Policies

 

Harassment

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Each semester, all students are required to read this policy, in its entirety, and to sign the concluding declaration in their Planner. Parents are asked to familiarise themselves with this statement and to sign the declaration each semester

1. PREAMBLE

Harassment, as defined below, is totally unacceptable at Ballarat Grammar. When students and parents co-operate with staff , it can be overcome

Harassment can be experienced by both girls and boys and by members of staff

Harassment denies people their basic rights and the respect which all should receive. It is personally hurtful, promotes feelings of powerlessness, and has a negative effect on the working and social environment of the School

In a school situation, harassment may be experienced by any member of the school community from any other member of the school community.

1.i BULLYING

Harassment, often in a school situation described as 'bullying', includes any behaviour which subjects another person to intimidation

• Bullying may be spoken, written or physical
• Physical bullying includes any form of actual assault and any threat of actual assault. Actual assault is a criminal offence and may lead to legal action being taken
• Spoken or written bullying includes offensive comments of a personal nature, particularly about a person's race, family, appearance or intellectual capabilities, made in the hearing of the person spoken about or in the hearing of others
• Other forms of bullying may involve deliberately isolating a person or influencing others to leave him/her out of activities, taking possessions such as lunches, interfering with the person's personal property (including defacing Planners, notebooks or text-books), interfering with a person's locker or sending offensive material electronically

1.ii SEX-BASED HARASSMENT

Sex-based harassment is a particular form of bullying. It involves any verbal or physical conduct of a sexual nature, which is unwelcome, unsolicited, threatening or offensive in the view of the person being subjected to it.

Subtle forms of sex-based harassment tend to be the most common. They include:

• Offensive leering and staring
• Suggestive comments about a person's physical appearance, sexual preference or behaviour or morality
• Offensive comments or jokes, both directed and overheard
• Physical contact e.g. brushing up against another person apparently by accident
• Offensive name calling, both directed against another person or in the hearing of a person who is not necessarily the target

More explicit forms of sexual harassment include:

• Pinching, patting, touching or embracing against the other person's wish
• Repeated requests for sexual favours or to go out with someone especially after a refusal
• Displays of sexually graphic material (such as pornographic calendars or pictures)

Criminal acts of sex-based harassment include indecent exposure, sexual assault, sending obscene letters, or text messages, or making obscene phone calls, attempted or actual rape.

NO FORM OF HARASSMENT IS ACCEPTABLE. ANY INCIDENT CAN, AND SHOULD, BE REPORTED. NOT ONLY IS IT THE RESPONSIBILITY OF EVERY STUDENT TO REPORT HARASSMENT, IT IS ALSO THE RESPONSIBILITY OF EVERY STUDENT TO DISCOURAGE HARASSMENT ACTIVELY.

2. WHAT TO DO

WHAT TO DO IF YOU ARE BEING BULLIED OR HARASSED OR IF YOU BECOME AWARE THAT SOMEONE ELSE IS BEING SUBJECTED TO HARASSMENT

Students or parents or members of staff should report the matter to any member of staff with whom they feel comfortable. All staff share the responsibility to prevent harassment of any kind.

Any member of staff who becomes aware of any form of harassment will discuss it with the appropriate tutor(s), Head(s) of House and if the behaviour persists, with the Head of Senior School, Assistant Head, Director of Boarding, Chaplain and/or Head of Junior School, all of whom have particular responsibility in this area. Usually, the first offence by a student will be dealt with by the Head(s) of House of the students involved.

Students and parents can be confident that they will:

• Be taken seriously if they make a complaint
• Be treated with respect
• Be able to retain their anonymity
• Have some say in how their complaint is handled
• Have their complaint treated in a manner consistent with the handling of other complaints.

