Tamworth West Public School

"I’ve come to the frightening conclusion that I am the decisive element in the classroom. It is my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized."

-Dr Haim Ginott

2025 School Map- ROOMS.pdf

Staff

General Information

Aboriginal Education Team

The Aboriginal Education Team meets fortnightly on the odd week in Room 1. All members of staff are welcome and encouraged to attend. The

purpose of the Aboriginal Education Team is to support the implementation of the Department's Aboriginal Education Policies across the school.

Accreditation

Teachers use the Australian Professional Standards for Teachers to support the

development of their teaching practice and to gain and maintain accreditation.

Achievement of Proficient teacher accreditation and ongoing maintenance of

accreditation is the individual responsibility of all teachers.

Gaining accreditation is the structured process by which teachers demonstrate quality

teaching practice against the Australian professional standards for teachers (the

standards) and are recognised for meeting accreditation at a specific career stage.

Gaining accreditation at proficient focuses on building the core skills for teachers to

reflect, analyse, develop and document classroom practice through the lens of the

standards for this stage.

It is a developmental stage for graduate teachers (beginning teachers) where they gain

guidance, support and feedback from in-school supervisors, mentors and experienced

teachers.

Once teachers gain proficient accreditation and have demonstrated successful teaching

practice, they are required to maintain their practice by:

engaging in ongoing reflection and self-evaluation against the teaching standards
meeting the PD requirements at the proficient career stage.

By maintaining their level of teaching practice, proficient teachers continue to implement

effective teaching practices, and evaluate it with others to create an environment where

student learning is consistently optimised.

Gaining accreditation at highly accomplished requires teachers to demonstrate they are

highly effective and skilled classroom practitioners through the lens of the standards for

this stage.

Highly accomplished teachers work collaboratively with colleagues to lead improvements

in classroom practice that have impacts beyond the immediate classroom.

Highly accomplished teachers are required to maintain their practice, continuing to

demonstrate they are highly effective and skilled classroom practitioners and meet the

PD requirements for this stage. They continue to share, model, guide and assist their

colleagues.

The impact of their ongoing highly accomplished practice will be evident in the

professional growth of the teachers they work with, and in improved student outcomes in

these classrooms.

Lead teachers must demonstrate that they are innovative, exemplary teachers with a

breadth of educational experience and a wide sphere of influence as described in the

standards for this stage.

Lead teachers are expert in leading others by initiating, evaluating, monitoring and

implementing actions that have an impact within and beyond their school.

Lead teachers are required to maintain the level of practice they have demonstrated as

innovative and exemplary classroom practitioners and meet the PD requirements for this

career stage.

The maintenance process acknowledges that once lead teachers are accredited, they will

continue to excel and spread their exemplary practice with colleagues, parents/ carers

and the community.

Due to their ongoing focus and action on improving student outcomes, lead teachers

have a significant impact on the profession.

It is the role of our Instructional Leader 3-6 to support staff with initial accreditation at

proficient. Beginning teachers, temporary and casual teachers who require support with

this process are asked to meet with Jordana Cooper-Durant to discuss this process.

Beginning Teachers Support

Beginning Teachers Support Funding is provided to schools to support the beginning

teacher’s induction and professional development guided by the Australian Professional

Standards for Teachers. It is available to eligible permanent and temporary teachers.

Beginning teacher support funding applies to classroom teachers who require mandatory

accreditation only and does not apply to teaching or non-teaching executives or

principals.

Criteria for eligible permanent teachers is as follows:

require mandatory accreditation;

have not yet achieved accreditation at Proficient Teacher level at the date of entering

on duty; and

are in their first permanent teaching appointment with the department.

If teachers meet the criteria above and have not previously received beginning teacher

support funding, we will implement support.

We have to lodge temporary engagements by 01 March for consideration of eligibility.

If teachers meet the criteria and have not previously received beginning teacher support

funding, we will implement support.

Schools with eligible permanent teachers in part-time positions will be paid on a pro-rata

basis according to the number of days of the teachers permanent appointment.

Bell Times

8.55 am Morning play begins. Staff commence duty—students leave COLA

9.25 am School starts—session 1 (music plays)

9.55 am Scripture ends on Thursdays

11.25 am Lunch eating

11.45 am Lunch Play

12.05 pm Return to class (music plays)

1.30 pm Recess Eating

1.50pm Recess play

2.05 pm Return to class

3.25 pm School ends

# Music plays for 4 minutes before end of each play session.

Car Parking

Tamworth West PS has two onsite staff car parks. One is off Denne Street behind the

canteen and toilet blocks, the other is off Church Street between H and J Blocks. Staff

can park in either car park, with reference to the following information:

A fob is required to access the Denne Street carpark. In the event of difficulties,

please use the speaker to contact the front office. The front office is open between 8:30

am – 4:00 pm.

The H Block carpark is unlocked in the morning by the first staff member to access

the carpark. The carpark is to be locked at 4:00 pm of an afternoon. This is the

responsibility of any staff member leaving on or after 4:00 pm OR before 4:00 pm if you

are the last staff member departing the carpark.

Please be advised that there is an internal gate to the school from the H Block

carpark. This gate must remain locked at all times. A school key is required to enter

through the internal gate.

Staff are also able to park on the street, but please be sure to read signage to avoid

an infringement notice. A fob is required for access through some school gates. If you do

not have a fob, please use the speaker to contact the front office. The front office is open

between 8:30 am – 4:00 pm. The pedestrian crossing gate on Church Street, the William

Street gate, the canteen gate on Denne Street and the Bridge Street gate are open until

9:45 am for student and staff access.

#Fobs and school keys can be organised for permanent and temporary staff. Please

see our Business Manager.

