UNIFORM

Hats

Red or white, either wide brim or legionnaire style.(legionnaire style must shade nose ,ears and back of neck.) Hats must be worn during all outside activities during terms 1 and 4.

Girls

Summer Uniform
Grey/white/red check dress with collar ,red tie at the neck ,inverted pleat at back ,long or short white socks, black shoes or sandals. (pattern for dress available at local stores or may be hired from the canteen.)
Winter Uniform
Princess Line tunic, no bel t, Wilkinson Pattern No 226, Cleoron Fabric 9070,65% Polyester,35% rayon ,black ,red ,white and grey check , long sleeved blouse, tie (red and grey striped or red),white socks or black tight, ,black shoe, ,V necked red or grey cardigan or fleecy lined sweater. Grey slacks are optional but for official occasions , tunics must be worn.
Sport
White T shirt with school crest , red sports brief ,red wrap-around skirt ,white socks and track shoes. Option 1-Red, medium leg polyester cotton shorts ,elastic waist with draw string and 2 side pockets. Option 2-Red fleecy-lined Track Suit for winter.

Boys

Summer Uniform
Grey shorts and short sleeved grey full button through/business style shirt or polo style grey shirt, grey socks with two red stripes , black shoes or sandals.
Winter Uniform
Grey trousers and long sleeved grey full button through business style shirt ,red and grey striped tie ,grey or red V necked school jumper or fleecy-lined sweater ,short grey socks ,black shoes.
Sport
White T shirt with school crest , red shorts , white socks and track shoes.(optional- Red fleecy lined Track Suit for winter.

DET POLICIES

http://detwww.det.nsw.edu.au/policies/index.shtml

GUNNEDAH SOUTH PUBLIC SCHOOL

THE MERIT SYSTEM

 The Merit System in place at our school has been developed over a period of years after consultation with parents and students. It is regularly reviewed and we are always willing to listen to any proposals to improve the system. The current policy recognises the need for positive reinforcement when children perform as expected and for a series of sanctions when children break rules and expectations. The most important thing is that all students and teachers have the right to be treated fairly and with dignity in an environment free from disruption, bullying, harassment, intimidation and discrimination.

 The Positive Side.

Children receive regular rewards for good behaviour. These include stamps, stickers, favourable comments and small rewards.Each class teacher has an individual system in place. Rewards vouchers are also issued frequently.

 Also in place is a system of merit levels, starting at Red Level and progressing through Bronze and Silver the top level called Gold Level . It is expected that the majority of students in each year apart from Kindergarten would progress through a level each term. Kindergarten children start receiving awards after an initial settling in period. Each child has a merit book and as their work deserves, or as they are spotted doing the right thing, they receive an initial in that book. Nine initials gain a merit level. Certificates and rewards are given as the children progress up through the levels. A gold badge is presented when a student reaches gold level.

 Special days called Rewards Days are organised for those children who do not receive a demerit slip in terms 1, 2 and 3.

 Teachers issue Rewards Vouchers to students for doing the right thing. Students have a choice of what to do with rewards vouchers that are given out by teachers

·        Place the voucher in the designated boxes to go into a draw conducted each week for a reward to be used at the school canteen. Multiple awards are given. Or

·        Retain the rewards vouchers until they have accumulated 25 or 50 rewards. Primary students are responsible for keeping their own rewards whereas infants children’s awards will be retained by their class teachers.

 When a child has attained 25 or 50 rewards vouchers they can be “cashed in” with Mr Woods who will issue a special voucher that can be used at local designated stores. The stores are listed on the voucher.

 In addition to this every 5 weeks all students who have not received a demerit in that period go into a draw for a special voucher.  

Gunnedah South Public School Aboriginal Education Policy

 Statement of Belief

Gunnedah South Primary Schools’ aim is to achieve excellence in educational outcomes for all students.

                       ‘Report of the Review of the NSW Aboriginal Education Policy’ June 2004

 Purpose

• Indigenous student outcomes must be a primary focus of effort.

• Direction of focus and effort must be at the place where change can have greatest effect; classroom and school practice.

• Finite resources directed to where they can have the greatest effect on the largest number of Indigenous students.

• The Indigenous community must be genuine equitable partners in the process and especially at a local school/community level.

• Specialist interventions must be accessible to the vast majority of Indigenous students.

