rainworth state school part 2 - enrolment forms · 2020-03-09 · part 2 - enrolment forms please...

Rainworth State School

Part 2 - Enrolment Forms

Please find attached:

o Responsible Behaviour Plan for Students

o Uniform Policy

o Religious Instruction information and permission

Requires completion

o Financial and Shared Financial Responsibility

Record for School Payments

Requires completion

Please provide Proof of age (Birth Certificate) to the

school office. This is a requirement of the enrolment

procedure.

I September2017. Rainworth State School

The Code of

School Behaviour Bett er Behavi our

Better Lea rn i ng


Responsible Beh viour Plan for Students Based on the.Code of School Behaviour

2 September 2017. Rainworth State School

The Code of

School Behaviour Bett er Behav i ou r

Bet t er Learn i ng

Responsible Behaviour Plan for Students

1. Pu Education Queensland is committed to provisions that ensure all young

Queens/anders have a right to and receive a quality education.

Rainworth State School exists to provide children with a balanced education,

which aims to help develop self-disciplined children. We believe that the

acquisition of self-discipline is developmental and needs recognition,

encouragement, modelling and teaching.

We believe there are acceptable standards of behaviour that create a positive

environment conducive to total teaming and harmony. Therefore , acts of

indiscipline which disrupt teaming, limit the rights of others to learn or create

disharmony will be managed as outlined in this document.

We believe that the key to effective learning is where there is a safe, supportive

and disciplined environment that respects:

• the rights of all students to learn

• the rights of teachers to teach

• the rights of all to be safe

This Responsible Behaviour Plan for Students is designed to facilitate high

standards of behaviour so that the learning and teaching in our school can be

effective and students can participate positively within our school community.

2. «o , s ultation and da riev ie w

Rainworth State School developed this plan in collaboration with our school

community. Broad consultation with parents, staff and students was undertaken

through survey distribution and community meetings held between June and

August 2017. A core committee made up of 2 parents, 2 teachers and a member

of admin reviewed school data to inform the development process. I

The Plan has been endorsed by the Principal, the President of the P&C Association and the Chair of the School Council. It will be reviewed in 2020


The Code of

School Behaviour Better Behaviour

Better Learn i ng

3. Leamln ancl behaviour statement

Our school community has identified the following behaviours as necessary to the functioning of Rainworth as a successful school.

• Be safe

• Be responsible • Be respectful

The following are rules (in child friendly language) have come from the above desired behaviours:

• Take turns to speak and listen.

• Keep hands, feet and objects to yourself.

• Follow teachers' instructions immediately.

• Be in the right place at the right time.

• Look after yourself, others, your property and that of others.

Our school rules have peen agreed upon and endorsed by all staff and our school P&C. They are aligned with the values, principle and expected standards outlined in Education Queensland's Code of School Behaviour. The rules aim to:

• actively encourage responsible behaviour

• respect the dignity and worth of each individual regardless of race, religion, background, attributes, abilities or disabilities

• nurture and develop positive and productive interpersonal relationships • facilitate stimulating social and academic learning experiences, that focus

on the individual's needs ,

• foste·r a safe and healthy environment through a negotiated set of rules • promote fair, equitable and negotiable practice • value diversity


TheCode of

School Behaviour Better Behavi our

Better Learning

14. Processes for facllltattng standards of positive betiavlour and ..e.,..s...p_gndln ble behaviour

al behaviour su

At Rainworth we believe a supportive school environment needs to be embedded within our school culture. It is reflected in behaviours based on a set of principles that are understood, accepted and practised by all members of the school community.

Rainworth State School implements the following proactive and preventative

processes and strategies to support student behaviour.

• Individual support profiles for students with high behavioural needs,

enabling all staff to make the necessary adjustments to support these

students consistently across all classroom and non-classroom settings

• Recognition of positive behaviours during assemblies.

• Development of specific policies to address.

o The use of personal technology devices (appendix)

o Procedures for preventing and responding to incidents of bullying (appendix)

o Working together to keep Rainworth safe

Whole-School Behaviour Su- The Rainworth Community Believes:

Responsible behaviour management is based on the principle that everyone has rights and responsibilities.

