Embedded Files
BEHAVIOUR POLICY
Approved by: Governing Council
Date approved: 23/06/25 | Review date: 2027
Lameroo Regional Community School's policy aligns with the Department for Education Behaviour Support Policy.
Lameroo Regional Community school's behaviour support policy guides:
The behaviour we expect of children and young people
How staff, parents and carers will support positive behaviour
The safe inclusion of children and young people.
About behaviours
Children and young people's behaviours fall along a continuum. This means behaviour can range from safe to unsafe.
Range of behaviours
Positive, inclusive and respectful behaviours.
Developmentally appropriate boundary testing (see Behaviour Support Toolkit Matrix). This behaviour can interrupt learning but can be redirected.
Behaviours that cause concern due to their severity, frequency and duration. This behaviour significantly interrupts learning and needs consistent guidance and support.
Complex and unsafe behaviour, which can place children, their peers and others in danger.
All along the continuum, the policy and practice approach is proactive, consistent, and responsive and tailored to the child or young person's needs.
How we implement the department's policy
We will support the safe inclusion of children and young people in learning with these actions.
Promote
We will promote, model and support productive and positive behaviour.
Our actions:
Promote a school wide positive behaviour approach. We will work on this with our governing council, staff, children and young people, parents and carers
Display behavioural expectations. Share these with children, young people, parents and carers in the newsletter and on the website
Promote a positive school culture through our school values of Respect, Equality, Responsibility, Honesty and Trust.
Teach
We will explicitly teach positive behaviour and expectations about behaviour.
Our actions:
Create predictable structures and routines in the learning environment. This guides children and young people’s in how to positively participate in learning
Teach children and young people self-awareness, self-management, social awareness and social management
We will intervene to prevent, reduce or redirect behaviours of concern. We will use methods that are the least exclusionary possible.
Our actions
Staff use proactive strategies to co-regulate children and young people to prevent behaviours of concern.
Work with others
We will work with children, their families, professionals and other key adults to understand the environmental, social and family context of a child or young person's behaviour. We will draw on these people to support positive behaviour change.
Our actions
Value children and young people’s perspectives. Seek their ideas when developing behaviour supports.
Engage children, young people and families to understand possible reasons for behaviour.
Use case management approaches to coordinate, assess, plan, monitor and review behaviour interventions.
Respond
We will respond to behaviour visibly, fairly and consistently. Responses will help grow confidence and trust.
Our actions
Tell those who raise behaviour concerns about the process to respond to the concern. Do this without disclosing personal information of the parties involved.
Investigate concerns about behavioural incidents. Understand the nature of the incident and the experience of the incident by those involved.
Document planned behaviour support responses in student development plans, behaviour support plans, safety and risk management plans, and safety and support plans.
Repair and restore relationships
We will repair and restore relationships harmed by behaviours of concern.
Our actions
Children and young people who have acted inappropriately recognise the impact of their actions. They have the chance to apologise and express remorse. They have the chance to repair and restore relationships when appropriate, safe and consented to by all parties.
Create safety and wellbeing
We will create safety and wellbeing for people involved in behaviour incidents.
Our actions
Provide strategies to reduce the risk of harm to children, young people and staff following behavioural incidents.
Refer children, young people, staff and others who have been harmed by unsafe behaviours to counselling or other support.
Engage department supports when responding to serious incidents.
Behaviours of concern
Behaviours of concern:
Are challenging, complex or unsafe behaviours
Are more serious, happen more often or last a long time
Significantly interrupt learning for the child or others
Could put the child or others in danger
Need consistent guidance and support.
Behaviours that disrupt learning or safety will always receive a response that considers:
The needs of the child or young person with behaviours of concern
Other people's rights to learning and safety.
How we respond to behaviours of concern
At Lameroo Regional Community School, we use specific responses to behaviours of concern.
Educator responses
Provide quality differentiated teaching practice. This is a way to meet each child and young person's learning styles and needs. For example, the teacher plans ahead to clearly teach values and safe and inclusive behaviours.
Create plans that support positive behaviour change. Partner with parents, carers and others to do this.
Interrupt behaviours of concern, e.g. calling out, being off task, being excessively loud. Name and describe behaviours to help students understand what they are doing that is problematic. Redirect students to the preferred behaviour.