3. HARASSMENT- PROCEDURE FOLLOWING A REPORT

Generally, the following steps will be taken if a report of harassment is made:

• All possible details of the offence(s) are to be gathered from the person(s) harassed, from any witnesses and from the person(s) accused.
• Students who are found to have been involved in causing harassment for the first time will be required to read, again, the student policy on harassment with their tutor or Head of House who will discuss its implications for them. The tutor or Head of House will keep on file a brief record of this conversation.
• If a second harassment incident is reported, then the student(s) accused will be required to sign an undertaking that they understand the implications. This action will be witnessed by the tutor or Head of House and parents will be notified. All records of the details of the offence(s) and the signed undertaking must be filed and kept by the tutor or Head of House.
• A third offence will involve an interview with the Head of Senior School or Assistant Head and contact with parents. A period of community service may be required, as well as other consequences seen to be appropriate.
• Any subsequent offence will lead to an interview with the Headmaster and possible suspension,
  or even termination, of the offender's membership of the School.
• Should investigation show the complaint to be unfounded and maliciously motivated, the complainant will be subject to disciplinary action

Accurate records of interviews with both complainants and those accused will be kept. These should be filed in the students' personal files. If confidentiality from other users of the file is requested by the person(s) harassed, such records should be sealed in an envelope marked clearly CONFIDENTIAL with the names/titles of those who have access clearly shown.

4. CONFIDENTIALITY AND IMPARTIALITY

At all times, complaints, especially of sex-based harassment, will be treated confidentially, impartially and sympathetically. The person(s) harassed will be consulted, if he/she wishes to be, about further action.
Students and parents sometimes hesitate to speak out fearing that the situation will only be made worse. However, behaviour can be modified only if staff members are made aware of the problem.

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Junior School Pastoral Care

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Ballarat Grammar has identified, as its prime purpose, the pastoral care of students. At the Junior School, the central responsibility for pastoral care rests with the classroom teacher. All members of the teaching and ancillary staff, however, also recognize and support the aim to consider and care for the well being of all students.

As A Christian School in the Anglican tradition, the Christian ethos is lived within the Ballarat Grammar community. The Junior School is actively supported by the Chaplain and Assistant Chaplain. Weekly Chapel services are conducted on Monday mornings, and actively involve the children. Parents are most welcome and encouraged to attend. The subject of Beliefs and Values is taught by classroom and specialist teachers, to further develop positive and healthy attitudes and practices.

The Chaplain, Fr Peter Treloar, is the School Counsellor and Dr Margot Murphy is our School Psychologist. The Student Services Department provides support in a variety of strategic ways. Students are able to access these services at any time, with the involvement and consent of parents.

As a member of the International Round Square, we share the importance of Kurt Hahn's view that "kindness matters". Children at the Junior School are encouraged and actively supported in the development of a positive self-esteem and a caring attitude towards others, within the School and wider community.

A pro-active, values based classroom teaching and learning program for all Junior School children includes the "Friendly Kids, Friendly Classrooms" and "Bounce Back" programs and resources developed and authored by Helen McGrath. The aim of these programs is to introduce, develop and refine the characteristics of confidence in self, kindness towards others and an ability to cope with difficulties.

Ballarat Grammar's policy on harassment is clearly articulated. Junior School children develop their beliefs and understandings developmentally, towards an appreciation and respect for these guidelines. Strategies for the positive resolution of conflict are openly discussed, within a restorative justice approach. Our aim is to better the outcomes for both parties in any disagreement or dispute. We recognize that time at school is an ongoing and connected series of social interactions and, therefore, the development of age appropriate social skills are vital to learning and well being.

Initiated in 2007, our involvement in the Jewish, Christian and Muslim Association's Goodness and Kindness Project gave children from Years 3 to 6 a rich opportunity to openly discuss, with members of the association, the issues of learning to live with others and appreciate individual differences within and between cultures.

Health and Physical Education is actively taught throughout the School by specialist teaching staff, with a variety of sporting opportunities and activities offered in curricular and co-curricular formats. Junior School children enjoy a "healthy snack" break prior to recess and healthy and sustainable living practices have been a major focus of recent curriculum development. Indeed, our Junior School has been the recipient of State and local awards for these sustainable practices, including the Keep Australia Beautiful 'Proud Schools Award", "Encouragement Award" and Victorian Schools Garden Award.