Child Protection

The NSW Department of Education is committed to children’s safety and best interests

being the core of its operations, and ensuring that children are valued, their rights

respected and their best interests are paramount.

All staff must inform the principal or workplace manager when they have reasonable

grounds to suspect any risk of harm to a child or young person. School counsellors

and Aboriginal Education Officers also inform the principal in this situation. The staff

member should provide relevant information to assist the principal or workplace

manager in decision making.

Principals, workplace managers should use the Mandatory Reporter Guide,

professional judgment and/or seek advice to assist them in decision making about

whether a situation is one of suspected risk of significant harm. Except in cases where

suspected risk of significant harm is clear, it is recommended and reporters are

encouraged to use the Mandatory Reporter Guide.

The principal or workplace manager may find it helpful to seek further advice from or

involve other staff members who may have helpful information, when considering what

action is to be undertaken.

Principals and workplace managers can seek advice from the Child Wellbeing Unit

about what actions to take in relation to safety, welfare or wellbeing concerns for a

child or young person.

Principals, workplace managers and delegated staff members can seek information

relating to safety, welfare or wellbeing concerns for children and young people from

local agencies that have contact with the child, young person or family pursuant to

Chapter 16A of the Children and Young Persons (Care and Protection) Act

1998External link. See also the section on Exchange of Information.

Principals and workplace managers must provide the Contact Reference Number if the

matter was reported to the Child Protection Helpline or the Child Wellbeing Unit to the

staff member who drew the concerns to their attention. They should also provide

feedback to the staff member and any other member of staff as deemed appropriate

by the principal or workplace manager.

Note: If a staff member has reasonable doubt that the report about suspected risk of

significant harm has been made within the required reporting time to the Child Protection

Helpline, the staff member then makes the report to the Child Protection Helpline and

notifies the director public schools or the supervisor of the workplace manager.

Class Newsletters

Class newsletters are sent home at the discretion of the classroom teacher. Please

ensure:

newsletters are professional in content and appearance (the office staff can assist with this but you will need to fill out an office request form);

newsletters are proofread by the stage supervisor;
newsletters are signed by the classroom teacher;
a PDF copy is emailed to our PR/Communications Officer for uploading to School Bytes.

Classroom Information Folders

Classroom Information Folders are available in all classrooms. They are blue and are clearly labelled with ‘Classroom Information

Folder’ and the class name. Classroom Information Folders are to be kept in the clear

holder which is attached to the wall adjacent to the door.

Classroom teachers and School Learning Support Officers are asked to keep these

folders up to date with current information.

Casual staff are asked to read the folder provided before beginning the day as it provides

you with valuable information about the class and its organisation.

Classroom Keys and Gate Fobs

Permanent and temporary members of staff will be allocated a key and fob to the school.

Please speak with the Business Manager to organise this. Keys and fobs

must be signed for.

Casual staff are not allocated keys to the school. If classrooms are not open, please see a

neighbouring classroom teacher or ask at the front office. The library is opened by the

cleaners each morning so that you are able to borrow resources.

Code Of Conduct

The Code of Conduct reflects the department's core values and is a reference for

employees to support their day to day decision making.

A copy of the Code of Conduct can be found here.

All employees must complete an eLearning module annually about the Code on MyPL.

The learning is interactive and involves employees responding to a number of questions

to demonstrate their understanding of the Code.

Complaints Handling

Policy details how the department assesses, resolves and follows up complaints in order

to improve its delivery of education programs and services. Please refer to the following

for specific details:

Complaints handling policy
School community and consumer complaint procedure
Staff complaint procedure

Curriculum Planning and Programming, Assessing and Reporting

Curriculum planning and programming – curriculum and allocation of time

Learning programs, based on NESA syllabuses, are to be provided to address each

learning area in each year of schooling. In primary schools, the six key learning areas

(KLAs) are:

creative arts
English
human society and its environment (incorporating history and geography)
mathematics
personal development, health and physical education
science and technology.

In providing curriculum, schools are to ensure that greater priority is given to English and

mathematics.

Schools have flexibility in how they deliver learning programs, for example through

integrated programs, provided that the following allocations of time are followed:

Provision is made for Special Religious Education and Special Education in Ethics in

each primary year, where authorised personnel and approved providers are available.

Complying with legislation including the Education Act 1990 and NESA

requirements

Under the Education Act 1990, all schools are required to maintain documentation that

provides evidence of compliance with NESA syllabuses and the Registration Process for

Monitoring the Government Schooling System.

Schools are required to maintain documentation that reflects the obligations to students

under the:

- Disability Discrimination Act 1992 and the Disability Standards for Education 2005
- Multicultural NSW Act 2000, which contains the principles of multiculturalism and the

framework for the department’s Multicultural Education Policy.

Years K to 6 (Early Stage 1 to Stage 3)

Essential elements to be included in a school’s documented curriculum:

- syllabus outcomes and requirements in scope and sequence overviews for each KLA

for each year – a copy of our scope and sequence of teaching and learning for each

stage is available in stage folders in our Tamworth West PS Teams file.

syllabus content and teaching activities in teaching programs for each KLA for each

year annotated to show amendments to syllabus outcomes – a copy of stage-based

teaching programs is available in stage folders in our Tamworth West PS Teams file.

The Tamworth West P.S Program Supervision & Procedures document is found on the School Bytes dashboard

Assessing

Schools are to undertake assessment to inform students’ learning. Assessment of

student learning will be undertaken for all learners, including students whose learning is

impacted by disability and students learning English as an additional language or dialect.

Ongoing assessment of student learning is important to enable teachers to provide

feedback to students and guide their continuing provision of appropriate learning tasks.

Teachers should continue to plan for assessment as part of their teaching and learning

plans for students learning from home and school.