Support students to develop and practise the skills required to maintain the preferred behaviour.
Follow the Lameroo Regional Community School Behaviour Management Process (p.5) to set consequences for non-compliance with school behaviour expectations
Monitor behaviour. Act on any reports about behaviour of concern.
Consider the use of suspension and exclusion from school to support safety. This is after we consider all other options to reduce danger.
Report criminal offences to the police.
Provide leadership and/or external assistance to facilitate restorative processes (including reconnection meetings) where staff and children or young people directly involved require impartial assistance to resolve the issues.
Department level responses
Negotiate other learning options away from school to make sure the school community is safe. This is after we consider other options to reduce danger.
Support staff and local leadership in how they respond to a child or young person.
Responsibilities of children and young people
Treat others with kindness, respect and inclusiveness.
Make sure their actions are safe, respectful and inclusive. This includes verbal, physical and online actions.
Seek help from adults to intervene when they see behaviours of concern in person or online.
Support their peers to seek help from trusted adults.
Support their peers to behave in safe, respectful and inclusive ways.
Responsibilities of parent and carer
Report any child or young person's concerning or unsafe behaviour by contacting the school to speak with a member of staff.
If an incident happens, work collaboratively with us to resolve concerns.
Follow the complaint resolution process to deal with concerns.
Show and encourage safe, respectful and inclusive relationships with: their own children; other children and young people; other parents and carers and staff.
Seek support from our staff to create consistent responses to behaviours of concern. This includes at home and at our site.
Know about our behaviour support policy and procedure. Know how to identify and report behaviours that are concerning or unsafe.
Make sure their children keep coming to our site while a behaviour issue is being resolved. This is in a child or young person’s best interest. If you feel that your children coming to our site is not in their best interest, talk to us.
Seek external professional support for their children when needed.
Do not approach other children or parents about behaviours of concern. Report this to us for follow up.
Understand that, because of confidentiality, we cannot share information about other children or young people.
Support their children to stay off-site during suspension, exclusion or expulsion. A child or young person can still come on-site if they have the leader’s written approval.
LAMEROO REGIONAL COMMUNITY SCHOOL BEHAVIOUR MANAGEMENT PROCESS
Use of Mobile Devices:
Refer to Mobile Device Policy ‘consequences for inappropriate use of mobile devices
APPLYING SCHOOL-BASED COMMUNITY SERVICE FLOW CHART
COMPLIANCE PROCESS
NON-COMPLIANCE PROCESS
TRUANCY MANAGEMENT PROCESS
STUDENT TRUANTS LESSON OR PART OF LESSON
Class teacher responsible for issuing consequence
FREQUENT TRUANTING OF LESSONS
Teacher to notify parent
Teacher issue a consequence, e.g. make up work in breaktime or negotiate with parent
Teacher notifies appropriate Leader
Leader to monitor notifications of students truanting
STUDENT TRUANTS A WHOLE DAY
Teacher to notify parent
Leadership issue full day internal suspension
BUDDY SYSTEM PROCEDURE
The ‘buddy’ system
The buddy system is a consistent behaviour management strategy that empowers teachers to manage serious and/or repetitive low-level behaviours in the classroom as recorded on the student wellbeing
& behaviour class record sheet. The buddy system is to be used as a last resort and should only be used when all other avenues / techniques have been exhausted. Trust your professional judgment.
Please refer to the document ‘Behaviour Management Process’ (p.5) which details specific behaviours that warrant the use of the buddy system. All teachers must familiarize themselves with this process. Do not use the buddy system when a student is late or truants
The process will work when class teachers, buddy teachers and leaders follow a consistent non-negotiable process.
Organisation:
Step 1. Identify two teachers that are teaching at the same time as you (but different year level). This is to be negotiated with teachers beforehand.
Step 2. Ensure that you have access to buddy slips
Nb: students cannot be sent to a buddy class without a buddy slip
Execution:
Step 1. Class teacher issues the ‘buddy slip’ for medium/high level behaviours (p.10) - all sections must be completed
Step 2. Buddy teacher completes the ‘buddy slip’ and returns to the class teacher’s pigeon hole. The buddy teacher also ensures the ‘reflection’ component is also completed and returned to the class teacher.