Students' levels of self-esteem and confidence are the focus of responsible

behaviour management. A set of core school behaviours and rules has been

identified and underpins our beliefs and practices within the school. This set of

behaviours is understood and modelled by adults within the school environment.

Reward schemes are integral in encouraging and motivating students to make

the best choices for their own behaviours. We believe that individuals' rights

should be protected by meaningful rules, rewards and consequences.

Social justice practices are embedded into classroom practice and planning to

eliminate barriers which hinder participation and achievement.

r

hole School Behaviour Su ROJ1 -

School / Community Conduct Whole School Proactive Responses

Class Playground Community

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School Behaviour B e tt er Be ha vi o ur

Better Learn i n g

Appropriate Conduct

Acknowledgement of good conduct

!

Inappropriate Conduct Persistent low level conduct

1. Class recognition.

2. Class awards.

3. Sent to Administration - awards.

4. Assembly awards.

5. Positive phone call I Jetter ho me.

September 2017. Rainworth State School

1. Initial intervention - teacher,

depending on action this may be

repeated by teacher.

2. Secondary intervention - teacher

and Administration.

3. Behaviour reflection in class and

shared with Administration. Parents informed.

4. Further discussion with parents -

negotiated actions.

5. Move on to more targeted support and I or Intensive Behaviour Support.

Some steps could be skipped

depending on the seriousness of the

conduct.

5


REE TIERED MODEL OF SUPP

To provide a positive, socially just learning environment Rainworth adopts a three

tier model for a supportive school environment. The three tiers are represented

by the following model. The management of behaviour focuses on the

development of whole school behaviour support moving progressively to targeted

and intensive support when necessary.

PROACTIVE

1. WHOLE SCHOOL BEHAVIOUR SUPPORT

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School Behaviour Bet t er Behav i our

*Effective Leaming and Teaching

•conflict Resolution

*Building Posmve Relationships

*Effective Leadership

*Positive School Climate

*Values for Rainworth State School

*BehaviouRreflection Task

*High Five Strategy

*Inclusive Curriculum

*Peer Support Programs

*Cooperative Leaming

*Appropriate Physical Environment

*ParticipativeDecision Making

*PoractiveClassroom Management

'You Can Do ItProgram

Bet t er Learning 2. TARGETED BEHAVIOUR

SUPPORT

'Time Out

*Assertiveness Training (GO)

*Flexible Ti,metabling :

*Counselling

*Multidisciplinary Team

*SocialSkills Programs

*Individual Management Plans

*Behaviour Reflection Task

*SchoolDetention

3 . INTENSIVE BEHAVIOUR SUPPO"I• - - - - - - -.

. · ·.Fewstudents -nee d::· *Formal Individual Management Plan

*Suspension

*Exclusionwith a plan return to education

lternative Program

: .. Highiyieact(ve:measures... C!lrr)e9 O:ut )A:a /e ul. •

and ositive:m nhe- . :

REACTIVE

Targeted behaviour suppo rt

.SmP -e ti,de. n ·ne ct: : · ._• : A pl n ea ndp:is)tiv. e

· . · . · .program thatactively. · . · .

: · . : · s is!s!h m:to:m kjl- . . : .. : appf.o te: eh vibu!a: :

. . . cho1.ces. . . . . . . . . : --: · : ·- t arn ppr98¢ti) ti t . · : · . · . · ·in-corporates.a rangeof·. ·

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. . . :a proactive : :- : - ppro:ach_ . : • : ·• •

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Occasionally a student at Rainworth is identified through our data as needing a

more targeted behavioural support. In most cases the problem behaviours of

these students may not be immediately regarded as severe, but the frequency of

their behaviours may put these students' learning and social success at risk if not

addressed in a timely manner.

These students still attend their normal scheduled classes and activities with

appropriate adjustments if required. The students have increased daily

opportunities to receive positive contact with adults and increased opportunities

to receive positive reinforcement. Where required, adjustments are made to the

Program through ac.ademic support , adult mentoring or intensive social skills

training.

Targeted Support

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School Behaviour Bett er Behavi our

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Class Playground Community

Appropriate Conduct Acknowledgement of good conduct

I

Inappropr i ate Conduct Targeted Support


2. Class awards.


4. Assembly awards.

5. Newsletter acknowledgement.

6. Positive phone call I letter home.

Students will be supported with flexible

timetabling.

