Absences

• Parents/guardians are required to notify the school by telephone if their child is not attending school for the day.
• Parents/guardians are required to provide in writing the reason for absences on the student’s return to school.
• The school sends home reminder letters asking for explanation of for unexplained absences on a regular basis.
• If student is recorded present on the daily attendance, but is marked absent on the class roll, the teacher notifies the Deputy Principal, Pastoral Care.
• It is the responsibility of the Deputy Principal to investigate whether the student is at school.
• If the student is found to be truanting, parents are notified immediately and the student is given a detention.
• Total absences are reported on student School Reports

Late arrivals

• Students who arrive after 8:25 in Years 7- 10 are considered late.
• They must go to the office to swipe their attendance and receive a late note for class. Time of arrival is recorded.
• Parents are required to send a note with the student to explain their daughter’s late arrival.
• The school sends home reminder letters asking for an explanation for lateness on a regular basis.
• Three or more late arrivals per term will incur an after- school detention.
• Late arrivals are also reported on student school reports.

Storing Information

• The record of attendance is backed up electronically on a daily basis on the school network. A back up is stored on disk.
• Hard copies of all records of attendance and notes are filed together in a secured store room.

Early Leavers

• Students who leave early do so only with the written consent of parents/guardian.
• Students bring a permission to leave early from parent/guardian to the front office in the morning.
• A leave slip is produced by the office. Students report to the office to pick up the leave slip and wait for their parent/guardian to pick them up before they leave the school grounds.

Late Starts and Early Leavers

• Students in Years 11 and Year 12 are permitted to arrive at school by 10:10 if they do not have Period 0, 1 or 2 after receiving written consent from their parents/guardian.
• Students in Years 11 and Year 12 are permitted to leave school after their last lesson for the day after receiving written consent from their parents/guardian.
• These students will be issued with a Late Start/Early Leave Pass which is issued by the Form Patron.
• The start and finish times for these students is recorded in the SAMS system.

Kindergarten to Year 6
Each class teacher has a class roll which is marked daily by the class teacher responsible for the class.

Procedures to be followed:
The procedures are included in the Student Diary and Handbook which goes to all students.

The teacher notes the absences with an “a”.
Subsequently the class teacher follows up with the students to obtain a note from a parent which indicates the reason for the absence. This is indicated with an “L” for parent approved absence or “S” for sickness.

After 7 days the roll is marked with an “a”.

The column headed “Special Notes” is used for any special information needed by the class teacher or a relieving teacher to ensure smooth running of the class. Confidential information is not inserted, but noted, and the reason and then the words “Refer to Office”. Example “Medical – Refer to Office”, “Custody Arrangements – Refer to Office”.

A teacher identifies any students with a pattern of absence, up to 2 days, which is detrimental to their progress and development. Similarly patterns of lateness, which is detrimental to their progress.

The Head of Junior School writes to the parents of any students identified in this way, seeking:-

• remediation of the problem
• planning to assist the student to have improved attendance
• strategies to assist the students development and progress

Any such intervention is noted on the particular students personal file.

Total absences are reported on student school reports.

The class rolls are collected by a Junior School executive at the conclusion of each year and stored, with parent absentee notes, in the school archives for a period of seven years.

Students who leave the school usually notify the Principal and Registrar, in writing, of their intention to leave the school and their destination. If this doesn’t occur, the Registrar follows up with a form letter requesting their destination. A School Liaison Officer is notified if there is no reply.

Late arrivals

Students who arrive after 8:50 am in Years K-6 are considered late.
They must go to the office to sign a late book. Time of arrival is recorded.

(Miss) R. J. Bird
Principal

Revised 2006.

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Drugs Policy

The Federal Government has issued a National Framework for Protocols for Drugs in Schools. Danebank has developed the following Drugs Policy to provide a safe environment for all students.

1) Danebank supports the view that total abstinence from illegal drugs is both the safest and desired option for all it students. (Prep - Year 12).

2) The possession, use and/or distribution of illicit and other unsanctioned drugs is not acceptable at Danebank School. Unsanctioned drugs include the following: tobacco, herbal cigarettes, alcohol, pharmaceutical prescription medications, image and performance enhancing drugs and inhalants. (Note: Students who require prescribed pharmaceutical medications, and are under the supervision of a treating medical practitioner for that pharmaceutical, must have written permission from parent or guardian).