Step 3. Class teacher
• Notifies parent/caregiver, discusses concerns and documents behaviour including when parent was notified and nature of conversation
• Class teacher must engage in a restorative process with the student by responding to the reflection component on the buddy slip and places buddy slip in the leader tray.
Leadership intervention:
1. A student who refuses to go to a buddy class will automatically incur an internal suspension for 1 day
2. A student who ‘self-exits’ will incur an internal suspension for 1 day
3. A student who fails to turn up to buddy class will incur and internal suspension for 1 day
4. A student who will not enter class, runs off etc will incur an internal suspension for 1 day. In this case the class teacher or buddy teacher must send an email and Leadership will follow up
5. If you believe student behaviour is a result of a need to regulate behaviour, contact a leader and they will use their professional judgement as to a further course of action.
Buddy system – TRT version
The buddy system is a consistent behaviour management strategy that empowers teachers to manage serious and/or repetitive low-level behaviours in the classroom as recorded on the student wellbeing
& behaviour class record sheet. The buddy system is to be used as a ‘last resort’ and should only be used when all other avenues / techniques have been exhausted. Trust your professional judgement.
Please refer to the document ‘Behaviour Management Process’ which details specific behaviours that warrant the use of the buddy system. All teachers must familiarise themselves with this process. Do not use the buddy system when a student is late or truants.
The process will work when class teachers, buddy teachers and leaders follow a consistent non-negotiable process.
Organisation:
Ensure that you have access to buddy slips - students cannot be sent to a buddy class without a buddy slip
Process:
Step 1. TRT issues the ‘buddy slip’ for medium/high level behaviours (see attached) - all sections must be completed
TRT’s please note: – send the student to the predetermined teacher as organised by the classroom teacher you are providing relief for.
Step 2. Buddy teacher completes the ‘buddy slip’ and returns to the class teacher’s pigeon hole. The buddy teacher also ensures the ‘reflection’ component is also completed
Step 3. TRT
• TRT emails classroom teacher who will provide follow-up.
For urgent leadership intervention:
If the student is non-compliant and will not remove themselves to buddy class or is acting unsafely, either:
• call front office so they can locate a Leader on 85763040 or
• send a student to the front office for help
BULLYING AND HARRASSMENT POLICY
Approved by: Governing Council
Date approved: 23/06/25 | Review date: 2027
Purpose
At Lameroo Regional Community School, everyone has the right to feel safe, included and supported.
We strive to provide a positive and professional learning environment free from bullying, harassment and violence.
Bullying, including cyber bullying, harassment and violence, is not acceptable in our school community and will be dealt with seriously and expediently. This includes incidents that may occur outside of school hours if students are in their school uniforms.
At Lameroo Regional Community School, we work with the school community and other services and agencies to support our students in being responsible and productive members of the community.
The implementation of this policy supports the aims of the Australian student wellbeing framework, which includes “building safe school communities where diversity is valued, the risk from all types of harm is minimised and all members of the community feel respected and empowered.”
Lameroo Regional Community students will:
treat others with respect and kindness
report bullying and ‘be a better ally’
encourage others, rather than put them down
think before they comment on, post or forward messages
embrace difference
Definitions
Bullying
The national definition of bullying for Australian schools’ states that:
Bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social behaviour that intends to cause physical, social and/or psychological harm. It can involve an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening.
Bullying can happen in person or online, via various digital platforms and devices and it can be obvious (overt) or hidden (covert). Bullying behaviour is repeated, or has the potential to be repeated over time (for example, through sharing of digital records).
Bullying of any form or for any reason can have immediate, medium and long-term effects on those involved, including bystanders. Single incidents and conflict or fights, whether in person or online, are not defined as bullying.
Cyberbullying/social media
Cyberbullying/social media is bullying which uses e-technology as a means of victimising others. It is the use of an internet service or mobile technologies—such as e-mail, chat room discussion groups, instant messaging, web pages or SMS (text messaging)—with the intention of harming another person. Examples include:
sending insulting and/or intimidating text or online messages
publishing someone’s private information
creating hate sites and intentionally humiliating others
implementing social exclusion campaigns in social networking sites
unwanted or sharing sexually explicit content (images, language, etc.)
nasty online gossip and rumours
Harassment
Harassment is behaviour that targets an individual or group due to their identity, race, culture or ethnic origin (racism), physical characteristics, gender, gender identity, sexual orientation, and/or ability or disability, and that offends, humiliates, intimidates or creates a hostile environment. Harassment may be an ongoing pattern of behaviour, or it may be a single act.
