Policies

Admissions Policy & Procedures

Sandridge School Junior School in Williamstown will initially offer places to students entering Prep to Year 5* in 2016. The Principal reserves the right to determine to whom places are offered.

*subject to VRQA Registration.

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At the discretion of the School, as the School evolves, some applications may be given preference on the basis of criteria such as:

  • Having a brother or sister currently or having had a sibling previously at Sandridge;
  • Sons or daughters of full-time permanent teaching staff;
  • Children or grandchildren of former students of Sandridge School;
  • Returning students who were offered priority at the time of departure.

In the case of ‘casual’ vacancies which may arise from time to time when a current student leaves the School, a place may be offered during the school year.

For more information about the enrolment process, please contact the Admissions Office.

Enquiries for additional information should be emailed made to: beextraordinary@sandridge.vic.edu.au

Please Note:

In the event that Sandridge School does not receive the minimum enrolments required to commence operations, all fees paid by prospective parents will be refunded in full.


DEMOCRATIC PRINCIPLES POLICY

Sandridge School is committed to adhering to the principles and practices of Australian democracy by delivering its programs and teaching in a manner that supports Australian democratic practices and promotes the principles and practice of Australian democracy.

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This includes a commitment to:

  • elected Government
  • the rule of law
  • equal rights for all before the law
  • freedom of religion
  • freedom of speech and association
  • the values of openness and tolerance.

At Sandridge School we are working to establish a new paradigm for schooling that is diverse, inclusive, accessible, innovative, connected and purposefully committed to generating the citizens of the future.

The School is characterised by:

  • personalisation, democracy and equity, citizenship and human rights, intellectual pursuit and excellence
  • an egalitarian community, where students are valued workers and teachers are valued mentors in the learning partnership
  • ideally modelling democratic and equitable practices, Sandridge School fosters behaviour that students will take forward as citizens in the wider community, thereby promoting better society
  • as a secular school, there will be greater freedom to explore comparative religions
  • the school will be connected to the community at regional, national and global level; however, its emphasis will be on a local relationship with community, reflecting the needs of each individual community
  • a coalition/collaborative relationship between students and teachers, between students, between teachers and between the school and the community will form the basis of the school
  • an incubator that will develop students who are entrepreneurial, creative and resilient
  • a school founded by the experts in the field of education … teachers
  • a different approach to teaching, with teacher researchers and specialised teacher training
  • community interaction immersed in the curriculum, through collaboration with the not-for-profit sector and industry.

These are complemented by the Core Values of Sandridge School which are Citizenship, Leadership, Entrepreneurship, Creativity, Community connectedness, Human rights, and Compassion.


Child Safe Standards Policy and Procedures

Sandridge School is committed to safety and wellbeing of all children and young people. This is the primary focus of our care and decision-making.

Sandridge School has zero tolerance for child abuse.

Sandridge School is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention is paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.

All individuals involved in the Sandridge School program has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.

In its planning, decision-making and operations, Sandridge School commits to the following:

  1. To take a preventative, proactive and participatory approach to child safety;
  2. To value and empower children to participate in decisions which affect their lives;
  3. To foster a culture of openness that supports all persons to safely disclose risks of harm to children
  4. To respect diversity in cultures and child rearing practices while keeping child safety paramount;
  5. To provide written guidance on appropriate conduct and behaviour towards children;
  6. To engage only the most suitable people to work with children and have high quality staff and volunteer supervision and professional development;
  7. To ensure children know who to talk with if they are worried or are feeling unsafe, and that they are comfortable and encouraged to raise such issues;
  8. To report suspected abuse, neglect or mistreatment promptly to the appropriate authorities;
  9. To share information appropriately and lawfully with other organisations where the safety and wellbeing of children is at risk; and
  10. To value the input of and communicate regularly with families and carers.

Child Safety Code of Conduct

Sandridge School is committed to the safety and wellbeing of children and young people. Our school community recognises the importance of, and a responsibility for, ensuring our school is a safe, supportive and enriching environment which respects and fosters the dignity and self-esteem of children and young people, and enables them to thrive in their learning and development.