1. Time out

2. Behaviour Reflection Task (to be

kept on file)

3. Further discussion with parents -

negotiated actions.

4. Student works with Multidisciplinary

Team

5. Individual management plans (school devised)



conduct.

In applying consequences for

unacceptable behaviour, the

individual circumstances and

actions of the student and the needs

and rights of the school community

will be considered at all times.

8 September 20I7. Rainworth State School

TheCode of

School Behaviour Bet ter Behavi our

Bet te r Learning

Rainworth is committed to educating all students, including those with the highest

behavioural support needs. We recognise that students with highly complex and

challenging behaviours need comprehensive systems of support. The Intensive

Behaviour Support Team:

• works with other staff members to develop appropriate behaviour support

strategies

• monitors the impact of support for individual students through continuous data

collection

• makes adjustments as required for the student, and

• works with the School Behaviour Leadership Team to achieve continuity and

consistency.

The Intensive Behaviour Support Team has a simple and quick referral system is

in place. Following referral, a team member contacts parents and any relevant

staff members to form a support team and begin the assessment and support

process. In many cases the support team also includes individuals from other

agencies already working with the student and their family, a representative from

the school's administration and district-based behavioural support staff Where

required, adjustments are made to the Program through academic support, adult,

mentoring or intensive social skills training. · I

Appropriate Conduct Acknowledgement of good conduct

!

Inappropriate Conduct Intensive Behaviour Support


2. Class awards.


4. Assembly awards.

5. Newsletter acknowledgement.

6. Positive phone call I letter home.

7. Lunch with Administrators.

Students will be supported with

flexible timetabling.

1. Formalised Individual Management

Plan

2. Suspension

3. Exclusion with a plan to return to

education

4. Alternative program



conduct.

In applying consequences for

unacceptable behaviour, the

individual circumstances and

actions of the student and the needs

and rights of the school community

will be considered at all times.

• lnte slve. behavlo r S UPR- .O.:..r..t, .... ,


TheCodeof

School Behaviour Better Behavi our

Be t t er Learn i n g .

6. Emergen.c1- res onses or critical Incidents It is important that all staff have a consistent understanding of how to respond to

emergency situations or critical incidents involving severe problem behaviour. This consistency ensures that appropriate actions are taken to ensure that both

students and staff are kept safe.

An emergency situation or critical incident is defined as an occurrence that is

sudden, urgent, and usually unexpected, or an occasion requiring immediate

action.

Severe problem behaviour is defined as behaviour of such intensity, frequency,

or duration that the physical safety of the student or others is likely to be placed in

serious jeopardy.

Basic defusing strategies

Avoid escalating the problem behaviour

Avoid shouting, cornering the student, moving into the student's space, touching

or grabbing the student, sudden responses, sarcasm, becoming defensive,

communicating anger and frustration through body language..

Maintain calmness, respect and detachment

Model the behaviour you want students to adopt, stay calm and controlled, use a

serious measured tone, choose your language carefully, avoid humiliating the

student, be matter of fact and avoid responding emotionally.

Approach the student in a non-threatening manner

Move slowly and deliberately toward the problem situation, speak privately to the

studentls where possible, speak calmly and respectfully, minimise body

language, keep a reasonable distance, establish eye level position, be brief, stay

with the agenda, acknowledge cooperation, withdraw if the situation escalates.

Follow through

If the student starts displaying the appropriate behaviour briefly acknowledge

their choice and re-direct other students' attention towards their usual

work/activity. If the student continues with the problem behaviour then remind

them of the expected school behaviour and identify consequences of continued

unacceptable behaviour. '

Debrief

Help the student to identify the sequence of events that led to the unacceptable

behaviour, pinpoint decision moments during the sequence of events, evaluate

decisions made, and identify acceptable decision options for future situation.

Physical Intervention

Staff may make legitimate use of physical intervention if all non-physical

interventions have been exhausted and a student is:

• physically assaulting another student or staff member

• posing an immediate danger to him/herself or to others.