The Health Centre maintains a data base of student medical records, with electronic and printed information available to teaching staff, according to the guidelines of current Privacy Information. Duty staff carry first aid kits at recess, lunchtimes and on excursions. The Junior School sick bay provides appropriate facilities for immediate attention, supported by the School nurses. All members of the Junior School staff are trained in first aid, with regular update training carried out, as part of professional learning.

Professional development for all staff is regularly conducted within the School and utilizes local agencies such as the Ballarat TEN (Teacher Education Network). Courses and training through the AISV (Association of Independent Schools of Victoria) and a variety of professional associations allows all members of staff to develop beliefs, values and knowledge of important issues such as cognitive development, student health and well being, learning and behavioural difficulties.

The care for each individual student is of paramount importance. Sound health, well being, self-esteem, confidence and positive attitudes combine to shape learning and sustainable living. We recognize the need to holistically and effectively care for our students, and seek to provide for them a supportive environment and broad opportunities for them to fully develop physically, cognitively, and spiritually. We seek to maintain our Junior School as a place where "children want to be".

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Senior School Pastoral Care

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For almost 30 years, the House System has been the major structure supporting Pastoral Care at Ballarat Grammar. It has primarily sought to provide connection – between each student and a significant adult and between students themselves. These connections between students are established both horizontally across a year level and vertically between junior and senior students.

Each of the 13 houses – 5 Boarding Houses and 8 Day Houses – is gender specific and pairs of houses (along with the junior girls' boarding house, Larritt) join together when appropriate as "brother and sister" combinations. They are divided into Tutorial Groups of between 10 and 20 students, with one or two staff Tutors allocated to the groups accordingly. A Head of House coordinates tutors and tutorial groups as well as acting as a tutor also. Houses meet officially three times a week for half an hour of House Meeting, Tutorial Meeting and Chapel. The relationships that develop over time within this framework provide support, guidance and a genuine sense of recognition and identity to the individual student.

The Tutor and the Head of House are considered to be the first points of contact and communication between parents and the School, should issues of concern – from the very minor to the much more serious – arise.

House Meetings are an opportunity to create vertical connections between students, to organise activities, social service and inter-house and intra-house competitions. They are also a more intimate forum for showcasing and celebrating diverse achievement. Leadership is fostered, modelled and practised during House Meetings and the activities that grow out of these. Tutorial Meetings offer particular year levels within the House the opportunity to bond with each other, to express common perceptions and concerns about study and other elements of School life. They are often a healthy outlet for questions and criticism.

The Tutor's role is a complex one. Essentially he or she is the primary "critical friend" to the members of the Tutorial Group. The expectation is that a relationship will be built up outside the classroom over a number of years where the Tutor is advocate of and mentor to the student but able also to address poor choices and negative behaviour when necessary. While the Tutor ideally becomes a confidant for the student, there is no expectation that he or she will be a professionally trained counsellor. Professional development in basic counselling skills is available to all staff via the Professional Learning syllabus but the emphasis within the Tutorial Group is more upon building trust in a significant adult and being valued in a sub-set of the larger House and School.

The Pastoral Care curriculum as delivered by the Tutorial is based on the needs of these horizontal groups. Year 7: Transition. Year 8: Change and Relationships. Year 9: Emotional Intelligence. Year 10: Pathways to the Future. Year 11: Leadership. Year 12: Making choices.

Beyond the House System, a further level of Pastoral Care is offered by the Home Rooms at Years 7, 8 and 9. Here, one significant teacher takes a central role in the transition and academic development of the students in their class. These classes study their core subjects together and form another stable grouping of students for the duration of that particular year. The Home Room teacher teaches the class for a large proportion of the School week, building up a close personal relationship and a broad based understanding of the academic progress made by the student.