3) The School gives a priority to the development and maintenance of a safe and supportive School environment at Danebank for all students.

4) In relation to Danebank's Drug Education Program,

• The Drug Education Program is intended to be proactive rather than reactive and punitive.
• Danebank School will build students' knowledge skills values and attitudes, so that responsible decisions about drugs can be made.
• The School aims to educate the School community about the consequences of possession, use and/or distribution of illicit and other unsanctioned drugs at school.
• The School recognises that provision of drug education must begin in the early years of schooling.
• The School will therefore develop its Drug Education Program as a whole-school program, and will include opportunities for peer support programs and student involvement. Programs will be seen as developmental and sequential.
• Students, staff, parents and the wider community are able to be involved in the Drug policies and procedures of the School.
• The School recognises the need for appropriate professional development for staff.
• The School will regularly review its Drug Education Program.

5) Since the attitude and behaviour of parents and the community significantly influence the health choices of young people, a part of the School's Drug Education Program will be the provision of information, education and advice to parents.

6) Students may not possess, use or be under the influence of cigarettes, alcohol or any other drugs, illicit or unsanctioned, whilst at the School, or when representing or identifiable with the School.

7) Students may not use, offer for sale or distribute to other students illicit drugs whilst at the School, or when representing or identifiable with the School.

8) Danebank will apply its responses to the possession, use and/or distribution of illicit and other unsanctioned drugs at school fairly and consistently, and will clearly communicate policy and procedures for managing drug related incidents at school. Danebank's Drug Policy is freely available to all members of the school community.

9) The School recognises that a range of responses to drug related incidents may be appropriate. Factors to be taken into consideration by the Principal in determining appropriate action would include age, the circumstances of the student(s) concerned, the needs and safety of others in the School, and the legality of any incident under New South Wales Law and as a Christian school, consideration for the ongoing welfare of the student and provision for the welfare of the family be taken into account.

10) The range of responses available to the Principal, at her discretion, include:

• counselling and warnings
• detentions
• suspension
• probation
• required professional counselling
• removal from the School
• referral to the Police
• arrangement for integration into an alternative educational environment

11) Without limiting the ability or desire of the School to consider a range of responses, as outlined in No. 10.

1. The School regards these matters as a very serious breach of the School's rules and expectations.
2. It is anticipated that a student in possession of an illicit drug whilst at the School or when representing or identifiable with the School would be suspended, and may well be required to be withdrawn from the School.
3. It is anticipated that a student using, or offering for sale or distribution to other students an illicit drug would be required to be withdrawn from the School.

Definitions

i. The term 'drug' is used generically to refer to a substance, which produces a psychoactive effect, and includes tobacco, herbal cigarettes, alcohol, pharmaceutical drugs, illicit drugs, usage and performance enhancing drugs and inhalants.

ii. Pharmaceutical agents are medications available through a pharmacy, and may include over the counter or prescription medications.

iii. Illicit drugs are drugs for which the production, sale, possession or use is prohibited.

iv. Image and performance enhancing drugs include steroids and amphetamines.

v. Inhalants include many commercial and domestic products such as glue, aerosol sprays, paints, solvents, thinners, petrol and cleaning fluids.

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Mobile Phones, Ipods & other Listening devices

There is a growing concern in the Australian, and in fact worldwide community, about the improper use of mobile phones by young people. Cyber bullying is a reality to which we need to respond. To protect Danebank students and to assist parents with regard to potential problems, it has been decided to strengthen our control over student access to mobile phones whilst at school. The following rules apply:

Senior School

We already state in the Danebank diary: “Mobile phones are to be switched off in classrooms”.

From the beginning of Term 4 2005:

1. Students who bring mobile phones to school will be required to lock them in their locker from the beginning to the end of each school day. If any student is seen using a mobile phone during the school day the following consequences will apply:

2. First offence:
Confiscation of the mobile until the end of that school day

3. Second offence:
Confiscation of the mobile phone for 24 hours [parents will be contacted by the Deputy Principal- Pastoral Care].