Appropriate physical intervention may be used to ensure that Rainworth's duty of

care to protect students and staff from foreseeable risks of injury is met. The use

of physical intervention is only considered appropriate where the immediate

safety of others is threatened and the strategy is used to prevent injury.

Physical intervention can involve coming between students, blocking a student's

path, leading a student by the hand/arm, shepherding a student by placing a


The Code of

School Behaviour Bette r Behav i our

Bet t er Learn i ng

hand in the centre of the upper back, removing potentially dangerous objects

and, in extreme situations, using more forceful restraint.

It is important that all staff understand:

• physical intervention cannot be used as a form of punishment

• physical interventiof! must not be used when a less severe response can

effectively resolve the situation

• the underlying function of the behaviour.

Physical intervention is not to be used as a response to:

• property destruction

• school disruption

• refusal to comply

• verbal threats

• leaving a classroom or the school, unless student safety is clearly threatened.

Any physical intervention made must:

• be reasonable in the particular circumstances,

• be in proportion to the circumstances of the incident

• always be the minimum force needed to achieve the desired result, and

• tc!ke into account the age, stature, disability, understanding and gender of the

student.

Record keeping

Each instance involving the use of physical intervention must be formally

documented . The following records must be maintained:

Incident report on "One School" (Appendix 5)

Health and Safety incident record

Debriefing report (for student and staff) (Appendix 6).

6. e onse uences for u.naeceP-table betiaviour

When students make a choice to behave inappropriately then wherever possible

an appropriate and logical consequence will be applied. "A consequence needs

to be as related as possible... it is the certainty of the consequence that is more

effective than the seyerity. A consequence needs to teach the student something

about the appropriate behaviour." Bill Rogers - 'Behaviour Recovery' p81.

Consequencesfor Acceptable Behaviour

Consequences for Unacceptable Behaviour

• Meaningful feedback. • Class recognition. • Class awards. • Sent to Administration - awards. • Assembly awards. • Newsletter acknowledgement. • Positive phone call I letter home. • Lunch with Administrators.

• Initial intervention - teacher. • Behaviour reflection in class. • Behaviour reflection shown to

Administration parents and kept on file.

• Further discussion with parents - negotiated actions.

• School detention. • Pre-suspension stage. • Suspension. • Outside agencies involved.

• Exclu sion I internal suspension.


TheCode of

School Behaviour Bett er Beh avi our

Better l ea r n i ng

Def"m"1f10n of conseauences* Timeout A principal or school staff may use time out as a strategy for students to

manage their own behaviour and to assist the student to calm down.

During time out, students are to be supervised and then given an

opportunity to re-join the class.

Detention A principal or teacher may use detention as a consequence for

disobedience, misconduct, or other breaches of school expectations.

A detention is no more than 20 minutes during school lunch or 30 minutes

after school (parent will be contacted before after school detention is

imposed).

Temporary Removal of Property

A principal or staff member of Rainworth State School has the power to

temporarily remove property from a student, as per the procedure

Tem12.o r a ct,Removal of Student Pro12.ertv bl:'.School Staff.

School Dlsclpllnary Absences (SDA)

Suspension A principal may suspend a student from school under the following circumstances:

• disobedience by the student • misconduct by the student • other conduct that is prejudicial to the good order and

management of the school.

Behaviour

Improvement

Condition

A principal may impose a behaviour improvement condition if the principal is reasonably satisfied that the student has engaged in behaviour that warrants the grounds for exclusion or other conduct that is so serious that suspension of the student from school is inadequate to deal with the behaviour.

A Behaviour Improvement Condition requires the student to undertake a behaviour management program arranged by the school's principal. The program must be:

• reasonably appropriate to the challenging behaviour • conducted by an appropriately qualified person ' • designed to help the student not to re-engage in the challenging

behaviour

• no longer than three months.

Proposed exclusion or

recommended

exclusion

A student may be suspended pending a decision to exclude when the

student's behaviour is so serious that suspension of the student from the

school would be inadequate to deal with the behaviour. A student may be

suspended or excluded for the following reasons:

' • disobedience • misconduct • other conduct that is prejudicial to the good order and

management of the school, or

• breach of Behaviour Improvement Conditions.