The Home Room Teacher is better placed, because of this, to act as an Academic Mentor to the student in the "Middle School" years of secondary schooling. Where at the end of each Semester, the Tutor writes a House Report on the personal development of each of the members of the Tutorial Group, their co-curricular involvement, cultural and where applicable, spiritual development, the Home Room teacher will write a broad academic report, focusing on transition, individual pathways and learning styles. The roles of Home Room Teacher and Tutor overlap during these years and along with Head of House should provide a substantial and secure matrix of support during these complex, formative years of education and adolescence. Given that Home Room Teachers are themselves also House Tutors, they cannot be expected to provide comprehensive pastoral care to the Home Room students, but they are very well placed to act as "front line" monitors of student well-being in cooperation with the Houses.

While the House is the ongoing and individually responsive pastoral care structure, the Home Room and the Years 7, 8 and 9 Level Coordinators who oversee them, can sometimes be more aware of issues that need to be addressed in a child's School life than the Tutor or Head of House – at least initially. In that situation there would be an expectation that information, cause for alarm or for special recognition would be passed on either as a matter of urgency or of normal professional course. Contact with parents should primarily be the province of the House, but in academic matters or where there is some other pressing need, Home Room teachers and Level Coordinators will clearly be in regular contact with parents also.

The Academic Mentoring Program integrates the House and Home Room structures. While Home Room Teachers and Tutors liaise as a matter of course regarding the progress of students, the year level as a whole is reviewed at Student Review Meetings which bring all parties, whether they are House staff, academic or Home Room teachers together to comment on each student in turn. Individual follow up from these meetings is the responsibility of House staff as directed by Level Coordinators. Parent/Teacher interviews are conducted by each subject teacher but a special parent/tutor interview during Term 3 uses the Reports, Report Reflections and the Home Room Teachers' Reports to discuss questions that arise regarding subject choices, academic pathways, remediation and extension. These are conducted by House Tutors.

House Tutors and Heads of House assume responsibility for the provision of Pastoral Care and Academic Mentoring from Year 10 to Year 12. But, as has been the case in the previous three years, there is still a need for all staff to take a corporate and collaborative approach to student well-being either by modelling positive and resilient attitudes and behaviour or by communicating perceptions or information that has implications for students' personal well-being to House staff, the Assistant Head and through them, to parents.

More concerning issues of student well-being may be referred by Heads of Houses to the Chaplain, a qualified counsellor, or to the School Psychologist. The School can provide for up to three counselling sessions with the Psychologist but further counselling is provided on a user pays basis. Professional standards of confidentiality apply to student counselling, but in the majority of cases, close contact has already been established with parents and is maintained by counsellors. Parents are also encouraged to contact either the Chaplain or the School Psychologist where they feel they need specialised guidance. Contact numbers are published on the back page (the Help Page) of the Planner.

The School Psychologist can see students either at the School during the hours that she is available there, or at her professional rooms out of hours. Counselling is currently available at the School from Monday to Thursday.

A Student Welfare Coordination Committee comprising the Assistant Head Staff and Student Welfare, School Psychologist, Chaplain and School Nurse maintains a register of students who are considered to be at risk and staff who are "case managing" their situation, and reviews that list on a fortnightly basis.

The primary aim of Pastoral Care at Ballarat Grammar is the affirmation of the place of the individual within a supportive community. Breaking that community down into House groups has proved to be a highly successful means of facilitating that. While the School Values point to the attitudes and behaviour that make for a healthy, secure and productive environment for young people, they also endorse the outreach that has become a hallmark of many students' lives at Ballarat Grammar. The full implementation of Home Rooms acknowledges the need for the extension of the impact of the "significant adult" and group identity into the middle school classroom and complements the nurturing culture that has characterised the School over many years.