This Code of Conduct aims to protect children and reduce any opportunities for child abuse or harm to occur. It also assists in understanding how to avoid or better manage risky behaviours and situations. It is intended to complement child protection legislation, Department policy, school policies and procedures and professional standards, codes or ethics as these apply to staff and other personnel.

The Principal and school leaders of Sandridge School will support implementation and monitoring of the Code of Conduct, and will plan, implement and monitor arrangements to provide inclusive, safe and orderly schools and other learning environments. The Principal and school leaders of Sandridge School will also provide information and support to enable the Code of Conduct to operate effectively.

All staff, contractors, volunteers and any other member of the school community involved in child-related work are required to comply with the Code of Conduct by observing expectations for appropriate behaviour below. The Code of Conduct applies in all school situations, including school camps and in the use of digital technology and social media.

Acceptable behaviours

As staff, volunteers, contractors, and any other member of the school community involved in child-related work individually, we are responsible for supporting and promoting the safety of children by:

  • upholding the school’s commitment to child safety at all times.
  • treating students and families in the school community with respect, both within the school environment and outside the school environment as part of normal social and community activities.
  • listening and responding to the views and concerns of students, particularly if they are telling you that they or another child has been abused or that they are worried about their safety/the safety of another child
  • promoting the cultural safety, participation and empowerment of Aboriginal and Torres Strait Islander students.
  • promoting the cultural safety, participation and empowerment of students with culturally and/or linguistically diverse backgrounds.
  • promoting the safety, participation and empowerment of students with a disability.
  • reporting any allegations of child abuse or other child safety concerns to the school’s leadership.
  • understanding and complying with all reporting or disclosure obligations (including mandatory reporting) as they relate to protecting children from harm or abuse.
  • if child abuse is suspected, ensuring as quickly as possible that the student(s) are safe and protected from harm.

Unacceptable behaviours

As staff, volunteers, contractors, and any other member of the school community involved in child-related work we must not:

  • ignore or disregard any concerns, suspicions or disclosures of child abuse.
  • develop a relationship with any student that could be seen as favouritism or amount to ‘grooming’ behaviour (for example, offering gifts)
  • exhibit behaviours or engage in activities with students which may be interpreted as abusive and not justified by the educational, therapeutic, or service delivery context.
  • ignore behaviours by other adults towards students when they appear to be overly familiar or inappropriate.
  • discuss content of an intimate nature or use sexual innuendo with students, except where it occurs relevantly in the context of parental guidance, delivering the education curriculum or a therapeutic setting.
  • treat a child unfavourably because of their disability, age, gender, race, culture, vulnerability, sexuality or ethnicity.
  • communicate directly with a student through personal or private contact channels (including by social media, email, instant messaging, texting etc) except where that communication is reasonable in all the circumstances, related to school work or extra-curricular activities or where there is a safety concern or other urgent matter.
  • photograph or video a child in a school environment except in accordance with school policy or where required for duty of care purposes[1]
  • in the school environment or at other school events where students are present, consume alcohol contrary to school policy or take illicit drugs under any circumstances [2].

This Code of Conduct was endorsed/approved by the Sandridge School Board on November 18, 2016 for review if legislative or other changes require in the interim or no later than December 2018.

  1. SPAG: http://www.education.vic.gov.au/school/principals/spag/safety/pages/alcohol.aspx. The policy says the school must obtain school council approval before alcohol can be consumed on school grounds or at a school activity. The policy says staff members should not consume alcohol during camps and excursions. It is silent on whether they can consume alcohol at other school events

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On 26 November 2015, the Victorian Parliament passed the Child Wellbeing and Safety Amendment (Child Safe Standards) Bill 2015 to introduce seven child safe standards (the Standards) into law. The Standards apply to all organisations involved in child-related work in Victoria.

All members of the Sandridge School community have access to the full policy and all supporting documents. Below is an introduction to the policy for the wider community.

Policy

At Sandridge School, children have the right to feel safe and be protected from sexual, physical and emotional abuse.

Sandridge School promotes a child safe culture. The School’s culture encourages staff to raise, discuss and scrutinise concerns making it less likely for abuse to occur and remain hidden.