Cancellation of enrolment

The enrolment of a post compulsory school age student may be cancelled if the student's behaviour amounts to a refusal to participate in the educational program provided at the school.


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Thefollowin table outlines exam les of minor and ma·or behaviou r inciden ts* Area Minor Major

Movement around school

Running on concrete or around buildings Running in stairwells

Not walking bike in school rounds

• Incorrect use of equipment Not playing school approved

. games Possessionof weapons

,! Physical contact

CD C Correct Attire

Pia in in toilets

• Minor physical contact (eg: pushing and shoving)

• Not wearing a hat in

. Serious physical aggression with Physical injury

Fi htin with

TheCode of

mai

Other

playgr ound

Not wearin shoes outside

Possessionor selling of drugs

Weapons including knives and any other

items which could be considered a

weapon being taken to school

Inappropriate use of personal technology

devices or social networking sites, which im p acts o n th e go od order a nd

School Behaviour

Class tasks . Not completing set tasks that

are a t an appr op riate leve l R e fu sing to work

m ana ement of the school

Better Behavi our Being in the right • Not being punctual (eg: Leaving class without permission (out of Be t ter Lear ni ng place lateness after breaks)

Not in the right place at the

right time.

GI Follow Low intensity failure to :i:i instructions respon d to adult request C No n c ompliance

sight)

Leaving school without permission

0a. Unco-o eralive behaviour fl) Accept • Minor dishonesty Major dishonesty that impacts on others

D:: o ut co m es for Cl behavi o ur C

R ubb is h Litt er in

Mobile Phone or Mobile phone switched on in Use of a mobile phone in any part of the personal any part of the school at any school for voicemail, email, text technology li me without authorisation messaging or filming purposes without devices (written permission from an

authorised staff member) authorisation

Inappropriateuse of personal technology devices or social networking sites, which impacts on the good order and management of the school

"3

aGI.

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Language • Inappropriate language (written/verbal)

• Calling out • Poor attitude

.. Disresoectf ul tone

.. . Offensive language

Aggressive language Verbal abuse / directed profanity

..

Property Petty theft

• Lack of care for the en vironment ..

Stealing I major theft Wilful property damage Vandalism

O thers

. Not p la ying fa r y

Mi n or d isruption

Minor defiance

Minor bullying

to c l ass ..

.

Ma jo r bu lly in g Major disruption to class

Blatant disrespect

Major defiance

Inappropriate use of personal technology

devices or social networking sites, which impacts on the good order and mana ement of the school

*Please note that this is not an exhaustive list. Other behaviours will be dealt with as appropriate.

Play .

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7. Network of student suJ .o;.,r.t.'- ____________________________

Rainworth State School has established structures which provide access to

specialist skills, information and support for the welfare of students.

_ -..,

This is managed through the d ployment of human, financial and material

resources that respond to the school community's identified needs and priorities.

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Bette r l ea rn in g

8. Consideration of lncfividual circumstances

Rainworth State School uses strategies that take into account the different

abilities, life skills and life experiences of our students. A range of significant

faptors is considered when choosing responses to student behaviou.r. these

include :

• Context ·

• Emotional well-being

• Culture

• Gender

• Cultural difference

• Socioeconomic factors

• Impairment

All of the above can influence the way in which students act and react to adult responses.

Internal Suooort Services External Support Services

• Parents • Teachers • Support Staff • Administration Staff • Special Needs Committee • RSS Gifted and Talented Program • Support Teacher Leaming

Difficulties (STLaN) • English as a Second Language

(ESL) • Speech Language Pathologist • Guidance. Officer (GO)

• Advisory Visiting Teacher (AVT)

• Managing Young Children Program (MYCP)

• Centre for Alternative Programs (CAPS)

• Triple P Parenting Program • Child Youth Mental Health Service

(CYMHS)

• Department of Child Safety (DOCS) • Queensland Health Services

Juvenile Aid Bureau (JAB) • Behaviour Management Team


_ 9. Related 1!9.lsla-...t.i o.n.. • Commonwealth Disability Discrimination Act 1992