Sexual harassment
Sexual harassment is unwelcome sexual conduct which makes a person (male or female, of the same or opposite gender, same-sex attracted, bisexual or transgender) feel offended, humiliated and/or intimidated, where that reaction to the conduct is reasonable in the circumstances. Sexual harassment can be a single incident, repeated or continuous, direct or indirect, and take various forms.
Homophobia
Homophobic language is any language that uses sexual orientation or sexual identity as a put down. Homophobic language is harassment as it creates a hostile environment and reduces a sense of safety for students who hear this language even if it is not directed at them.
Strategies for dealing with harassment / bullying
There are many ways of dealing with harassment and bullying. Each way is different for every individual and/or situation. Some examples are:
walk away
tell the person who is bullying you to stop. Use a strong and confident voice (assertive) – stay positive
try to act unimpressed or unaffected
if you feel safe, talk with the person who is bullying you to sort out the problem
if you feel scared, ask a friend to assist
do not try and get back at them, you can get into trouble too
tell a trusted adult as soon as possible and complete a student incident report form
If it is happening online or your phone:
do not respond to the messages
save/screenshot any online messages, images and posts and show a trusted adult
block the person on the mobile device or social network
report to the relevant social media platform i.e. Facebook, snapchat etc
make a cyber-report using the eSafety commissioner website: https://www.esafety.gov.au
**If the harassment/bullying continues, follow the flow chart in the Cyber Safety Incident Procedure Policy (p.17).
Signs of a student being harassed or bullied
Students who are being harassed or bullied may not talk about it with their teachers, friends or parents/caregivers for fear of making things worse. Therefore, teachers and parents have an important part to play in helping the school and student deal with bullying. A change in behaviour in students may be a signal that they are being harassed, bullied or have some other concern.
Signs include:
unexplained cuts, bruises or scratches
lost or destroyed clothing, books, electronics, or jewellery
frequent headaches or stomach aches, feeling sick or faking illness
changes in eating habits, like suddenly skipping meals or binge eating
difficulty sleeping or frequent nightmares and anxiety
declining grades, loss of interest in schoolwork, or not wanting to go to school
sudden loss of friends or avoidance of social situations
feelings of helplessness or decreased self-esteem
self-destructive behaviours such as running away from home, harming themselves, or talking about suicide
‘hiding’ information on mobile phones, emails or in comments on their social networking pages
Signs of a student harassing/ bullying others:
get into physical or verbal fights
have friends who bully others
are increasingly aggressive
get sent to the principal’s office or to detention frequently
have unexplained extra money or new belongings
blame others for their problems
don’t accept responsibility for their actions
are competitive and worry about their reputation or popularity
Responsibilities
Principals and leadership will decrease the likelihood of bullying and harassment by:
developing, implementing and regularly reviewing the school’s bullying and harassment policy
including the voice of staff, parents and students in the school’s bullying and harassment policy
ensuring that new staff and new students and their families are aware of the school community’s bullying and harassment policy and the decision-making procedures open to them if they wish to influence school practice
managing incidents of school bullying in a way that is consistent with the department for education school discipline policy
by providing in-service training and development to all staff in effective strategies in managing ‘bullying in schools’ managing a ‘whole school change’ approach to ensure the keeping safe child protection curriculum is implemented across all year levels
ensuring that parents have access to the school’s bullying and harassment policy and that they are aware of their rights to advocacy and avenues open to them should they need support relating to an incident of bullying
School staff members will decrease the likelihood of bullying and harassment by:
developing and fostering positive relationships with students and families
communicating and interacting effectively with students and engaging in cooperative problem-solving relationships to address issues of bullying
participating in developing, implementing and reviewing the school’s bullying and harassment policy, curriculum and in-service offerings and the procedures for managing incidents of bullying
critically reflect on practices and developing the knowledge and skills needed to manage incidents of bullying successfully
participating in professional learning related to decreasing bullying in schools
supporting students to be effective bystanders
Parents and caregivers will support the school in maintaining a safe and supportive environment by:
keeping informed of concerns about behaviour, their children’s health issues or other matters of relevance
communicating in a respectful manner with the school staff about issues of concern soon after these concerns arise
following up on these concerns and, if necessary, contacting regional office if the concerns are not resolved following intervention by the principal students will support the school in maintaining a safe and supportive environment if they:
are respectful towards other students, staff and members of the school community
participate in sessions regarding the school’s bullying and harassment policy, keeping safe child protection curriculum, being an effective bystander, and other sessions regarding behavioural expectations
communicate to an appropriate adult if bullied or harassed or if they are aware that someone else is being bullied or harassed
learn to be an effective bystander, so that bullying and harassment are discouraged through peer influence
use school’s reporting mechanisms including completion of a student incident report form
Students
recognise when bullying is occurring to themselves or others
report incidences of bullying to a trusted adult
complete a student incident report
Guide for parents – what to do if my child is being harassed/bullied?