The Child Safe Environments Policy sets out the school’s approach to creating a child safe organisation, and provides the policy framework for the school’s approach to the Child Safe Standards.

The policy applies to all staff, volunteers and contractors whether or not they work in direct contact with children or young people.

The policy applies across all school activities, both on campus and on school excursions, as well as a range of school forums (e.g. online) and outside of school hours (eg. camps)

Partner organisations will be specifically made aware of the policy and the school’s underlying philosophy towards the care of children.

Procedures for responding to and reporting allegations of suspected child abuse

Responding to Incidents, Disclosures and Suspicions of Child Abuse

THE SCHOOL MUST TAKE ACTION

As a school staff member, you play a critical role in protecting children in your care.

·    You must act, by following the 4 critical actions, as soon as you witness an incident, receive a disclosure or form a reasonable belief that a child has, or is at risk of being abused.

·    You must act if you form a suspicion/reasonable belief, even if you are unsure and have not directly observed child abuse (e.g. if the victim or another person tells you about the abuse).

·    You must use the Responding to Suspected Child Abuse template to keep clear and comprehensive notes.

* A reasonable belief is a deliberately low threshold. This enables authorities to investigate and take action

ACTION 1: Responding to an emergency

If there is no risk of immediate harm go to ACTION 2.

If a child is at immediate risk of harm you must ensure their safety by:

  • separating alleged victims and others involved
  • administering first aid
  • calling 000 for urgent medical and/or police assistance to respond to immediate health or safety concerns
  • identifying a contact person at the school for future liaison with Police.

Where necessary you may also need to maintain the integrity of the potential crime scene and preserve evidence.

Action 2: reporting to authorities

As soon as immediate health and safety concerns are addressed you must report all incidents, suspicions and disclosures of child abuse as soon as possible. Failure to report physical and sexual child abuse may amount to a criminal offence.

If the source of suspected abuse is from within the school:

Victoria Police

You must report all instances of suspected child abuse involving a school staff member, contractor or volunteer to Victoria Police.

As an Independent School, you must also report internally to the School Principal and/ or Chair of the School Board.

If the source of suspected abuse is from within the family or community

DHHS CHILD PROTECTION

You must report to DHHS Child Protection if a child is considered to be:

  • in need of protection from child abuse
  • at risk of being harmed (or has been harmed) and the harm has had, or is likely to have, a serious impact on the child’s safety, stability or development.

VICTORIA POLICE

You must also report all instances of suspected sexual abuse (including grooming) to Victoria Police.

As an Independent School, you must also report internally to the School Principal and/ or Chair of the School Board.

ACTION 3: CONTACTING PARENTS/CARERS

Your Principal must consult with DHHS Child Protection or Victoria Police to determine what information can be shared with parents/carers. They may advise:

  • not to contact the parents/carers (e.g. in circumstances where the parents are alleged to have engaged in the abuse, or the child is a mature minor and does not wish for their parents/carers to be contacted)
  • to contact the parents/carers and provide agreed information (this must be done as soon as possible, preferably on the same day of the incident, disclosure or suspicion).

ACTION 4: PROVIDING ONGOING SUPPORT

Your school must provide support for children impacted by abuse. This should include the development of a Student Support Plan in consultation with wellbeing professionals. This is an essential part of your duty of care requirements.

Strategies may include development of a safety plan, direct support and referral to wellbeing professionals etc.

You must follow the Four Critical Actions every time you become aware of a further instance or risk of abuse. This includes reporting new information to authorities

If you believe that a child is not subject to abuse, but you still hold significant concerns for their wellbeing you must still act.

This may include making a referral or seeking advice from Child FIRST (in circumstances where the family are open to receiving support), or to DHHS Child Protection or Victoria Police.