Adjustments to assessment tasks may be required for a student whose learning is

impacted by disability and students learning English as an additional language. This

should reflect the adjustments made to support the student’s learning.

Assessment schedules for each KLA for each stage is available in stage folders in our

Tamworth West PS Teams file.

Reporting to parents – components of the written report

The parents/carers of all students are to be provided with a formal report on their child's

learning twice a year. Our school issues the formal written report to parents/carers in

print format at the end of Semester 1 and Semester 2. In addition, parents are provided

the opportunity to participate in at least one verbal interview per year.

The formal written report for each student will:

- use plain English
- provide information on a student’s learning in each of the KLAs
- compare the student’s achievement in each KLA against state-wide syllabus standards

using an A-E scale

- contain teacher comments for each KLA, included as indicators of success. Teachers

work collaboratively to generate indicators of success for each unit of work addressed

throughout a semester

- include a general comment that will identify areas of student strength and areas for

further development

have information about the student’s attendance at school
provide information about student achievement in relation to school programs that

extend or are additional to syllabus requirements

provide information about the student’s social development and commitment to

learning.

Stage-based collaborative teams meet in term 1 and term 3 to determine the indicators

of success for each KLA that will be addressed in student reports.

Reporting to parents – learning areas

Schools will report on the six KLAs of English; mathematics; creative arts; human society
and its environment (which includes history and geography); personal development,

health and physical education; and science and technology.

Reporting should focus on individual student learning progress that supports parents/
carers to understand how their child is going and what can be done to support their

learning growth.

Reporting on learning outcomes for students learning English as an additional language

For new arrival EAL/D students in primary, if appropriate, KLAs or subjects studied may
be reported against the five-point achievement scale, otherwise only comments need be

provided.

For other EAL/D students (more than four terms in an Australian school) achievement in
the KLAs will be reported using the five-point achievement scale. EAL/D students’

achievement in primary KLAs will be assessed against syllabus standards.

Reporting on learning outcomes for students whose learning is impacted by disability

Reports for students, whose learning program is based on syllabus outcomes that are the

same as the age/stage of their peers, will be the same as that of their peers.

Reports for students, whose learning program is based on syllabus outcomes that are
different from the age/stage of their peers, including life skills outcomes, will indicate
achievement against a personalised learning program. A process of collaborative
curriculum planning determines the most appropriate curriculum options and

adjustments.

e-Cards

ECards are in place at Tamworth West Public School to support our WHS emergency

procedures. In the event of an emergency please send the red ECard to the front office

for immediate assistance or the blue Ecard for immediate medical assistance.

Every room in the school has a red and a blue ECard labelled with the room number or

name. The ECards are to be located in the clear document holder which is attached to

the wall adjacent to the classroom door.

All playground bags contain ECards. These cards are labelled with the duty area name.

As with any emergency procedure, it will only remain effective if used appropriately.

While the red ECard may be used in the event of severe negative behaviour, the ECard

does not replace our school wide behaviour processes.

Emergency Procedures

Emergency procedures are used only in serious situations which may lead to injury or

threat to the safety and welfare of students, staff and visitors at the school. Some

examples include: fire, gas leak, intruders and/or weapons, serious accident or damage

to buildings, explosion, etc.

Emergency procedures are designed as a response to a typical emergency.

Unfortunately, no emergency situation is typical. Common sense must prevail in carrying

out emergency procedures.

Please find following a summary of the procedures to be followed in the event of an

emergency. A detailed Emergency Procedures document can be found in the Classroom

Information Folder. And on the wall in every classroom close to the door. Please ensure

that you are familiar with it. Below is a brief description of each emergency procedure:

EVACUATION—Signaled by the continuous short sounding bell (or AIR HORN in the

event of no power). In this emergency situation, the aim is to get everyone out of the

buildings, using the nearest appropriate exits and assembled in a safe place in the middle

of the school. The evacuation exit poster is displayed in every room.

LOCKDOWN— Signaled by continuous sounding of school bell (or AIR HORN in the

event of power failure). In this emergency situation, the aim is for everyone to remain

inside the school buildings (away from windows) and all doors to be remained LOCKED.

SECURE ALERT— Signalled by continual door-bell sound or school executive

circulating announcing “CODE ORANGE”. In this emergency situation, the aim is for

everyone to remain in, or return to classrooms and continue with normal lessons. Doors

and windows to be locked.

Enrolment of Students

Local enrolment applications are those from students residing within the designated

intake area for the school.

Non-local enrolment applications are from students residing outside the school’s

designated intake area.

Our enrolment committee meets if we are over or close to our buffer to review non-local applications to determine if they meet the Enrolment Policy criteria.

Excursions

School excursions are a great opportunity for students to practice safe behaviours in real

life environments and reinforce the key road safety messages.

School excursions are defined as:

structured learning experiences
provided by, or under the auspices of the school
conducted external to the school site.

Key road safety requirements from the Excursion Policy Implementation Procedures are:

safe transport or a safe walking route is to be organised
bus, rail and ferry services should be used wherever appropriate
attempt to hire buses or coaches with seatbelts wherever practicable, particularly for

long distance travel outside urban areas

seatbelts must be worn on buses and coaches when they are available
transporting students by car can be used when other options are not available.

When planning any school excursion, please refer to the:

· Department's Excursion Policy

· Department's Excursions Policy Implementation Procedures

Responsibilities of Event Coordinator (EC)

Major Excursions

The year before:

Consult calendar to ensure there are no clashes with other excursions.
Acquire quotes. For example: transport, accommodation, food costs, etc.
Complete the VOR Planning Sheet.
Seek Principal approval.
Once approved, make necessary bookings.