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Uniform

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A School uniform is not a thing inflicted on students merely to suppress individuality or to maintain an old tradition. Ballarat Grammar School, along with other independent schools, insists on a uniform for several important reasons. One of these is that we feel it essential that in School life, no distinction should be made between children of differing backgrounds; no child should be made to feel inferior, or superior, to another

Another reason is that the uniform gives a sense of belonging and there is satisfaction to be gained from being a member of a group whose standards are high, and whose identity and demeanour are respected by the community at large. The uniform is a constant reminder that a boy or girl who comes to this School is not merely attending classes, but is a member of a closeknit community which requires loyalty and in return, offers fellowship

Then of course, there is the simple down-to-earth advantage that School uniform offers; it is, in the long run, the most economical form of dress for everyday School wear

For those reasons, the School uniform is worn. The correct School uniform must never be worn in part

(a) Correct School uniform must be worn to and from School, and at other times specified by the Headmaster. In public, blazers must be worn by both boys and girls

(b) All clothing must be clearly marked with name tags. All shoes need to be named

(c) Parents are asked to purchase the particular brands of clothing which are specified. Do not be persuaded into buying articles which are not regulation. You may check either with Head of House, Head of Senior School or with the Assistant Head or the Head of Junior School if you are unsure about any article of clothing

(d) Neither visible make-up nor nail-polish may be worn during the School day or when School uniform is to be worn. Students wearing make-up or nail-polish will be required to remove it>/p>

(e) Jewellery must not be worn with School uniform. The only jewellery permitted is a wrist watch, SOS identification on long neck chain, or, for girls with pierced ears, ONE pair of small plain silver or gold studs or sleepers worn in the ear lobe. Boys may not wear ear jewellery. Jewellery will be confiscated by staff members if guidelines are not observed. Nose studs are not permitted nor are plastic 'false' replacements for any piercing

(f) Hairstyles - Girls' Hair which is below shoulder length must all be tied back in a pony tail or plaits. Extreme hair styles or unnatural colourings are not acceptable. If combs or clasps are worn, they should match hair colour and not be extreme in size or style. No flowers please. If ribbons are worn, they must be dark brown, navy blue, gold or cream for every day wear. Navy blue ribbons are required for special occasions e.g. Speech Night, Grammar in Concert. Boys' Hair should not overlap the collar; sideburns are not to be lower than the ear-lobe. If hair overlaps the ears, it must not extend past the ear-lobe. Extreme hair styles or colours are not acceptable

(g) Summer or winter uniform will be worn in first, second and fourth terms as the weather dictates. Winter uniform is to be worn throughout third term unless otherwise notified by the Head of Senior School or Head of Junior School

(h) Shirts and blouses must be tucked in and cuff buttons done up. Top button is to be fastened and tie knot in position

(i) On days of extreme heat "TIES OFF" may be declared. On such days, ties may be removed and stored away in lockers and blazers need not be worn at any stage. When TIES OFF has been notified, only those students wearing approved hats (and preferably sunscreen) will be permitted onto the main ovals

(j) Non-uniform hats may not be worn

(k) Guidelines for lapel badges. Please note that the only badges which may be worn are School badges or those marking specific awards e.g. House badge, Outdoor Education Leader's badge, Duke of Edinburgh's Award badge.

When the School is involved in a particular fund-raising campaign e.g. Daffodil Day for the Cancer Council, badges purchased to support the activity may be worn for the period of the campaign. Students displaying inappropriate badges will be asked to remove them. Any student who wishes to check about wearing of a particular lapel badge is welcome to speak to the Assistant Head.