CONTACT

DHHS CHILD PROTECTION

AREA

North Division 1300 664 9777

South Division 1300 655 795

East Division 1300 360 391

West Division (Rural) 1800 075 599

West Division (Metro) 1300 664 9777

AFTER HOURS

After hours, weekends, public holidays 13 12 78

CHILD FIRST

www.dhs.vic.gov.au

VICTORIA POLICE

000 or contact your local police station

STUDENT INCIDENT AND RECOVERY UNIT

(03) 9637 2934

EMPLOYEE CONDUCT BRANCH

(03) 9637 2595

INDEPENDENT SCHOOLS VICTORIA

(03) 9825 7200

 


STUDENT WELFARE POLICY

Sandridge School is committed to providing a safe, secure, supportive and stimulating environment that is responsive to the social, emotional, and learning needs of all members of the school community.

Further, Sandridge School will encourage cooperation, respect and consideration for and between all members of the school community, and support and encourage all students in their learning and development in the pursuit of excellence.  Corporal punishment is not permitted under any circumstances at Sandridge School.

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Guidelines

There are several guidelines that support the above objectives including but not limited to the following:

  • All students are acknowledged and valued as individuals regardless of gender, racial, cultural, sexual orientation, physical or intellectual differences.
  • Teachers and students have a right to work, interact and play in an atmosphere conducive and supportive to learning and emotional health.
  • Students have a right to be educated in a positive, safe, encouraging environment with expectations of care, courtesy and respect for all.
  • Students have the right to be treated equally in an environment that values and encourages tolerance, inclusion, integrity and diligence.
  • Students have a right to work and play free from intimidation.
  • The school has a responsibility to identify children at risk both socially and academically and to devise approaches which support these children.
  • The school has a responsibility to ensure that internal processes address students with specific learning needs.
  • The school aims to develop in students, resilience, and a quiet level of confidence and independence within their community and relationships.

Implementation

The implementation of the approaches to student welfare at Sandridge School are based on effective strategies and practices at each of the following levels:

  1. Primary Prevention – Strategies at this level include:
  • building mutual respect and promoting emotional and physical safety at school
  • implementing comprehensive and inclusive curricula to engage all students in an innovative and creative learning and teaching environment
  • enhancing school attendance
  • encouraging supportive relationships
  • implementing effective social skills
  • involving parents/families and the wider community, and
  • facilitating smooth transitions from Year level to Year level, and from school to school.
  1. Early intervention – Strategies at this level include:
  • assessing children at risk and identifying their needs via assessments, observation, surveys and tests
  • assigning one or more staff members to take particular responsibility for specific children
  • where appropriate, providing peer support meetings to set goals and review progress
  • developing programs and individual learning plans to improve skills, and
  • providing counseling and support as appropriate.
  1. Intervention– Strategies at this level include:
  • establishing a support group for the student at risk
  • linking to appropriate support staff/agency, and
  • monitoring and evaluating social progress.
  1. Post-intervention (relates to traumatic incidents that is those which are extraordinary and are beyond people’s normal coping abilities) – Strategies at this level include:
  • emergency response plans
  • providing counseling and support
  • monitoring recovery and evaluating progress, and
  • evaluation

This policy will be reviewed and modified on an ongoing basis.  Feedback from Sandridge School staff, students and parents will be used to assess the effectiveness of the policy implementation and to modify the process around ensuring the best possible student welfare.

Mandatory Reporting of Child Abuse

Sandridge School is committed to supporting the wellbeing of its students and protecting them from child abuse.  All members of the school community share a responsibility to ensure the welfare of all students.  See Mandatory Reporting Policy and Procedures.


MANAGEMENT OF COMPLAINTS OR GRIEVANCES POLICY

Staff at Sandridge School are willing to assist students and parents with a range of concerns or issues that may arise.  All complaints at and with the School are handled with respect and fairness within the principles of natural justice.

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These include:

  • the equal treatment of all parties to the dispute
  • adequate notice to be given of the process
  • details of the concern to be given to the respondent
  • facts of the case to be substantiated
  • the rights of both sides to be heard and treated fairly
  • neither party to be victimised or discriminated against as a result of the complaint process
  • an unbiased and impartial decision-maker to resolve the dispute.

The following information provides a guide to the correct process to use.