As early as possible in the year of the excursion:

Liaise with relevant SAO to organise finance preferences for the excursion.
SAO sets up excursion in School Bytes
Notify students of excursion later in term/year.
Prepare and distribute and Expression of Interest which includes a refundable deposit. Upon return of EOIs, inform relevant SAO of students attending so School Bytes can be adjusted.

Confirm staff attending the excursion.
Communicate through the school newsletter.

At least eight weeks prior:

Complete a Variation to School Routine form.
Provide Variation to School Routine the Principal for approval and signature.
Once approved confirm excursion bookings.
Once approved SAO in charge of excursions will prepare permission note – including medical form and/or swimming note if required using School Bytes, ready for Principal approval.
Business Manager will complete a detailed risk assessment in School Bytes.

Confirm staff availability liaise with Deputy Principal for releasing of staff.
Initiate process with stage/team to determine additional support required to cater for students attending.

Communicate through the school newsletter.

At least four weeks prior:

Distribute permission notes – including medical form and or swimming note if required and request the return of all forms and monies at least two weeks prior to the excursion.

Liaise with relevant supervisor regarding staffing requirements and procedures for students not attending event (if applicable).

Communicate through the school newsletter.

At least two weeks prior:

Check with office regarding students with outstanding fees and follow up.
Advise the canteen convenor of the excursion and the number of students who will be away.

Communicate through the school newsletter.

The week prior:

Remind staff of upcoming event through the weekly memo and at the communication meeting.

Ensure permission forms have been checked by excursion coordinator against list of students who have paid (at least 24 hrs before departure).

Ensure you have any relevant medical details and health care plans.
Publish on the communication board the list of students who will be away on School Business.

Confirm bookings if necessary.
Remind students of important details (departure / return times, travel arrangements, equipment required, uniform requirements, behaviour, mobiles etc.)

Ensure students who are not attending have been catered for.
Ask relevant SAO to generate a Student Medical Emergency Report by Group/School Group and an Emergency Contacts Report by Group.
Ask relevant SAO to have prescribed medications ready for excursion.

Communicate through the school newsletter.

On the day:

Assemble students at least 15 minutes prior to leaving.
Check attendance, take a list of participating students with you, and also leave a bus list at the office.

Ensure all students are correctly attired.
Check you have necessary equipment (first aid kit, medical information and mobile etc.)
Ensure any prescribed medications are collected from relevant SAO.

Post excursion:

Follow up on any behaviour issues should they occur.
Follow up on any accidents (including completion of Accident Report) should they occur.

Complete necessary Public Relations where necessary (newsletter, local print media etc.)
Evaluate excursion and make notes for following year (where applicable)

Minor Excursions and school-related or school-endorsed activities

At least six weeks prior:

Consult calendar to ensure there are no clashes with other events.
Acquire quotes. For example: transport, accommodation, food costs, etc.
Complete the VOR Planning Sheet.
Seek Principal approval.
Once approved, make necessary bookings.
Liaise with relevant SAO to organise finance preferences for the excursion.

At least four weeks prior:

If applicable, prepare permission note – including medical form and/or swimming

note if required.

Complete a Variation to School Routine form.
Complete a detailed risk assessment - the proforma is provided.
Provide Variation to School Routine, permission/information notes and Risk

Assessment to the supervisor for approval and signature.

Provide Variation to School Routine, permission/information notes and Risk

Assessment to the Principal for approval and signature.

Confirm event bookings.
Confirm staff availability.
Initiate process with stage/team to determine additional support required to cater for

students attending.

Communicate through the school newsletter.

At least three weeks prior:

If applicable, distribute permission notes – including medical form and or swimming

note if required and request the return of all forms and monies at least one week prior to

the event.

Liaise with relevant supervisor regarding staffing requirements and procedures for

students not attending event (if applicable).

Communicate through the school newsletter.

The week prior:

If applicable, check with office regarding students with outstanding fees and follow up.

If applicable, advise the canteen convenor of the excursion and the number of

students who will be away.

Remind staff of upcoming event through the weekly memo and at the communication

meeting.

If applicable, ensure permission forms have been checked by excursion coordinator

against list of students who have paid (at least 24 hrs before departure).

If leaving the school, ensure you have any relevant medical details and health care

plans.

If applicable, publish on the communication board the list of students who will be

away on School Business.

Confirm bookings if necessary.
If applicable, remind students of important details (departure / return times, travel

arrangements, equipment required, uniform requirements, behaviour, mobiles etc.)

Ensure students who are not attending have been catered for.
If leaving the school, ask relevant SAO to generate a Student Medical Emergency

Report by Group/School Group and an Emergency Contacts Report by Group.

Communicate through the school newsletter.

On the day:

If applicable, assemble students at least 15 minutes prior to leaving.
If applicable, check attendance, take a list of participating students with you, and also

leave a bus list at the office.

Ensure all students are correctly attired.
If applicable, check you have necessary equipment (first aid kit, medical information

and mobile etc.)

Post excursion:

Follow up on any behaviour issues should they occur.
Follow up on any accidents (including completion of Accident Report) should they

occur.

Complete necessary Public Relations where necessary (newsletter, local print media etc.)
Evaluate event and make notes for following year (where applicable)

Expectations of Casual/Temporary Staff

Be dressed in a tidy and professional manner.
Ensure that confidentiality of information about individual students is maintained and discussions are restricted to the immediate learning environment.
Be prepared for a day’s work with meaningful activities (short term sick leave). Mark all work given.
If a day plan has been provided by the absent teacher it must be followed.
Read the information in the classroom folder before you begin the day.
Become familiar with the roll marking procedures and mark roll. Ask someone close by to show you if you are unsure.
Be responsible for classroom discipline – contact supervisor if problems are encountered.
Respect teacher’s belongings and classroom. Tidy the room at the end of the day and ensure all resources are returned to the appropriate areas. Computers and lights should be turned off and windows locked. Clean the sink area and visual arts equipment.
Attend teacher meetings if you are relieving for a week or more.
Leave a short record of your day for the teacher, recording any incidents that may require following up.