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GIRLS' UNIFORM :

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  Regulation brown blazer must be worn to and from school each day

  Regulation kilt worn at mid-calf length. Kilt to be secure at the waist

  Regulation jumper

  Regulation navy blue panty hose or navy blue knee length socks worn with kilt only. No bare leg visible

  Regulation summer dress, knee length

  White perfectly plain ankle length socks with a turn-over top worn with summer dress

  Black polished leather lace-up shoes e.g. Clark's Marly, Decade or Piper, or similar. (No boots, no 'slip-ons', no suede leather, sports or platform soles or built-up heels permitted)

  Regulation cream blouse (Fairmark)

  A perfectly plain white T-shirt may be worn under the blouse for extra warmth

  Regulation Tie

  Accessories: scarves, gloves or mittens must be dark brown or dark blue (School colour trim optional)

  Hats - students are required to have the regulation straw hat or school cap or bucket hat to wear in the summer months. A school beanie is available for O.E. and winter sports

  Regulation navy blue slacks are optional for Junior School girls, worn with navy tights or navy socks

  Optional spray jacket or new track top and school track pants may be worn by girls when riding a bicycle. The new waterproof track top may be worn to and from school in wet weather. The spray jacket or new track top does not replace the School blazer in any other circumstances

Girls' Sports' Uniform

  Regulation yellow shirt

  Regulation shorts

  Regulation tracksuit pants with top

  Sport Shoes (non marking soles essential)

  Regulation School bathers

  White sports' socks

  Regulation football socks will be required for members of the School Football and Hockey teams

  Regulation athletics singlet will be required for members of the School Athletics team

  Regulation baseball style cap or bucket hat

  The regulation sports' uniform is to be worn to all Physical Education and swimming lessons, to athletics and sports

  Regulation navy blue (new) or royal blue shorts. (The microfibre navy shorts may be worn over school bathers for PE lessons and non-competitive swimming)

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BOYS' UNIFORM

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  Regulation brown blazer must be worn to and from school each day

  Regulation wool jumper

  Black polished leather lace-up shoes e.g. Clark’s 24se7en, Daytona or Decade, or similar. (No boots, no 'slip-ons', no suede leather, sports or platform soles or built-up heels permitted)

  Grey trousers (long in Senior School, short or long in Junior School)

  Black or dark grey socks

  Grey walk shorts optional in summer worn with long regulation walk socks (Shorts may not be worn in Term in the Senior School)

  Regulation cream shirt, collar attached style, long or short sleeves

  School tie

  A perfectly plain white T-shirt may be worn under the shirt for extra warmth.

  Hat - students are required to have the regulation baseball style cap or school bucket hat to wear in the summer months. A school beanie is available for O.E. and winter sports

  Optional spray jacket or new track top may be worn when riding a bicycle. The new waterproof track top may be worn to and from school in wet weather. Full uniform must be worn at school. The spray jacket or new track top does not replace the School blazer in any other circumstances.

 

Boys' Sports' Uniform

  Regulation yellow shirt

  Regulation blue shorts

  White socks (cotton, absorbent soles preferred)

  Sport Shoes (non marking soles essential)

  Regulation tracksuit pants with top

  Regulation football jumper (for winter sport)

  Regulation football socks

  Regulation athletics singlet will be required for members of the School Athletics team

  Regulation School bathers

  Regulation baseball style cap or bucket hat

  The regulation sports uniform is to be worn to all Physical Education and swimming lessons, to athletics and sports

  Regulation navy blue (new) or royal blue shorts. (The microfibre navy shorts may be worn over school bathers for PE lessons and non-competitive swimming)

School Bag

A regulation school bag is required. These are available from the uniform suppliers

Year 12

Students in Year 1 may purchase and wear a Year 1 tie and jumper. The jumper may be worn under the School blazer, but does not replace the School blazer

Year 9

The Year 9 “work” top may not be worn under, or in place of, the School blazer

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Parents and Parties – Safety, Consistency and Courtesy.

How can you take appropriate responsibility for your own children and their friends and guests and still host a joyous celebration?

What constitutes good manners in the 21st Century?

A number of parents have expressed considerable concern about the availability of alcohol, the decline of communication between parents and the limited adult involvement in the preparation for teenage parties.

We cannot assume that all parents are comfortable with underage drinking, even when it appears to be controlled and supervised.

There have been situations where children have been at risk and their hosts have been left to deal with ugly or potentially dangerous behaviour.