• Commonwealth Disability Standards for Education 2005

• Education (General Provisions) Act 2006

• Education (General Provisions) Regulation 2006

• Criminal Code Act 1899

• Anti-Discrimination Act 1991

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Be tte r l e a rn i ng

• Commission for Children and Young People and Child Guardian Act 2000

• Judicial Review Act 1991

• Weapons Act 1990

• Work Health and Safety Act 2011

• Work Health and Safety Regulation 2011

• Right to Information Act 2009

• Information Privacy (IP) Act 2009

10. Related Procedures

• Safe, Supportive and Disciplined School Environment

• Inclusive Education

• Enrolment in State Primary, Secondary and Special Schools

• Student Dress Code

■ Student Protection

• Hostile People on School Premises, Wilful Disturbance and Trespass

• Police and Child Safety Officer Interviews with Students, and Police

Searches at State Educational Institutions

• Acceptable Use of the Department's Information, Communication and

Technology (ICV Network and System s

• Managing Electronic Identities and Identity Management

• Appropriate Use of Mobile Telephones and other Electronic Equipment by

Students

• Temporary Removal of Student Property by School Staff

11. Some related resources

• Schoo/wide Positive Behaviour Support

• Code of Conduct for School Students Travelling on Buses

• National Safe Schools Framework

• National Safe Schools Framework Resource Manual

• Working Together resources for schools

• Cybersafety and schools resources

• Bullying. No way!

• Take a Stand Together


Th Codeof

School Behaviour Better Behaviour

Better Learning

Endorsements

Principal P&C President & Chair, School Council

Effective Date: 2017 to 2020

Pri nc ipal: Ms Ric henda Wagener

School Motto: Living Reflects Learning

RAINWORTH STATE SCHOOL

185 Boundary Road, Rainworth Q 4065

Phone:

Email:

Web:

(07) 3514 9444 Fax: (07) 3514 9400

1n [email protected]

www.rainworthss.eq.edu.au

School Uniform Polley

School uniforms help promote a good school tone and a sense of being part of a school community.

The Rainworth uniform has been designed to be practical, economical, comfortable and sun safe. The school

has a strict "no hat, no play" policy. Children not wearing a full-brimmed hat will be required to be in an

undercover area.

The cooperation of all parents is sought in having students dressed in the correct uniform at school and

particularly on excursions. If you do look to purchase alternate items from cheaper local distributors, we ask

that you purchase these in our school green.

Parents and carers are urged to ensure all items of school clothing are clearly labelled. This will help facilitate

the return of the item and reduce your amount of lost property.

New uniforms can be ordered online via 9ur online shop, Rainworth Online. Preloved uniforms may be

purchased from the school Uniform Shop, which is open Wednesdays from 8.30am - 9.15 am.

Our Uniform Shop is run by volunteer convenors. You can contact them via email

[email protected].

Prep Uniform

It consists of:

• Shoes - the child can.manage by thems elves

• Red collared T-shirt with or without Prep logo

• Hat: Bottle green 6cm brim with house colour (reversible)

• Boys - green shorts

• Girls - green skorts or green sports skirt I

In Years 1 - 6, the expected school uniform consists of:

GIRLS: Choice of

• Dress: Bottle green and white check

• Skirt or skort: Bottle green sport skirt or skort worn with bottle green sports

pants or bike pants

• Shorts: bottle green unisex rugby knit

• Polo Shirt: unisex bottle green, collared with school logo, Senior shirt for Year

6 (optional)

• ·Footwear: black shoes

• Socks: white ankle

• Hat: bottle green 6cm brim with house colour (reversible)

mailto:[email protected]

http://www.rainworthss.eq.edu.au/


Princ ipal: Ms Richenda Wagener

School Motto: Living Reflects Learning


185 Boundary Road, Rainworth Q 4065

BOYS:

Phone:

Email:

Web:

(07) 3514 9444 Fax: (07) 3514 9400

[email protected]

www.rainworthss.eq.edu.au

• Shorts: bottle green unisex rugby knit or grey cotton/polyester (or similar)

• Polo Shirt: unisex bottle green, collared with school logo, Senior shirt for Year 6 (optional)

• Footwear: black shoes

• Socks: grey or white ankle

• Hat: bottle green 6cm brim with house colour (reversible)

Winter Gear - Years 1 - 6

Winter gear can be ordered from the

Uniform Shop at the end of Term 1.