First Aid Kits

Basic first aid kits are available in all classrooms and all playground bags. Simple injuries can be dealt with by all staff members. Our first aid officer/s can be contacted through the front office. Complete first aid kits are located in the front office and one is situated in the staffroom under the pigeon holes.

Please send the student, if able, to the front office for treatment. Please ensure they have a yellow Illness and Injury Register Slip. These slips should be available in the Classroom Information Folders and in all Playground Duty bags.

In the event of an emergency, please send the blue ECard to the front office.

Front Office Hours

Our front office is open from 8:30 am – 4:00 pm Monday – Friday.

Head Lice

Advice from NSW Health indicates that there is no need for students to be sent home or excluded from school because of head lice.

Observing students scratching their heads is not a reliable or efficient means of assessing head lice prevalence in the school.

Where one student has head lice this serves as a warning light that there is likely to be an infestation in either specific classes or across the whole school population, including staff.

The school office has copies of a generic letter which is to be sent home to parents when infestations of head lice occur. The letter requests that parents examine their child's hair and undertake treatment where eggs or lice are identified.

High Potential and Gifted Students

The High Potential and Gifted Education Policy applies to all NSW public schools, teachers, and students. It describes a framework to develop the talent of high potential and gifted students. The policy provides advice to implement effective learning and teaching practices.

The policy promotes engagement and challenge for every student in every school across intellectual, creative, social-emotional and physical domains of potential, while explicitly identifying and addressing the learning needs of high potential and gifted students.

Fundamental to the policy are issues of equity and excellence. High potential and gifted students have advanced learning capacity compared to same-age students and, as a result, require talent development opportunities and differentiated teaching and learning practices to ensure their specific learning needs are met.

High potential students are found among students of all backgrounds. Gaps in achievement, known as excellence gaps, may exist between different groups of high potential and gifted students unless specific support is provided. Such gaps further entrench inequality and disadvantage.

High potential students are those whose potential exceeds that of students of the same age in one or more domains. Their potential may be assessed as beyond the average range across any domain. They may benefit from an enriched or extended curriculum and learning opportunities beyond the typical level of students the same age.

Gifted students’ potential significantly exceeds that of students of the same age in one or more domains. Gagné and others commonly estimate 10% of students may be considered gifted. They typically develop talent and achieve mastery notably faster than their age peers.

Highly gifted students’ potential vastly exceeds that of students of the same age in one or more domains. Highly gifted students have potential assessed in the top 1% or less of age peers. Highly gifted students may require specific and more significant curriculum adjustments to meet their learning and wellbeing needs.

Homework

A school’s Homework Policy should be:

relevant to the needs of students
developed in consultation with key school community stakeholders including teachers, parents/caregivers and students.
communicated to staff, students, parents/caregivers, particularly at the time of student enrolment

Research indicates that student learning may be enhanced if homework is:

appropriate for each student’s age and ability
relevant to each student’s needs
purposeful and designed to meet specific learning goals
varied and challenging, but achievable
built on knowledge, skills and understanding developed in class
clearly stated and requirements made explicit during class time
supported by teacher strategies for students having difficulties with homework.

Homework tasks should be assigned by teachers with a specific, explicit learning purpose. On completion, teachers should acknowledge student effort and provide feedback related to student learning.

The quantity of homework needs to be manageable so that teachers can ensure quality, and can provide feedback to students on completion.

Homework that is manageable for students will:

be age appropriate
consider students’ outside of school hours commitments, such as sport, cultural activities, tuition, part time employment and home responsibilities
take into account students’ access to resources and technology beyond school
be clearly communicated to students
provide some flexibility and options to allow for different student circumstances

Homework for Kindergarten-Year 2

In general, students are not expected to complete formal homework in Kindergarten. Students may be given books to read at home, as appropriate.

In Years 1 and 2 some formal homework may be set. For example, students might be asked to read and write, learn words for spelling and complete some mathematical activities.

Homework for Years 3-6

Homework in Years 3-6 may be varied and students may be expected to work more independently.

Students could be encouraged to read and practise mathematical concepts learnt at school. Other homework may also be set across areas of the curriculum.

Teachers are expected to:

Implement the school’s Homework Policy
Communicate the purpose, benefits and expectations of homework to students and parents/caregivers
Acknowledge student effort in completing homework and provide timely and relevant feedback on achievement
Ensure resources and materials are easily accessible for students
Support students having difficulties with homework
Discuss with students and parents/caregivers any developing issues regarding a student’s homework
Discuss homework practices with colleagues.

Learning and Support Team

Collaborative planning is the process undertaken by Tamworth West Public School’s Learning and Support Team to determine the most appropriate curriculum options and adjustments for students with special education and support needs.

The School Learning and Support Team involves a team of people who have significant knowledge, experience and understanding. Team members meet fortnightly to discuss the support needs of individual students and teachers.

The prime function of the Learning Support Team is to ensure that the needs of all students in the school are being met using a three-tiered model of support addressing universal, targeted and intensive supports for students and teachers.

Our team also employs the logic of Positive Behaviour for Learning. That is, a strong focus on systems (what we do to support adults), practices (what we do to support students), and data (to inform our decision making about systems and practices.)

The Learning Support Team is made up of the Learning Support Coordinator, principal, executive and a member of the school counselling team. The team meets weekly and all referrals are presented by the stage executive on bahalf of the teacher. Teachers must meet with their supervising executive to discuss the referral prior to the meeting.