You need to consider what you know about your child and the details of the situation to make the best decision for your child.
Let your child know that you will take the harassment/bullying seriously and that you can help them to report it to the school.
stay calm and positive
talk with your child
do not advise your child to fight with the other child
report the harassment/bullying to the school
seek help for your child to develop their social skills
The strategies mentioned above for dealing with harassment/bullying also applies to dealing with cyberbullying. You can teach your child how to be safe online, as well as supervising and restricting access to technology.
CYBER SAFETY POLICY
Approved by: Governing Council
Date approved: 24/06/25 | Review date: 2027
Purpose
At Lameroo Regional Community everyone has the right to feel safe, included and supported. We strive to provide a positive and professional learning environment free from bullying, harassment and violence both in a physical and online environment.
Digital learning technologies are now very much a part of life and learning and provide an avenue for engaging and empowering learners. However, we also need to ensure such opportunities do not place the young people in our school at risk.
At Lameroo Regional Community School, we aim to ensure that pedagogy, infrastructure and hardware are capable of sustained success for our learners. Our overall goal is to create and maintain a cyber-safety culture that is in keeping with our core values and with legislative and professional obligations.
All staff, families and students have a collective responsibility for keeping safe online.
At Lameroo Regional Community School, all classes regularly discuss online issues when they arise as well as sharing online resources to help keep our students safe.
Responsibilities
In matters relating to cyber-safety, Lameroo Regional Community School will;
ensure user agreements are in place and signed for all students (ICT acceptable user policy)
ensure students use the internet in a safe and considerate matter
provide relevant education for the students and the wider school community regarding cyber safety
make sure that students and staff are aware of the importance of ICT security and safety, and how to react properly and deal with ICT security incidents and weaknesses
address any forms of cyberbullying or misuse and issue appropriate consequences
provide information about cyber safety on the school’s website
provide support for parents and students experiencing cyber safety issues
implementation of policies which address staff and student well-being
report to SAPOL and the eSafety commision if cyber behaviour is suspected to be an e-crime
make a mandatory notification if they suspect child abuse and neglect as required by law.
Lameroo Regional Community School community will;
respect the rights and safety of others in their use of technology
follow directions and procedures from staff regarding cyber safety
conduct themselves in a manner reflecting the values of the school
refrain from any misuse, especially that gives rise to allegations of bullying, harm to others or attacks on reputation
refrain from uploading any content related to the school onto the internet including but not limited to: posting images of the school logo, teachers, uniforms or buildings
refrain from any usage that would bring the school into disrepute, including usage for personal financial gain
follow the copyright and licensing laws with respect to software, information and other material retrieved from or published on the internet
refrain from accessing files, information systems, communications, devices or resources without permission
avoid using non-approved file sharing technologies, non-educational related audio or visual and downloading or sharing non-educational material
Lameroo Regional Community School families will;
work in partnership with the school when the school is addressing misuse or cyberbullying
supervise and manage the students use of technology out of hours and at home
respond to misuse occurring at home, assisted by the school as appropriate.
Breaches of this policy
Serious school-imposed disciplines will result from breaches of this policy.