4. Third offence:
Confiscation of the mobile phone for a week [parents will be contacted and may retrieve the phone from Deputy Principal - Pastoral Care].

5. If mobile phones are taken to Camp, they must be handed in to staff for the duration of the Camp. For excursions, mobile phones are only to be brought if specified on the excursion note.

Junior School

Similar restriction applies as the senior school, in that girls are not permitted to access mobile phones during the school day.

1. The Head of Junior School is responsible for dealing with any misuse of a mobile phone by a Junior School student.

2. We understand that some parents see the necessity to issue their primary age students with mobile phones for safety and communication when using public transport. However, while the students are in the care of the school and their class teachers, any outside communication must be through the Junior School Office so that we can monitor the impact on the child concerned and any consequential arrangements.

3. Therefore any mobile phone must be handed into the front office each morning. If any student is seen with a mobile phone it will be confiscated, and only returned after communication with the child's parents.

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Anaphylaxis

School Policy on Anaphylaxis

Anaphylaxis is a severe and sudden allergic reaction that some people experience when exposed to an allergen such as food or an insect bite. Anaphylaxis is potentially life threatening and always requires an emergency response. Fortunately, anaphylactic reactions are uncommon and usually preventable. Danebank is committed to minimizing any possible harmful situations for children with allergies, especially those suffering from anaphylaxis. The school's policy on anaphylaxis is as follows:

• No peanut products are sold in the school canteen.
• Parents are asked not to send peanut butter, Nutella or other peanut products to school with their daughters.
• It is the responsibility of the parent to notify the school that their child is at risk of an anaphylactic reaction at the time of enrolment or soon after diagnosis as possible.
• The school will implement an emergency response plan for students at risk of anaphylaxis.
  

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Homework Policy K-12

Years 7 to 12

Danebank believes that homework is a valuable part of the student’s learning experience. Homework provides the student with the opportunity to re-enforce classroom learning. It also encourages students to become independent learners and to take responsibility for their own learning. Homework helps students develop good planning and organisational skills.

Homework also encourages parent and caregiver involvement in their daughter’s learning and helps develop a close working partnership between student, school and home. Homework provides an opportunity for parents and caregivers to see first hand what their daughters are learning at school. Danebank believes that parents should be informed if their daughters do not complete homework regularly. Students will be penalised by their teachers and detentions may be given.

Homework needs to support the learning program the student is undertaking in each subject at school. Homework should be appropriate to the student's skill level and age, interesting, challenging, purposeful and meaningful in helping students develop their knowledge and skills at all times. It must be relevant to the curriculum and assessed by teachers with feedback and support provided.

Homework includes work set by the teacher, preparation for the following day’s lessons, long term assignments and revision of each day’s lessons.

Danebank is aware of the large demands that are placed on students by a full programme of extra curricular activities and that many have home commitments and obligations. Therefore it is important that teachers have a realistic expectation of the amount of homework set after each lesson and the time frame in which it is to be completed. Guidelines for time to be spent on homework each night is as follows.

Years 7 and 8 1½ hours
Years 9-10 2 hours
Year 11 3 hours
Year 12 3½ hours

Year Patrons, classroom teachers and pastoral care teachers will assist students at regular times during the year with planning for study.

Procedure for students

• Students are to write down all details of homework they are set in their school diaries, including the due dates for tasks and major assignments.
• Students are to plan their homework task completion appropriately.
• Students should in the first instance, try to complete their homework by themselves. If difficulties arise then students are encouraged to seek assistance from teachers, parents or caregivers.
• Students are to ensure their homework is completed to the best of their ability.
• Students are to complete all homework on time.

Procedure for teachers

• Teachers are to indicate clearly the purpose of the homework.
• Teachers are to give students enough time to complete homework, taking into account home obligations and extracurricular activities.
• Teachers are to consult with students before setting discretionary homework tasks.
• Teachers are to help students develop the organisational and time-management skills needed for them to be responsible for their own learning.
• Teachers are to teach revision and study skills explicitly

Procedures for parents and caregivers

• Parents are encouraged to sight and sign their daughter’s diary on a weekly basis. Parents are encouraged to take an interest in their daughter’s homework and assignments.
• Parents are to allow their daughters to complete their homework and assignments themselves but step in when direction or support is needed.
• Help students cope with the balance of homework, extra curricular and home commitments.
  