Please check the school newsletter

for advise on order dates. The "logo'd" winter gear is the same for both girls and boys and consists of:

• bottle green zip-front jacket with a maroon and white stripe on the right sleeve

• bottle green long pants (unisex rugby knit/ girls bootleg pants)

• bottle green rugby knit long -sleeved top

• micro-fibre water-resistant zip-front fleece jacket

Sports Gear - Boys and Girls

• Swimming: Swim caps and sun-safe shirts are compulsory (shirts/ rashies are not available from the

Uniform Shop)

• Boys Sports: School T-shirt with shorts (grey cotton/polyester or bottle green unisex rugby). Grey

socks, white socks or maroon soccer socks. Joggers.

• Girls Sports: School T-shirt with skirt, skort or unisex rugby knit shorts or bike pants. White socks or

maroon soccer socks. Joggers.

• Sports Carnivals (including swimming, cross country and athletics): house coloured collared T-shirts

o Fernberg > royal blue

o Gregory > red

o Newstead > gold

All new school uniforms can be ordered via the Rainworth Online website. Pre-loved items are available in

store only.


http://www.rainworthss.eq.edu.au/


Information to parents and consent form - religious instruction and other instruction

2020

Dear Parent/Carer

We are currently updating our religious instruction (RI) records and ask that you please complete the form below and return it to the school.

The Education (General Provisions) Act 2006 requires schools to provide RI for up to one hour each

week if approached by a faith group seeking to provide RI and students of that faith attend the school.

RI informs students about the beliefs and values of a particular religion. It is delivered by volunteers of a

faith group using instructional materials approved by that faith group. These materials are not part of the

formal school curriculum and are not endorsed by the Department of Education and Training.

Participation in RI is not compulsory.

At the moment we have no co-ordinator for Religion in Life program. The only Religion Program offered

for 2020 at Rainworth State School will be Bahai.

Any student (except Prep students) may participate in RI if a parent has given consent and indicated a

religion, on the Application for Student Enrolment Form or in other written advice to the principal.

Any child not participating in RI, or whose nominated religion is not represented within the RI program/s

at the school, will receive other instruction by a qualified member of school staff in a separate location

during the time RI is held. Other instruction will relate to subject areas that have already been covered

in class.

At any time, parents may provide written instruction to the principal to change their preference for their

child to participate in or be withdrawn from RI.

The faith groups that provides religious instructors to deliver the program at our school are listed below:

Arrangements for

programs

Participating faith

group/s

Name of RI

program Delivery details

Cooperative program • Ecumenical

Option 1

• Religion In Life

NOT Available in 2020

Single program • Bahai

Option 2

• Bahai • Various classrooms

(1/2 hour each lesson)

Single program • Non Religious

Option 3

• Non Religious • Various classrooms

• (1/2 hour each lesson)

The aims and objectives of the Bahai program is attached for your information.

You may also wish to access the Department's RI policy statement available at

http:/leducation.qld.gov.au/schools/school-operations/ri-policy-statement.html for further information.

You will also be notified of any changes to RI or other instruction.



Information about Religious Instruction Revi sed: October 2019

Baha'i EDUCATION CLASSES Baha'i education classes will continue to be offered at Rainworth State School this year.

These classes are based on the teachings of Baha'u'llah, the founder of the Baha'i Faith. The

emphasis of these classes is on learning to think, reflect and to apply spiritual principles to the

life of the individual and society. They are based on a strong belief in the nobility of all human

beings and that every child is a "mine rich in gems of inestimable value". These "gems" are

spiritual qualities or virtues such as unity, kindness , love, justice, truthfulness and service.

These qualities are explored in the class through the consideration and memorisation of a

quote from the Baha'i Writings concerning the particular quality or virtue, and engaging in a

range of activities (prayer, song, story, drama, cooperative games and art) to assist each child

understand and apply the spiritual quality to his/her lives.

While inspired by the principles and ideals of the Baha'i Faith, Baha'f education classes are

not classes of religious indoctrination. The moral principles they seek to impart are applicable

to people of all faiths, and the personal beliefs of the children and their families will be

respected at all times.



If you would like further information about RI or other instruction at our school, or require assistance with completing

the form below, please contact us on 3514 9444.