Informal Complaint

  • In general most complaints should be capable of being resolved informally. A few may need a more formal process.
  • In the first instance, the person making the complaint should contact the teacher responsible for the child’s welfare (as per names supplied at the beginning of each school year) and state his or her concern calmly, clearly and courteously.
  • The teacher will then investigate the complaint, and where appropriate explain the school policy or procedure on the issue and work out an action plan with the complainant with regard to what if anything the teacher will do on behalf of the school, what the complainant should do, if anything, and when both parties will talk again if this is indicated.
  • The teacher may deal with the complaint straight away or refer it to another person. In most cases it is expected that they should be able to resolve the concern straight away.

Formal Complaint, Grievance or Appeal

If the informal complaint is not resolved, the steps outlined below are recommended:

  • each complaint, grievance, appeal is recorded in writing
  • in the first instance the formal complaint, grievance or appeal is lodged with the Principal
  • the Principal will decide how to handle the matter i.e. whether further investigation is needed and how the appeal will be handled
  • the person handling the appeal will try to find out about the matter and try to understand the context and causes. The complainant can help by focusing on a positive resolution to the matter
  • where the complaint is incapable of being resolved at this point, it can be considered by an independent person or panel nominated by the Principal
  • in these circumstances, each appellant should have an opportunity to formally present his or her case, and is given a written statement of the appeal outcomes including the reasons for decisions
  • this process should be completed within a timeline of 28 working days after the formal complaint, grievance or appeal is lodged, and
  • the person responsible for handling the appeal then must ensure the recorded appeal and outcomes are given to the School Business Manager for filing.

Should disputes occur between school and parents the School hopes that they can be resolved quickly and directly and amicably.  We will also try to help teach the students about the importance of direct communication to minimise misunderstandings being communicated to parents.

There are several possible outcomes of the complaints process, including dismissing the complaint or accepting the complaint.  If a complaint is dismissed the School will outline the outcome of the investigation, providing clarification if appropriate.  If a complaint is accepted the School will outline the School’s reason for this decision and any action it intends to take.

However there may come a time when the school or the parents and child or children feel that there is no longer a good match between us. In these circumstances we follow a policy of ‘no fault divorce’, where, if it is clear that the situation is not viable, either side can bring it to an end without rancour or finger-pointing. This provision is consistent with Victorian law, which gives independent schools the power to suspend, expel or punish a student; that power arising from the agreement between the school and the parents that their child will obey the rules and regulations of the school.

These circumstances may be such that the “formal complaint, grievance or appeal” process outlined above is seen as irrelevant, and will be bypassed.  Where parents withdraw a child, a term’s notice must be given; otherwise fees for the remainder of the term, and the following term will be charged.


ANAPHYLAXIS MANAGEMENT POLICY

Purpose

This policy sets out how anaphylaxis will be managed at Sandridge School.  The School aims to provide a safe and supportive environment for students at risk of anaphylaxis, ensuring they can participate in all aspects of school life.

This policy aims to raise awareness of anaphylaxis in the School community and engage with parents to assess risks, minimise risks and develop management strategies.  The policy also aims to ensure staff have adequate knowledge to respond to an anaphylaxis reaction.

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Individual Anaphylaxis Management Plans

The Principal, in collaboration with the Deputy Principal, will ensure that an Individual Anaphylaxis Management Plan is developed, in consultation with the student’s parents, for any student who has been diagnosed by a medical practitioner as being at risk of anaphylaxis.

The Individual Anaphylaxis Management Plan will be in place as soon as practicable after the student enrols, and where possible before their first day of school.  The Individual Anaphylaxis Management Plan will set out the following:

  • information about the student’s medical condition that relates to allergy and the potential for anaphylactic reaction, including the type of allergy/allergies the student has (based on a written diagnosis from a medical practitioner or written advice from parents);
  • strategies to minimise the risk of exposure to known and notified allergens while the student is under the care or supervision of School Staff, for in-school and out-of-school settings including in the school yard, at camps and excursions, or at special events conducted, organised or attended by the School;
  • the name of the person(s) responsible for implementing the strategies;
  • information on where the student’s medication will be stored;
  • the student’s emergency contact details; and
  • an Australasian Society of Clinical Immunology and Allergy (ASCIA) Action Plan.