Homework for Junior School Students

Each teacher outlines their homework policy and expectations at our initial meet the teacher morning. Recommended times vary according to your child's needs and interest, but as a generalisation:

Kindergarten: No more than 20 mins.
Year One: No more than 20 mins.
Year Two: Up to 10 mins. reading, 10 mins. Other - maximum 30 mins.
Year Three: 30 – 40 mins.
Year Four: Up to 40 mins.
Year Five: No more than 50 mins.
Year Six: No more than 50 mins.

For those who are experiencing difficulties with homework, you may find the following advice from ‘Making Children Mind Without Losing Yours’ (Dr Kevin Leman) of some interest and support.

If you then still have questions feel free to contact your child's teacher or myself. However, I hope that most parents have had success in ‘working out’ the issue of homework.

Quote: “Getting children" to do their homework is a problem as early as third grade in many school systems across the country. Most teachers I talk to tell me that if the child is efficient at all with the use of her time, she can get most of her homework done during free time while still at school. Of course, many children have to bring the homework home, and there's where the battle starts”.

For parents who are involved in their child's homework problems, I suggest several basic steps:

1. Remembering a basic Reality Discipline principle, they do not try to "make " their child do her homework.

What they should do is try to provide an environment conducive to study time. In some homes that is all Mum and Dad really need to do. Some children are self directed enough to want to do a good job on their homework and with a little cooperation from Mum or Dad, they finish it in good order.

If possible, provide a special study room, but if this is a luxury that isn't available, the child's bedroom is usually the place she will study. She should have a desk and some space where she can spread out her books and papers.

It is a good idea to allot certain times for children to do their school work. After dinner, from 6:30­ -8.00pm, Monday through Thursdays, would be appropriate for the fourth through the eighth grade. Younger children would b enefit from the same schedule but with less time, perhaps 6.30-7:00 or 7:15pm. Of course this will vary acc ording to family circumstances.

Families can cooperate by being mindful that while little Buford is studying, they should make a concentrated effort to be as quiet as possible.

2. Another critical point that many parents have to consider is that they should not do the child's homework for her.

Some p eople chuckle at the concept of a parent doing the child's homework, but I have known many parents who have done exactly that - on a regular basis. (Some of the worst offenders are parents who are also teachers. After dinner they turn the home into a pseudo school house).

I strongly urge parents to back off and refuse to get involved in homework to any great degree. If a child asks for help with her work occasionally, that's another matter. But everyone has to understand that occasionally" means just that. If you don't watch it, you will soon be sucked into a situation where you spend most of your evening hours through the week with your child's school work. If that has been happening to you, something is wrong. Get together with the child's teacher or counsellor and talk about it. Make a commitment to stay out of your child's school work and to assist the teacher in every way you can in getting the child to do her own work.

This can be difficult for parents because they have a natural inclination to want to help the child (who may be havin g some genuine difficulties). And, there is always the factor of parental pride – the embarrassment of having little Buford push Cs and Ds when the parent knows they could help her get Bs and may be even an A. But the realities of life demand that your child learn to do things on her own. It is much better for your child to earn a C than to have you help get a B+ or an A.

My rule of thumb is: some help, yes; a lot of help, no, continual help, never! For example, if your child comes and asks you to drill her on her spelling words, go ahead and do so. That takes a relatively short amount of time and falls into the category of real help and not just doing her work for her. And, it helps show your child that your are interested in what she is doing.

3. But suppose your child just isn't getting into her homework.

 Suppose you have provided the study space and have made every effort to keep the house quiet, and your child still isn't getting the homework assignments done. Your next step would be to create some logical consequences. The best way to use logical consequences is by talking with your child and letting her help set the consequences.

For example, if her homework is not done and her grades are not C or better, she will not be able to go out and play after school or supper She may not engage in extracurricular activities or sports. I repeat, talk with your child about what she thinks would be fair and work out something that sounds reasonable to both of you.