Your sincerely

Richenda Wagener


X -- -------- - - - - - - -------------------------------- Pleasecomplete, sign and returnthis form to the "Green Box'' at the school office or email it to [email protected]

ASAP.

Student Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Year Level: _ _ _ _ _ _ _ _ _

RELIGION - RELIGIOUS INSTRUCTION

From Year 1, your child may participate in religious

instruction if it is available.

If you tick 'No' or if the nominated religion is not

represented within the school's religious

instruction program, your child will receive other

instruction in a separate location during the period

arranged for religious instruction.

Parents/carers may change these arrangements at

any time by notifying the principal in writing.

Do you want your child to participate in religious

instruction?

□ Yes □No

If 'Yes', please nominate the religion:

ParenUcarer signature: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date: -- - - - - - - -

Please complete your child RI option below (as well as Demonination above - if applicable).

Option 1 - Religion in Life

Option 2 - Bahai

Option 3 - No religion B

NOT AVAILABLE IN 2020

D

.1, ;,M Queensland Government

Uncontr olled copy. Refer to the Depart ment of Education and Training Policy and Procedure Register at http :// ppr.det.q ld.gov .au/ to ensure

you have the most current version of this do cument.

Privacy Notice

The Department of Education and Training (DET) is collecting the personal information requested in this form in order to: - obtain lawful consent for your child to participate in religious instruction or other instruction; - update school records where necessary.

The information will only be accessed by authorised school staff and will be dealt with in accordance with the confidentiality requirements of s.426 of the Education (General Provisions) Act 2006 (Qld) and the Information Privacy Act 2009 (Qld). The information will not be disclosed to any other person or agency unless it is for a purpose stated above, the disclosure is authorised or required by law, or you have given DET permission for the information to be disclosed.


http://ppr.det.qld.gov.au/

RAlNWORTH STATE SCHOOL Telep hone: (07) 3514 9444

Facs imile: (07) 3514 9400

Emai l: finance@rain wo rthss.eq.edu.au

18 5 Boundary Road , BARDON Qld 4065

Financial and Shared Financial

Responsibility Record for School Payments

Th is fo r m is to be comp leted by all fami lies who enrol at Rainw orth State Schoo l. Co mple tio n of this form

ensures that the Rain worth State Schoo l finance team invoice acco rdin g to the wis hes of the family here under.

This can be for I 00% of the res ponsibil ity ass igned to one parent or for a sha red respons ibili ty between both

parents for invoic ing of extra -c urri c ula r act ivities, s tudent reso urce sc hemes or other activities

Some parent s/caregivers sha re the financi a l responsibilit y of costs associated with th e ir child / ren' s educa tio n.

O ur sc hool has the ability to split invoice s fo r all st ude nt fees, activiti es and excursions. We can identify eac h

person who is respons ible for sc hool costs and record the percentage for which each person is liable.

T here fore, if you s hare financia l respons ib il ity , eac h pare nt/ca regiver will only be invoice d for the perce ntage

they have agreed to contribute .

Plea se co mp lete the for m below to i nd ica te the financ ia lly res pons ible person ( 10 0% ) o r if you wish to share

financial respo nsibilit y between both parents/ca regivers, indicating the percentage share (eg. 50% per parent).

I s t S tudent' s Name: - - - - - - - - - - - - - - - - - -

2nd Student' s Name: - - - - - - - - - - - - - - - - - -

prd Student' s Na me: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

4th Student' s Nam e: - - - - - - - - - - - - - - - - - -

Class/Yea r: - - - - - -

Class / Year: - - - - - -

Class /Year: ------

lass / Year: - - - - - -

All parties must sign below before we can process financial responsibility or the

request to share costs.

Parent/Caregiver's

Full Name

Relationship to

Student

% share

of costs Signature Date

Office Use Only

Date entered in Onesc hool:

Officer's signature:

15 October 2019

School Vision

At Rainworth our vision is for each individual to achieve the best educational outcomes through

a rich, diverse, engaging curriculum, in a happy, safe and healthy community.

G:ICoredata\FinancelReceivables\Shared payments parents\Financial and Shared Financial Responsibility Form.doc: 15/10/2019

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