There may also be penalties imposed by law should a criminal offence be committed by misuse or cyberbullying.
Student consequences may include:
Investigation
Suspensions
Reporting to state authorities
Exclusion
Breaches by staff may include:
Investigation by line manager
Formal disciplinary action if warranted
CYBER SAFETY INCIDENT PROCEDURE
This flowchart, taken from the Department of Education’s 'cyber-safety: keeping children safe in a connected world' is a way to report cyber incidents to the police.
Helpful links and resources
Https://crimestoppers.com.au/campaign/esafety/
Https://www.esafety.gov.au/
Https://www.lifeeducation.org.au/parents/cybersafety-for-parents-vodcasts
Https://kidshelpline.com.au/teens/issues/bullying
Https://healthyfamilies.beyondblue.org.au/age-13/raising-resilient-young-people/bullying-and-cyberbullying
Facebook privacy and safety help: https://www.facebook.com/help/325807937506242
Instagram privacy and safety help: https://help.instagram.com/
Twitter privacy and safety help: https://support.twitter.com/articles/14016
Tik tok privacy and safety help: http://support.tiktok.com/article-categories/privacy-safety
MOBILE PHONE POLICY
Approved by: Governing Council
Date approved: 27/3/23 | Review date: 2025
Scope
Scope
This school policy is implemented in line with the Department for Education’s Student use of mobile phones and personal devices policy, which applies to all government schools. This document provides direction to students, staff, and families about managing personal devices that students choose to bring to school.
For the purposes of this policy, personal devices include mobile phones, smart watches and other digital devices that are capable of sending or receiving messages or calls and/or able to connect to the internet, and personal laptops or iPads that are not owned by the school and have not been brought to school by the student under a separate Bring Your Own Device (BYOD) agreement.
Rationale
Rationale
With the widespread and increasing ownership of mobile phones and other devices among students it is critical that schools, in partnership with families, provide clear guidance for students to become informed, safe, respectful, and responsible digital citizens.
It is the Department for Education’s position that access to personal devices during school hours must be managed so that students can be fully present in their learning and in their interactions with their teachers and peers.
The aim of this policy is to help promote:
safe environments with reduced negative impacts of inappropriate use of devices at school, such as cyberbullying, exposure to harmful content, and critical incidents that involve mobile phones
classroom environments where teachers can teach, and students can learn, free from distractions caused by personal use of devices
use of breaks as quality time away from screens, encouraging physical activity and play and meaningful face-to-face connections with peers.
Personal devices at school
Personal devices at school
Students are permitted to bring personal devices to school:
as a measure to ensure their safety while travelling to and from school
so that parents and part-time employers can contact them outside of school hours
so they can be contacted about a person under their own care, where applicable
to be used during school hours in line with an exemption that has been approved by the school under this policy.
While students are at school, or attending school activities, they must comply with any reasonable directions given by school staff in line with this policy regarding their personal devices.
The Department for Education’s policy requires all students at all department schools to keep personal devices ‘off and away’ between the start and end of each school day, and while they are attending school activities off-site, such as camps and excursions.
Students will not be able to access their personal devices at any time during school hours, unless they have received an approved exemption from the school to use the device for a specific, agreed reason. This means both physical access and remote access (e.g. connecting with the personal device via hotspot or using paired headphones).
Storage of personal devices at school
Storage of personal devices at school
Students will turn their devices off or place them in flight mode before putting them away. This includes taking off and storing any wearable technology that fits the definition of this policy, such as smartwatches.
Students are required to keep all personal devices, along with their school bags and any other belongings not required for class, in their individual lockers. Students should ensure they have a means of locking them in their bags/lockers as soon as they arrive, in order to reduce the risk of theft during school hours. The school accepts no responsibility for replacing mobile phones that are lost, stolen or damaged whilst on school premises or at school sponsored functions, nor does the school accept responsibility for students who lose or have their mobile phones stolen while travelling to and from school. It is strongly advised that students have passcodes/pin numbers to ensure security.
Responses to non-compliance
Responses to non-compliance
Where students use a personal device at school without an approved exemption, or use it inappropriately, a response will be provided in line with the school’s behaviour support policy.