Also remember that the grades your child gets are theirs not yours. Be sure to talk to your child about her grades. While looking over a poor report card you might want to comment, "I'm very sorry to see that you don’t ­ enjoy learning". This would be an honest comment but would not be critical or demeaning.

If your child seems to make little improvement, be patient. Some children do not do well in certain grades and then improve a great deal later on. As a Christian parent you have been given authority and ­ responsibility by God to train your child correctly. Always teach your child the following order of responsibilities and priorities:

1. God
2. Parents
3. Home and Family
4. School
5. Extracurricular activities

(Miss) R. J. Bird
Principal

 Revised 2006

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Plagiarism

DANEBANK Plagiarism Policy

Rationale
Danebank is committed to the achievement of academic excellence and the fostering of civil and social responsibility in our students. Part of this process is recognising the intellectual property rights of others, and accepting that the act of plagiarism is academic dishonesty as well as an ethical offence which undermines a trusting educational environment and impedes students' personal growth and development. A student who plagiarises is dishonest with their teacher, their peers and themselves. Danebank wishes all students and parents to know that plagiarism is NOT acceptable behaviour at this school.

Policy
All students are expected to adhere to the highest standards of personal honesty and integrity in their work. Submissions to teachers must be original, or respect the intellectual contributions of others through correct referencing. Any violations of this policy will have serious consequences.

Definition of Plagiarism
Plagiarism is defined as stealing and passing off the ideas and words of another as one's own, when it actually comes from another source. This source may be written, oral or electronic, and includes copying/pasting from the internet (both text and image) and the retrieval of research papers from the internet. Copying as little as three consecutive words is considered plagiarism.

Common knowledge is information that is generally known, facts that can be found in numerous places.

Example : Kevin Rudd is the Prime Minister of Australia.

This is NOT considered plagiarism.

You do not need to give a citation for this type of fact.

Examples of Plagiarism
You are plagiarising when you do any of the following, even if unintentionally:

•  You hand in someone else's work (parent, friend, tutor) as your own.
•  You copy another student's work (with or without their knowledge) and hand it in as your own.
•  You produce assignments in conjunction with other people (eg another student, tutor) which is supposed to be your own independent work.
•  You allow someone else to copy your work and hand it in.
•  You paraphrase material from another source without proper acknowledgement or citation. This includes commentary in study aids like Brodie's Notes.
•  You use plots, characters, theories, opinions, concepts, designs from other sources like short stories, novels, TV shows, films etc and present them as original work without properly attributing them.
•  You piece together different sections of the work of others into a new whole ie ‘cutting and pasting', especially off the internet or CD-ROM encyclopedias etc.
•  You fail to indicate with quotation marks that you copied another person's exact written words or symbols, regardless of how few were used.
•  You fail to name a person whose exact words you use in an oral report or to indicate by verbal inflexion that you are quoting.
•  You fail to provide a Bibliography for a project that requires research.
•  You buy or obtain a paper from an internet research service or ‘paper mill' and hand it in as your original work.

How to Avoid Plagiarism

Many students have no real idea about what plagiarism actually is or the skills to avoid doing it, which are really essential information skills we have a responsibility to teach.

Here are some techniques for students:

•  Learn how to manage your time so you don't panic at the end and feel plagiarism is the only alternative.
•  Learn the 6 steps of the Information Process (Defining, Locating, Selecting, Organising, Presenting and Evaluating) to break down your assignment into manageable segments.
•  Don't allow others to copy your work, as you will be an ‘accessory to the crime' and penalised as well.
•  Don't hand in someone else's work as your own – ever.
•  Use the accepted method of referencing and constructing bibliographies supplied. If you need help - ASK.
•  When taking notes from any source, always copy the bibliographic information immediately so you can easily acknowledge this when writing the assignment later.
•  When you write a quotation in your notes, make sure it has quotation marks around it, so you later realise it's a quote and not your own words.
•  Separate your ideas from others' as you are taking notes. Some use brackets or different coloured pens to separate their comments from the author's words.
•  Learn how to legally paraphrase. Use a thesaurus.
•  Learn how to effectively synthesize information into something that is your own work.