The red and blue ‘ASCIA Action Plan for Anaphylaxis’ is the recognised form for emergency procedure plans that is provided by medical practitioners to parents when a child is diagnosed as being at risk of anaphylaxis.  School staff will implement and monitor the student’s Individual Anaphylaxis Management Plan.

The student’s Individual Anaphylaxis Management Plan will be reviewed, in consultation with the student’s parents / guardians in all of the following circumstances:

  • annually
  • if the student’s medical condition, insofar as it relates to allergy and the potential for anaphylactic reaction, changes;
  • as soon as practicable after the student has an anaphylactic reaction at School; and
  • when the student is to participate in an off-site activity, such as camps and excursions, or at special events conducted, organised or attended by the School.

Parents Responsibilities

It is the responsibility of the parents to:

  • provide the ASCIA Action Plan
  • inform the School in writing of their child’s medical condition, insofar as it relates to allergy and the potential for anaphylactic reaction, changes and if relevant, provide an updated ASCIA Action Plan
  • provide the School with an Adrenaline Autoinjector that is current and not expired for their child.

Prevention Strategies

Note: Chapter 8 of the Anaphylaxis Guidelines for Victorian Schools contains advice about a range of Prevention Strategies that can be put in place. These can be summarised as follows:

In the classroom, teachers and volunteers should be advised of any students at risk, cooking implements should be thoroughly cleaned after use, teachers should be aware of the possibility of hidden allergens in food or food containers, non-food treats are preferable to food treats, communication with parents of students with allergies is important, food labels should be checked and students reminded to wash their hands before and after eating.

Staff should be aware of students at risk of anaphylactic reactions, not serve food labelled “may contain traces of nuts” to students with allergies to nuts, wipe down tables and surfaces with warm soapy water regularly, and beware of contamination of other foods from cutlery and other sources.

Staff taking students outdoors should be aware of the location of the epi-pens and able to use them.

Students with anaphylactic reactions to insect should be encouraged to stay away from water or flowering plants, should wear light or dark (rather than bright) colours, and should wear closed shoes and long-sleeved tops.  Outdoor bins should be covered and students should keep drinks and food covered while outdoors.

Special events: as above, liaison with parents, knowledge of the location of epi-pens and ability to use them, avoidance of food as rewards. In the event of the school using outside catering, negotiations with external caterers are required to ensure that they have the requisite level of training and that they are able to provide appropriate food.

Epi-pens, action plans and mobile phones should be taken on camps should the camps include students who are likely to have anaphylactic reactions. It may be appropriate to contact local emergency services and hospitals prior to the camp to advise the medical conditions of any students at risk. The likelihood of students having “midnight feasts” or similar, where inappropriate food may be too readily available, must be taken into account.

Overseas travel: consult pages 26 to 28 of the Anaphylaxis Guidelines for Victorian Schools.

Given that it is difficult to protect children with likely anaphylactic reactions from the triggers for their reactions, the approach taken at Sandridge is to recognise that the most effective way to secure the student’s long-term future is to teach students to be aware of their environment, and to be assertive about protecting themselves. In practice, this means for example that a student with an allergy to nuts should develop – from infancy onwards – the ability to check food for nuts, to notify people of their allergy, and to firmly refuse any food which may put them at risk.

This is not however to minimise the School’s responsibility, and Sandridge School fully accepts its obligation for the children in its care.  Staff will be regularly briefed on “at risk” students.  Keeping up-to-date and highly detailed medical and health information about students in the School’s PCSchools Student Management System (see http://www.pcschool.net/wp-content/pcschool-uploads/administration/sf/adminstudentview.pdf.) will assist in this process.

Staff who are concerned about a student’s condition can quickly investigate the student’s medical status by reference to the PCSchools Student Management System.  This is particularly valuable on excursions, camps, and sports events.  Any changes recorded on PCSchools Student Management System by parents through the Parents Portal are immediately and automatically notified to the School Administration Office and the Principal. Where relevant or significant, these changes are immediately notified to staff.

Teachers and other staff are regularly reminded of the need to avoid food containing nuts for certain students, and there is a high level of consciousness/awareness in this regard. Similarly, students who are allergic to insect bites are monitored by staff, and are encouraged to wear appropriate clothing and footwear.