Leave

All requests for planned leave are to be applied for using the Leave Request forms located in the staffroom. The request form must then be taken to the principal for discussion. Extended Leave (EL) and Leave Without Pay (LWOP) are not automatically approved. These forms of leave are considered in relation to the best interests of the students, school and other staff members on leave at the time. EL must be applied for 3 months in advance to be considered for approval.

Sick/FaCS leave that is planned ahead of time can be noted on the same Leave Request form and handed straight to the Deputy Principal. If a staff member is unwell and requires sick leave they must call or text the Deputy Principal (0417 018 493) between 6:30 am and 7:15 am. The DP will respond to a text or message bank, if you do not receive a response by 7:20 am please call the school directly as soon as possible.

Student payments

All payments for school events are processed through School Bytes. No cash is collected by teachers.

Office Request Forms

Our office staff are very obliging. If you require support with any of the following, please complete an office request form and hand to the School Business Manager. The office request form can be found in the the office. Please do not ask for same day completion.

Typing
Formatting permission notes
Photocopying

1. 1. Back to Back
  2. Stapled
  3. Colour paper
  4. Different size

Laminating
Reports (please specify)
Purchase / order forms
Student details/information
Other – please specify

Pay Advice

Temporary teachers are defined as persons employed in one engagement full time for four weeks or more or in one engagement for one to four days per week for two terms or more. Temporary engagements can only occur within a school year and be for a maximum of a school year.

Temporary teachers and SASS need to complete electronic temporary contracts which will be prepared by the Business Manager at the commencement of each contract. Please report to the office on arrival.

Casual staff members enter their timesheets online. Please see the Business Manager regarding the Quick Reference Guides if you have not completed this process before. Pays are authorised fortnightly and you are asked to submit your form by Thursday 4:00pm each week. Timesheets are approved Friday morning.

First time casual or temporary staff will also need to make sure they have provided our Business Manager with all the required WHS information. If you are unsure please ask at the office.

Photocopying

There are two photocopiers within the school for staff to use. There is one in the staffroom and one in Room 22. When photocopying, please ensure student engagement, the environment and legal ramifications are considered at all times.

Playground Duty (Including student behaviour management)

Playground duties are allocated on a roster system. Copies of the duty roster can be on the School Bytes dashboard and in class programs. Changes to the duty roster are published daily School Bytes. Please ensure that you check for changes at the start of each day.

To assist staff we have published a “Playground Duty Expectations” document. This document lists in detail the expectation of all staff in relation to playground duty. A copy of this document can be found on School Bytes.

Some basic guidelines to playground duty at Tamworth West Public School are:

- Teachers must be punctual to allocated duties.
- All teachers & SLSOs must wear a yellow vest whilst on playground duty. They can be found hanging on the wall in the staffroom.
- All teachers should take the playground bag for their duty with them. These are found next to the vests in the staffroom.
- The playground bags contain a red and blue ECard, bandaids and yellow first aid slips. PLAYGROUND BAG A and PLAYGROUND BAG M/T contain EPIPENS. If a child requires a bandaid, please distribute where appropriate. If they require more serious first aid treatment, please complete a yellow first aid slip and send to the office with the injured child OR send the blue ECard to the front office and assistance will be sent to you.
- If a child presents with an injury that requires an accident form to be completed, it is the responsibility of the teacher on duty to complete this. Please ensure you gather the necessary information from the injured child so you are able to complete the form fully. Please see the WHS representative for the necessary paperwork.
- All head injuries must be reported to the front office.
- NO HAT - PLAY IN THE SHADE
- Students should not take food to the play areas. Students are asked to eat in their allocated places. Early Stage 1 and Stage 1 eat at the seating near the administration office. Stage 2 eat in the area adjacent to C block. Stage 3 eat at the seating under the COLA near the toilet block.
- If you get injured in the workplace, please ensure you first report the injury/incident to an executive staff member. You will be required to report it to the H&S hotline within 24 hours. The phone number is 1800 811 523.
- It is your responsibility to follow up with students who do not behave in an appropriate manner. This could include:

- - discussion and warning.
  - walking with the teacher.
  - time out.
  - teachers are responsible for recording incidents on School Bytes. Please refer to the Behaviour Consistency Guide on School Bytes.

- If you require help for a serious incident while in the playground, send the ECard, included in the playground bag, to the front office.

Wet or alternate weather

Wet or alternate weather duty will be called by the executive. 3 short bells will ring if wet or alternate weather duty is called, it will involve the whole school and will remain in place for the remainder of the school day. Stage executive will organise in internal roster duties.

Our wet or alternate weather duty clearly indicates your responsibilities. A copy of this roster can be located adjacent to the communication board in the staffroom, on the School Bytes and class programs.

If the weather clears, wet or alternate weather duty supervision will continue with stages managing supervision on a team basis.

Prac. Students and WOrkplace Learning for Secondary Students

University practicums and workplace learning enables students to contextualise and achieve significant outcomes by accessing the skill and knowledge environment of participating workplaces.

Tamworth West PS offers university students and secondary students the opportunity to complete placements. Each year, one of the school executive adopts the role of coordinating prac students and workplace learning students. Information will be provided through communication meetings and the AHOY!

Professional Learning

Professional Learning sessions are held at Tamworth West PS each even week on Tuesday afternoon from 3:40 – 4:40 pm. All permanent and temporary teachers are expected to attend Professional Learning. Stage and Team meetings are held in the odd weeks on Tuesdays at the same time.

Notice will be provided if Professional Learning sessions are to exceed one hour in duration. Time will then be provided in lieu.