Sanctions for students Plagiarising
If a teacher reasonably believes, based upon significant evidence, that a student has been guilty of plagiarism or assisted another student to do so, then that student may be subject to any of the following sanctions, depending on the nature and extent of the plagiarism:

•  Verbal warning.
•  Assessment for the assignment reduced by 10-50%.
•  ZERO marks awarded for the assignment/piece of work
•  Re-write the assignment (or a similar one) using original ideas or style.
•  Written notification to parents/guardians, possibly with interview.
•  Referral to deputy Principal.
•  Suspension of participation in designated school activities.

More details can be found in the School Diary.

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Privacy

1. The school collects personal information, including sensitive information about pupils and parents or guardians before and during the course of a pupil's enrolment at the school. The primary purpose of collecting this information is to enable the school to provide effective schooling.

2. Some of the information collected is to satisfy legal obligations, particularly to enable the school to discharge its duty of care.

3. Certain laws governing or relating to the operation of schools require that certain information be collected. These include Public Health and Child Protection Laws.

4. Health information about pupils is sensitive information within the terms of the National Privacy Principles under the Privacy Act. Parents are regularly asked to provide medical reports about pupils.

5. The school, from time to time, discloses personal and sensitive information to others for administrative and educational purposes. This includes to other schools, government departments, medical practitioners and people providing services to the school, including specialist visiting teachers, coaches and volunteers.

6. If we do not obtain the information referred to above, we may not be able to enrol or continue to enrol your child.

7. Personal information collected from pupils is regularly disclosed to their parents or guardians. On occasions information such as academic and sporting achievements, pupil activities and other news is published in the School's newsletter, magazine and, where applicable, the school's website.

8. Parents may seek access to personal information collected about them and their daughter by contacting the school. Pupils may also seek access to personal information about them. However, there will be occasions when access is denied. Such occasions would include where access would have an unreasonable impact on the privacy of others, where access may result in breach of the school's duty of care to the student, or where students have provided information in confidence.

9. The school, from time to time, engages in fundraising activities. Information received from parents may be used to make an appeal to them. It may also be disclosed to organizations that assist in the school's fundraising activities solely for that purpose. The school will not disclose personal information to third parties for their own marketing purposes without consent.

10. The school may include families' contact details in a class list and School Directory. Parents should advise the school if they do not wish for this to happen.

11. If parents provide the school with the personal information of others, such as doctors or emergency contacts, we encourage parents to inform those parties that you have disclosed that information and why, that they can have access to that information if they wish and that the school does not usually disclose the information to third parties.

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Procedural Fairness

Procedural fairness is a basic right of all when dealing with authorities. Procedural fairness refers to what are sometimes described as the `hearing rule' and the `right to an unbiased decision'.

The 'hearing rule' includes the right of the person against whom an allegation has been made to:

• know the allegations related to a specific matter and any other information which will be taken into account in considering the matter
• know the process by which the matter will be considered
• respond to the allegations
• know how to seek a review of the decision made in response to the allegations.

The 'right to an unbiased decision' includes the right to:

• impartiality in an investigation and decision-making
• an absence of bias by a decision-maker

Procedural fairness includes making available to students and parents or caregivers policies and procedures under which disciplinary action is taken. It also includes providing details of an allegation relating to a specific matter or incident. This will usually involve providing an outline of the allegations made in witness statements and consideration of witness protection. As part of ensuring the right to be heard, schools could establish any need for parents/caregivers to be provided with interpreter services and, if required, make arrangements for such services to be available.

While it is generally preferable that different people carry out the investigation and decision-making, in the school setting this may not always be possible. If the principal is conducting both the investigative and decision-making stages, he-.or she must be reasonable and objective. To be procedurally fair, the principal must act justly and be seen to act justly. While it is difficult to combine the roles of investigator and adjudicator, it is acceptable to do so given the nature of the principal's responsibilities. Nevertheless, it may be preferable to have another appropriate officer, such as a deputy or assistant principal, carry out the investigation where possible. The review mechanism adds to the fairness of the process.

In matters where a long suspension or expulsion is contemplated, the gravity of the circumstances requires particular emphasis to be given to procedural fairness. This includes the offer of having a support person/observer attend formal interviews. The key points of the interview/discussion are to be taken down in writing.

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