Where a student’s misuse of personal devices is serious, it may be necessary for the school to consider responses in line with the department’s suspension, exclusion and expulsion of students procedure, or to contact South Australia Police if the behaviour is suspected to be illegal.
Students infringing these rules will have their mobile phone confiscated. It will be taken to a secure place at the Front Office. Students will collect their phone at the end of the school day from the Front Office. Any repeat infringement will result in forfeiture of the privilege of the student to bring a phone to school.
Any student caught using a mobile phone to cheat in exams or assessments will face disciplinary action as sanctioned by the Personal Responsibility Agreement procedures. It should be noted it is a criminal offence to use a mobile phone to menace, harass or offend another person. In such incidents, it may be considered appropriate by the school to involve the police. Students using mobile phones to bully other students will face disciplinary actions as sanctioned by the Personal Responsibility Agreement procedures.
Exemptions
Exemptions
Exceptional circumstances
Individual students may have extenuating reasons for needing access to their personal device during school hours, such as where:
The device is used to monitor or help manage a health condition
The device is a negotiated adjustment to a learning program for a student with disability or learning difficulties
The device is used for translation by a student with English as an additional language
The student has extenuating personal circumstances that require them to have more ready access to their personal device, such as being a parent themselves or a primary carer to a younger sibling or unwell family member.
Mobile Phone usage on buses is not permitted as it is deemed still part of the school day
Mobile phone usage can be negotiated by the teacher, if deemed important for the student to have access (for example, for excursions/camps, learning purposes).
Please contact the school if you need to request an exemption due to exceptional circumstances. These requests will be considered by the Principal (or delegate) on a case-by-case basis. If approved, the exemption will be recorded in the student’s file or health care/learning plan as appropriate.
The following temporary exemptions may be made available to students at the discretion of individual teachers.
All exemptions are subject to the device being used appropriately and only for the purpose specifically permitted by the teacher. Personal devices must be put ‘off and away’ immediately after the exempted activity has concluded, and not brought to future lessons/activities without explicit teacher permission.
Class teachers may give permission for students (on an individual or whole-class basis) to use personal devices in the classroom for a specified learning activity.
Individual students can negotiate with their class teachers on an ad-hoc basis if they wish to access a personal device for a non-educational purpose (such as expected contact from a part-time employer or for a wellbeing reason).
Students may be permitted to bring personal devices on a camp or excursion for learning purposes and/or to facilitate contact with their families at specified and supervised times. Expectations regarding student use of devices on the camp or excursion will be detailed in parent consent information.
Roles and responsibilities
Roles and responsibilities
Principal
Make sure:
the school’s policy has been endorsed or ratified by governing council and is clearly communicated and accessible to all students, staff, and families
there is a process for regular review of the school’s local policy
secure storage is provided for student personal devices that are handed in to school staff and individual lockers that the school provides for students to store their belongings are appropriately secure.
processes are in place for monitoring internet and school network use by all members of the school community.
Enforce the policy and responses to instances of non-compliance.
Consider requests for exemptions from the policy from parents or independent students due to exceptional circumstances on a case-by-case basis. Make sure that approved exemptions in this category are documented and that relevant staff, including temporary relief teachers, are informed about students with an exemption.
Model appropriate use of mobile phones and support school staff to do the same. Support families to understand the importance of promoting safe, responsible, and respectful use of mobile phones to their children.
Report and respond to incidents of inappropriate or illegal use of personal devices in line with department policy and procedures and any legal requirements.
School staff
Deliver learning opportunities and maintain a safe and productive learning environment. Take steps to minimise distractions from the non-educational use of personal devices in the learning environment.
Respond to instances of non-compliance in line with the school’s policy.
Report and respond to incidents of inappropriate use of personal devices in line with department policy and procedures and any legal requirements.
Ensure students who are given permission to access their personal device use it appropriately and only for the specified purpose, and store their personal devices away after the exempted activity has concluded.
Consider and approve, at discretion, temporary exemptions in line with the conditions outlined in this policy.
Make sure that any student personal devices handed in for their care are stored in a secure location and are returned to the student (or their parent) by the end of the same school day.
Model appropriate use of mobile phones and support families to understand the importance of promoting safe, responsible, and respectful use of mobile phones to their children. Use mobile phones for work-related/emergency purposes only when students are under their care.