Purchasing Cards (P-Cards)

P-Cards are credit cards. Most executive staff at Tamworth West PS have a PCard. If you are authorised to purchase resources on behalf of the school, please organise for an executive staff member to assist you with this.

Authorised budget holders must sign off on a Purchase Request form before resources are purchased. Purchase Request forms are available from the front office or Business Manager.

Release from Face to Face

All permanent and temporary full-time teachers receive two hours per week release from face-to-face teaching (RFF). All permanent and temporary part time teachers receive pro rata of two hours per week RFF. Casuals who fill a position for one week or longer should receive RFF.

In addition to two hours RFF, permanent beginning teachers in their first year are entitled to an extra 2 hour of release per week to support their probationary process.

If a teacher is absent during their rostered RFF time, the class will maintain its normal routine and the casual teacher will be assigned to an alternate class. All changes will be published daily in School Bytes. Please ensure that you check for changes at the start of each day.

School Canteen

Tamworth West Public School’s canteen operates every day. The canteen is open before school and at lunch. Students are asked to order their lunch before school begins. Parents/carers are also able to use our online ordering system.

If a student does not have lunch or recess they are able to gain an emergency order. Please send students to their supervising executive member for an ‘Emergency Order Slip’.

School Newsletter

The school newsletter is distributed electronically on the first school day of each month. The newsletter is placed on the school website, through School Bytes and on our Facebook page.

Contributions for the newsletter are to be uploaded to the newsletter folder on the Tamworth West PS Teams file. Please ensure that this is done well before the newsletter is published.

School Resources

Each classroom teacher is supplied with a tub of general classroom resources at the start of the school year. Any remaining supplies are stored in the B block storeroom. This room holds general supplies such as art resources and cardboard. You are most welcome to utilise these supplies, however once they are exhausted another order may not be placed for some time. Please check available resources before planning activities.

Stages and specialist teachers are able to order equipment and resources specific to their teaching and learning needs. A large order is placed at the end of each year, in preparation for the next. Staff are asked to be organised for this main order.

Money is budgeted for use throughout the year to support the purchase of additional resources. Please speak with authorised budget holders if you require additional resources.

School Uniform

Boys’ Winter

Grey shorts, long grey trousers or trackpants

Blue Shirt – long sleeve

School tie (optional)

Grey socks

Red knitted jumper or

Red V neck sloppy joe with school badge on left hand side

School jacket (optional)

Girls’ Winter

Checked school tunic – A line with inverted pleats, alternative navy trousers/trackpants

White blouse – long sleeve

School tie (optional)

Navy blue socks or navy stockings

Red cardigan, jumper, red V neck sloppy joe or cardigan with school badge on the left hand side

School jacket (optional)

Boys’ Summer

Grey shorts

Blue polo shirt – short sleeve

Short grey socks

Black school shoes

Girls’ Summer

School blue/white checked dress

Navy skort and white polo shirt

Ankle length white socks

Black school shoes

Boys’ Sport

Royal blue shorts or trackpants

Red polo shirt with royal blue collar and printed badge or plain red t-shirt

Short white socks

Joggers

Girls’ Sport

Royal blue skirt, shorts or trackpants

Red polo shirt with royal blue collar and printed badge or plain red t-shirt

Short white socks

Joggers

Sick Students

If a student is feeling unwell in the classroom or playground, please fill in the yellow Injury and Illness Register Slip and send the student, with a 2nd person if needed, to the front office. The office staff will then supervise and ring the parent if necessary. If you deem that the student is unwell enough to be sent home, please send their bag to the office with them.

Yellow Injury and Illness Register Slips can be found in the classroom folders and playground duty bags.

If you are presented with a medical emergency, please send the blue ECard to the front office and immediate assistance will be provided. The ECard should be found hanging near the emergency procedures in each classroom and in the playground duty bags.

Special Religious Education (SRE)

SRE sessions run from 9:25 – 9:55 each Thursday morning. Each year, a staff member adopts the role of SRE coordinator. The SRE coordinator organises the supervision of SRE classes and non-SRE attendees. Students who do not attend SRE revisit our PBL expectations with their supervising teacher.

Information regarding who attends what SRE group are on School Bytes.

Sport and Physical Activity

The Sport and Physical Activity policy sets out the requirements related to mandatory weekly participation in sport and physical activity for schools and their students. This includes identifying local procedures that support the planning and delivery of high-quality, safe sport and physical activity programs.

Please ensure you are familiar with:

Staff Communication

AHOY! – this is our weekly staff newsletter. Items for the AHOY! are to be uploaded to our Teams file by Friday afternoon. The AHOY! is emailed to staff each week.
Daily communication - The School Bytes Dashboard is where all daily communication occurs. Notices and timetable changes are placed there daily, as well as changes to playground duties. In addition, a list of students who will be outside of the school on School Business will be added to assist with accurate roll marking. Communication within a school is extremely important and can be challenging. School Bytes is your first port of call. If you require further information, please ask.
Email – staff are reminded to check their email account regularly.
Mobile telephones –a school mobile telephone will be made available to teachers who have a class upon request. Please speak with the Business Manager in relation to this.
Staff pigeon holes - all permanent and temporary members of staff are allocated a pigeon hole in the staff room. Notes, memos, mail, etc. are all delivered through the pigeon holes. Please check pigeon holes regularly throughout the day and ensure they are emptied on a regular basis. Information for casual teachers may be delivered through the classroom teacher’s pigeon hole. Please check the pigeon hole for information that may be relevant to you. Phone messages are emailed to staff, unless they are urgent, at which time the message will be hand delivered.

Staff Room

The staffroom is located central to most classrooms. Tea, coffee and sugar are provided for all staff. Staff provide their own milk, if required. The fridge, microwave, etc are for the use of all staff. Please make yourself at home.