• All students should understand and appreciate the customs , values and history of all cultures

 Guidelines

 1.              Ensure that an Aboriginal Perspective is incorporated in key learning areas.

   2.          Specific programs need to be developed and resourced to meet the needs of all Indigenous Students including gifted and talented.

   3     Regularly assess the achievements of Aboriginal Students to ensure                effectiveness of program delivery.

  4     Provide specialist support services to classroom teachers to develop    teaching and learning programs reflect the diverse needs of students

               5      That a transparent, separately identifiable budget, be established which      clearly articulates and targets Indigenous program initiatives

Gunnedah South Public School Anti- bullying Policy and Plan

Statement of Belief

Gunnedah South Public School values its ability to provide effective teaching and learning within a safe , secure and supportive environment where students take responsibility for their own behaviour and individual needs of students are identified and met.

GSPS Student Welfare Policy

Definition

Bullying can be defined as intentional, repeated behaviour by an individual or group of individuals that causes distress, hurt or undue pressure. It Can be:

• verbal eg name calling, teasing, abuse, putdowns, sarcasm, insults, threats
• physical eg hitting, punching, kicking, scratching, tripping, spitting
• social eg ignoring, excluding, ostracising, alienating, making inappropriate gestures
• psychological eg spreading rumours, dirty looks, hiding or damaging possessions, malicious SMS and email messages, inappropriate use of camera phones.

Policy Statement

Anti-bullying Plan

v      At the end of each year a survey is completed by teachers, parents and students to ascertain the nature and extent of any bullying that may be occurring in the school.

v      Our anti bullying plan has been developed in response to this plan  and from observations , research and records obtained.

v      The purpose of our plan and our definition of bullying is detailed in our policy statement.

Managing bullying.

Strategies:

Students

Foundations of steps to respect is giving the children the skills to resolve the problem themselves.

·               Through role plays , class discussions and the ‘You Can Do It’ program children are given the confidence and skills to deal personally with bullying behaviour .

·                Children are consistently reminded  of the consequences of bullying as detailed in our Fair Discipline Code.

·               Through class discussions , charts and learning activities children are aware of what actions constitute bullying.

·               Children are shown through action that teachers support  children dealing with bullies and let it be seen that all teachers view any type of bullying as unacceptable behaviour.

·               Educate children in the fact that being a bystander affects bullying behaviour

·               Refuse to accept bullying , respond to the bullying and report the bullying.

Teachers:

·               Teachers will support the fact that bullying is an unacceptable behaviour  through their response to children’s reports and by their diligence in recognising bullying.

·                Teach the relevant units in the  ‘You Can Do It’ program.

·                Teachers focus on those areas of the playground highlighted by the school survey

·                Be aware and look for symptoms and actions of bullying:

·                 Identify, support and report students who bully others:

       The student regularly engages in hurtful teasing ,name calling or intimidation of those weaker

       The student may believe he or she is superior.May brag to others

       Students who bully often bring in others and then remain on the sidelines.

       Despite popular belief bullies often have high self esteem and may be popular with teachers.

·               Identify, support and report students who are being bullied:

       Children are frequently teased in nasty ways ,derogatory nick names ,belittled, taunted, threatened degraded.

       Often the children have no close friends and are socially isolated.

       Children who are bullied are often less assertive or lack the skills necessary to respond appropriately.

       A student who is bullied often tries to remain close to teachers or adults during the break.

       Students whose parents are being bullied within the community.

       Children have low self esteem or self confidence .They shy away from conflict or confrontation.

Most incidents of bullying go unnoticed

Parents

·               Provide open and supportive lines of communication for the school to work as a partnership with parents.

·               Keep parents informed in relation to recognising and dealing with bullying

Bullying: Information for Parents is a brochure to help parents in all Australian schools see the signs of bullying and give them some idea of what to do if their child is bullied at school. The brochure is based on research conducted largely in Australian schools over a six year period.

http://www.detya.gov.au/schools/publications/2000/bullying/index.htm

Management

• Provide the consequences for bullying as detailed in our fair discipline code and provide relevant programs to educate those children who bully.
• Provide referral and reporting procedures for teachers and students.
• Continual displays around the playground encouraging supportive social skills.
• Provide flexibility in playground supervision to respond to those areas where bullying does or may occur.
• Ensure training and resources are provided to support relevant welfare programs
• Implement and resource special programs to meet anti bullying guidelines.

Appeals

The school values the input of staff , students and parents and would appreciate any suggestions helping us to provide a safe and secure learning environment.