Students
Comply with the requirements of this policy and follow all reasonable directions from the principal and school staff.
Switch all personal devices off, or into flight mode, on arrival at school each day and store it away as specified in this policy.
If permitted to use a mobile phone or personal device in line with an exemption under this policy, do so in a safe, responsible, and respectful way and support peers to do the same.
Communicate respectfully with others and do not use a mobile phone or other personal device to bully, harass, or threaten another person.
Respect others’ rights to privacy and do not take photos, film, or audio records of other people without their knowledge or permission.
Notify a school staff member as soon as possible if feeling unwell or experiencing any other issues at school. Use the school’s sign-out processes in all cases where requiring early collection from school.
Parents
Support the school’s implementation of this policy, including the consequences for non-compliance.
Encourage their child not to bring a personal device to school unless necessary. Understand that the department does not provide insurance for accidental loss or damage to personal property that is brought onto school grounds (however, claims may be met under the department’s public liability insurance where the loss or damage can be attributed to a negligent act or omission on the part of the school – the school will contact the department for advice if this may be the case).
Use the school’s formal communication channels in all instances to communicate with the school or to make contact with their child during school hours (including where a student requires early collection from school). Encourage their child to always report to a school staff member in the first instance if they become unwell or experience an issue at school.
Recognise the important role they play in supporting their child to use their mobile phone (or other personal device) in a safe, responsible, and respectful way.
Communication and review
Communication and review
The school's policy can be accessed on our website.
This policy will be reviewed every 2 years. The school community will be asked to provide feedback before being redrafted by the Governing Council.
UNIFORM POLICY
Approved by: Governing Council
Date approved: November 2019 | Review date: 2022
POLO - Navy blue or Maroon ‘Razor’ polo with white LRCS logo.
JACKET - Plain navy blue puffer jacket with white LRCS logo.
JUMPER - Plain navy blue crew neck jumper with white LRCS logo. LRCS Rugby jumper.
PANTS - Plain navy blue track pants with white LRCS logo, no logo or discrete navy logo. Plain navy
blue dress pants.
SHORTS - Plain navy blue shorts with white LRCS logo, no logo or discrete navy logo. Minimum length mid-thigh (approximately to wearer’s fingertips when hands are by sides).
DRESS - Blue, maroon and white check dress. Minimum length mid-thigh (approximately to wearer’s fingertips when hands are by sides).
8-12 PE - plain navy blue or maroon tee, or maroon or navy ‘Tasman’ tee with LRCS logo. Appropriate footwear.
SOCKS - Plain white, black or navy socks with no graphics or logo.
SHOES - Enclosed toe shoes to be worn at all times. WHS regulations do not allow the wearing of sandals in the following practical subjects: Home Economics, Technology Studies, Science, Agricultural Studies and Physical Education. UGG boots or similar are not permitted.
HEADWEAR - Plain navy blue bucket hat or plain navy blue ‘legionnaire’ hat when in the yard Term 1, 3 & 4. LRCS beanies can be worn but not in the place of SunSmart hats. Headbands & scrunchies can be worn all year round and must be school colours with no logos or embellishments.
SCARVES - School colours with no logos or embellishments.
MAKEUP - Makeup is not permitted. Nail polish may be worn if it is a neutral colour.
JEWELLERY - A maximum of two piercings per ear, a single neck chain, a single ring and a watch is permitted. No other jewellery is permitted including facial piercings. WHS regulations do not allow the wearing of rings, bracelets or loose jewellery in Home Economics, Technology Studies, Science, Agricultural Studies and Physical Education.
Extra-curricula, school-approved activity merchandise (Murray Mallee, SAPSASA and SSSSA etc.) ARE NOT school uniform and are not be worn to school as uniform. However, in recognition of the honour and achievement of participating in these events, students are permitted to wear their jumper OR polo from these activities for the school week directly following their participation, with the exception of days that occur in that week where formal school events are scheduled.
Curriculum program merchandise, such as Year 12 jumpers and tops, Adelaide Show tops etc., must be school uniform colours and approved by the Principal before purchase. If approved, these items can be worn for the duration of the school year in which they are purchased.
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