All staff are able to use the workstations at the back of the room. If you have difficulties logging on, please see the office.

Each Friday our staff share a light luncheon. Food is provided on a roster-basis. The roster is located adjacent to the communication board.

Staff are responsible for maintaining the cleanliness of the staff room. Please clean up after yourself.

Staff Sign-on Procedures

At Tamworth West, our staff attendance is managed via the School Bytes portal. All staff are required to sign in and sign out each day. School Administrative and Support Staff are required to sign in and sign out.

Student attendance

Staff are to mark student rolls by 9.45 am each morning through School Bytes.
If you do not have access to this system, a paper copy of the roll must be marked and sent to the office by 9.45 am.
A paper copy of the roll will be in the Classroom Folder.
Check off each child on the roll to see if they are present. Mark with a tick if present or an ‘a’ if absent. Please sign and date the roll before sending it to the office.
If any notes are received, indicate the reason on the electronic system or paper roll:
- - A = unexplained/unjustified S = sick L = leave
  - H = alternate setting (eg. BD) E = suspension B = school business
All late students must report to the office to have their arrival time recorded through the system. Late students will be given a late note to pass to their teacher.
Early leavers must also report to the office before leaving the school. Parents requesting to collect their child early will need to come to the Front Office where the staff will go and collect your child from their room. Their absence will be recorded in the system, and they will be given a note which they can take with them to verify permission to be out of school.
Absences are generally explained by parents through School Bytes. Teachers must process explanations, absences and planned absneces tabs,each morning to ensure explained absences are up to date.
Any student who is absent for 3 days without explanation from a parent or carer, and has not returned on the fourth day, must be followed up by the class teacher with a phone call to the parent or carer. If there is no response the teacher must see the Deputy Principal to discuss potential child protection concerns

Student Mobile Phones

and Other Electronic Devices

Any students with mobile phones/electronic devices are asked to hand them in at the office when arriving at school. They are to be collected at the end of the day.

Telephones

There are phones in most blocks for you to access. If you wish to speak to someone within the school, simply press the button under their name at the top of the phone. To access an outside number, you can either dial zero and wait for a dial tone or select a free line at the top of the phone.

Toilets

Staff toilets are located in B Block and H Block.

Wellbeing Team

The purpose of the Wellbeing team is to ensure the there is a planned approach to developing whole school wellbeing that supports high levels of wellbeing and engagement. The four key initiatives are:

The Resilience Project
Positive Behaviour for Learning
Real Schools - Restorative Practice
Attendance
Classroom management

The team meet once a fortnight (odd weeks) on Tuesdays 3:40-4:10pm. Any staff member is welcome to join the team, we require a minimum of one representative from each stage.

Positive Behaviour for Learning (PBL)

Positive Behaviour for Learning is a whole school approach to proactive, school-wide behaviour management. PBL is a system that uses applied research and evidence-based practices and strategies for all students to increase academic performance, improve safety and establish a positive school culture.

It is a system which promotes and maximises academic achievement and behavioural competence. When good behaviour choices and good teaching collide, students can achieve great things.

PBL is about making sure that EVERYONE in the school community knows and understands the same set of expectations about learning and behaviour. It is about shared understanding of what the school stands for. In PBL schools, social skills and expectations are taught in exactly the same way as we teach literacy, numeracy and all other curriculum. Everyone is taught what the expectations are so no-one is left to guess what they have to do.

We believe in:

Shared expectations
Explicit teaching and learning of behavioural and learning expectations
Shared language
Shared responsibility for behaviour and learning

Processes we follow:

Establish school values
Within these values, determine 3-4 clear rules or ‘behaviour expectations’ that are expected in all areas of our school
Explicitly teach these expectations to the students in PBL lessons
Reward frequently with positive acknowledgement for great behaviour

At Tamworth West Public School our values are:

RESPECT,
RESILIENCE and
RESPONSIBILITY

What are the benefits of PBL?

Consistency
Social confidence
Academic excellence
Organisational structures
Shared language
Explicit social skills teaching and learning
Effective analysis and use of data
Whole school involvement

Work Health and Safety

Tamworth West is committed to protecting the health, safety and wellbeing of all employees, students and other visitors to our school undertaking work such as volunteers and contractors.

The WHS Consultation Arrangement at Tamworth West is established on Day 1 of each year. We vote as a whole staff as a part of our WHS Induction processes. Our school currently follows the consultation process of Agreed Informal Procedures. We all work as a team and WHS is everyone’s responsibility.

As a part of your Local-Level Induction, the Business Manager will discuss the procedures that we have in place at Tamworth West Public School.

Incident Notification and Response

When an incident occurs, all employees are required to take immediate appropriate action to provide emergency care and first aid to anyone injured and ensure that emergency services are contacted if required.

For all incidents, employees must implement an appropriate incident response commensurate with the circumstances of the incident, which may include:

immediate provision of first aid
contacting emergency services (triple zero, 000) – through front office if at all possible
activating the local emergency management plan
securing the area to keep the site safe, to prevent further incident or injury and to adhere to any non-disturbance requirements for a notifiable incident under the Work Health and Safety Act 2011
notifying the incident to the line manager
reporting the incident to the relevant departmental area
contacting parents/carers or next of kin
cooperating with emergency services
coordinating post-incident support services for anyone impacted by the incident
maintaining a record of decisions made and actions taken.

Notify the relevant line manager and departmental area about an incident as soon as practical to facilitate immediate assistance to support incident response activities at the workplace. In addition, the workplace should coordinate the provision of student support services and post-incident support services for anyone impacted by the incident.

To reduce the risk of a similar event happening again, investigate the incident to identify and implement corrective actions.

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