School Management and Emergency Response

The School’s Anaphylaxis Management Policy must include procedures for emergency response to anaphylactic reactions.  The procedures should include the following:

  • A complete and up-to-date list of students identified as having a medical condition that relates to allergy and the potential for anaphylactic reaction is posted on the wall of the first aid room in the Administration Office and in PCSchools Student Management System. All staff are to be regularly reminded of the identity of the students.
  • Details of Individual Anaphylaxis Management Plans and ASCIA Action Plans should be easily accessible in a classroom; in the school grounds; on school excursions; on school camps; and at special events conducted, organised or attended by the school.
  • There should be information about the storage and accessibility of Adrenaline Autoinjectors; and communication with School staff, students and parents in accordance with a communications plan.

Adrenaline Autoinjectors for General Use

The Principal will purchase Adrenaline Autoinjector(s) for General Use (purchased by the School) and as a back up to those supplied by parents. The Principal will determine the number of additional Adrenaline Autoinjector(s) required. In doing so, the Principal will take into account the following relevant considerations:

  • the number of students enrolled at the School who have been diagnosed as being at risk of anaphylaxis;
  • the accessibility of Adrenaline Autoinjectors that have been provided by parents of students who have been diagnosed as being at risk of anaphylaxis;
  • the availability and sufficient supply of Adrenaline Autoinjectors for general use in specified locations at the School, including in the school grounds, and at excursions, camps and special events conducted or organised by the School, and
  • the Adrenaline Autoinjectors for General Use have a limited life, usually expiring within 12-18 months, and will need to be replaced at the School’s expense, either at the time of use or expiry, whichever is first.

Communication Plan

Note: Chapter 11 of the Anaphylaxis Guidelines for Victorian Schools has advice about strategies to raise staff and student awareness, working with parents and engaging the broader school community.

Sandridge School Principal will brief all School staff at least twice a year in the correct response to anaphylactic reactions; the identities of students at particular risk; location of epi-pens; and the importance of reducing exposure to potential triggers for highly allergic students.  All casual staff and volunteers will be informed of the foregoing before they commence at the School.

Updates between these briefings will be provided via emails and/or at staff meetings.  Students will be notified as appropriate about the importance of not exposing allergic students to the foods they must not eat.

All staff will be trained in the use of Epipens for the treatment of anaphylactic reactions.  Epipens are kept in the Administration Office.

Staff Training

All Sandridge School Staff will be appropriately trained:  They will undertake the following training:

  • an Anaphylaxis Management Training Course if not taken in the three years prior; and
  • participate in a briefing, to occur twice per calendar year (with the first briefing to be held at the beginning of the school year) on:
  • the School’s Anaphylaxis Management Policy;
  • the causes, symptoms and treatment of anaphylaxis;
  • the identities of the students with a medical condition that relates to an allergy and the potential for anaphylactic reaction, and where their medication is located;
  • how to use an Adrenaline Autoinjector, including hands on practise with a trainer Adrenaline Autoinjector device;
  • the School’s general first aid and emergency response procedures; and
  • the location of, and access to, Adrenaline Autoinjector that have been provided by parents or purchased by the School for general use.

The briefing must be conducted by either an external accredited provider or a member of School staff who has successfully completed an Anaphylaxis Management Training Course in the last 12 months.

In the event that the relevant training and briefing has not occurred, the Principal will develop an interim Individual Anaphylaxis Management Plan in consultation with the parents of any affected student with a medical condition that relates to allergy and the potential for anaphylactic reaction.

Training will be provided to all School staff as soon as practicable after the student enrols, and preferably before the student’s first day at School.  The Principal will ensure that while the student is under the care or supervision of the School, including excursions, School ground duty, camps and special event days, there is a sufficient number of School staff present who have successfully completed an Anaphylaxis Management Training Course in the three years prior.

Annual Risk Management Checklist

The Principal will complete an annual Risk Management Checklist to monitor compliance with this Policy and changes in Ministerial Order 706 and associated Anaphylaxis Guidelines.