program.

In order for the attendance standard to be achieved students must attend school for a minimum 90% each semester.

• Extended absences due to illness verified by a doctor’s certificate will be taken into consideration.
• Special school days including sports carnivals are compulsory attendance days.
  

CONDUCT
All students at Harrisdale Senior High School are expected to maintain high standards of conduct. Good conduct ensures that students give themselves the best opportunity to focus on achieving their academic potential. Further, good conduct ensures that students develop strong positive working relationships with their peers and teachers,and helps them build positive life skills.

The following are regarded as appropriate conduct:

• respecting school expectations and values (Respect, Care, Responsibility and Excellence)
• respecting the rights of others
• appropriate organisation and preparation
• appropriate use of class time.
• appropriate (respectful) language.

Repeated breaches of what is regarded as inappropriate conduct will jeopardise a student’s ability to meet the conduct standard.

All incidents of suspension results in automatic loss of good standing for ten weeks.

UNIFORM
Harrisdale Senior High School’s School Board endorses the school uniform. We expect our students to be proud of their appearance, and wearing the uniform is both agreed by parent on enrolment and necessary to maintain Good Standing.

The following are aspects of appropriate uniform:

• Wearing full school uniform at all times.
• Physical Education clothes and dance clothes are not to be worn at any other time, unless specified otherwise.
• Students are to have fewer than three breaches of the School Uniform Policy at every five-week review.

PROVISIONAL GOOD STANDING
Other than in the cases of suspension, students will be provided an opportunity to change the associated area of concern (attendance, conduct, uniform) to avoid losing Good Standing.
This is referred to as Provisional Good Standing.
Students are deemed to have performed below an acceptable level of the School standards when:

Attendance Standard
Attendance below 90% and/or any unauthorised absences.

In instances of Provisional Good Standing, the school will undertake a number of intervention strategies designed to support an immediate improvement to an acceptable level of performance.

These interventions will include, but are not limited to, the following:

• A case conference including the student, their parents, the Associate Principal and/or Manager of Student Services, the Year Coordinator and other professionals as deemed appropriate.
• Implementation of an intensive attendance tracking system (as appropriate).
• Implementation of Behaviour Tracking Sheet and/or Student Contracts to support positive behaviour
• Provide access to various items of School Uniform Other actions as deemed necessary to bring about an immediate improvement in academic and non-academic performance.
• Conduct Standard
• Two or more negative incidents recorded.
• Uniform Standard
• Three or more breaches of the School Uniform Policy.

SUPPORT A STUDENT WHO LOSES GOOD STANDING

Students who lose good standing may be withdrawn from non-curricular school activities.

If a student loses good standing, communicate to the student and their parent:

• The reason is for the loss of good standing
• what withdrawal means for the student
• the plan to improve the student's behaviour.

You can decide when a student’s good standing is re-instated.

Implement approaches to support the student that focus on:

• rebuilding and repairing the relationships
• supporting the student to reflect on their actions and to consider perspectives of others
• identifying any unmet needs and providing behaviour support to reduce a recurrence of the behaviours of concern
• providing a clear and achievable pathway for the student to regain good standing.