There have been situations where parents appear to have been negligent or naïve in taking insufficient responsibility for the management of parties and gatherings.

While the School can respond to inappropriate behaviour at School, it has no control over what happens elsewhere. Nevertheless, some parents feel that adults who betray the trust involved in caring for others’ children have also betrayed the School community that they and their children share.

At the same time, those who do not establish appropriate boundaries with their own children create an unfair burden for other hosts.

The participants in the Parents’ Forum held on 20th November, 2006, singled out a number of steps which they felt were essential for safe and acceptable social events:

1. Communication between parents prior to parties. All invitations should include contact details of host parents.
2. Guests’ parents should make contact and provide their own contact details in turn.
3. Organisation of visible and active adult supervision.
4. The availability or non-availability of alcohol should be plainly stated and the latter fully respected by all involved. Clear communication between parents and children is needed here.
5. On NO account should alcohol be taken to parties by underage drinkers.
6. Host parents must be able to contact guests’ parents regarding collection should there be a need for it in the course of the evening.
7. Arrangements for pick up should be stated on the RSVP and adhered to.
8. Only invited guests should be welcomed at parties – no ‘friends of friends’ and no mobile phone invitations should be accepted.
9. Parents need to be fully aware of who and how many are invited, and what the terms of the invitation are.

If boarders are invited, the protocols regarding leave must be observed and appropriate communication established with the responsible Head of House.

Invitations should include:

• Time, place and style of party
• Explicit ban on alcohol if preferred
• Contact details of parents hosting the party
• Provision for a written reply including the contact details of the parents or whoever they nominate as contactable during the party
• The time of the pick-up and the arrangements for it

Party Tips:

• Lots of food, lots of water, lots of soft drink
• Lots of activity – accessible, danceable music, pool table, table tennis, dance prizes, videos and games that are age appropriate
• Sensible time frame – don’t start too early and finish too late

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ANAPHYLAXIS MANAGEMENT POLICY

1. COMMUNICATION PLAN

1.1 EDUCATION ABOUT SERIOUS ALLERGIES/ANAPHYLAXIS IN THE SCHOOL COMMUNITY:

1.2 ANAPHYLAXIS MANAGEMENT PLANS:

2. ANAPYLAXIS MANAGEMENT STRATEGIES

2.1 STAFF TRAINING IN EMERGENCY MANAGEMENT OF SERIOUS ALLERGIES INCLUDING THE USE OF AN EPIPEN:

2.2 STRATEGIES TO REDUCE EXPOSURE TO ALLERGENS:

Risk - Strategy Table

Severe Allergic Reactions

It appears that the incidence of severe allergic reactions is on the increase generally in the community. Ballarat Grammar is implementing this allergy policy to ensure that students and staff are made familiar with some common serious allergies and are informed on how to manage an allergic reaction, in particular, anaphylaxis. It is a requirement of all Victorian schools that an anaphylaxis management policy is in place for every school with students at risk of anaphylaxis.

Reactions usually begin within minutes of exposure and can progress rapidly at any time over a period of up to two hours. A student at risk of anaphylaxis will often recognise the early symptoms of an allergic reaction before any other signs are observable.

Common symptoms are:

• flushing and/or swelling of the face;
• itching and/or swelling of the lips, tongue or mouth;
• itching and/or a sense of tightness in the throat, hoarseness, difficulty in breathing and/or swallowing;
• hives, itchy rash, and/or swelling about the face, body or extremities;
• nausea, abdominal cramps, vomiting and/or diarrhoea;
• shortness of breath, repetitive coughing and/or wheezing;
• faint, rapid pulse, low blood pressure;
• light headedness, feeling faint, collapse;
• distress, anxiety and a sense of dread.

Anaphylaxis is a severe and sudden allergic reaction that can be life-threatening. It occurs when a susceptible person is exposed to an allergen or trigger, the common ones being:

• foods (peanuts and nuts, shellfish and fish, milk, egg)
• insect bites (bees, wasps, jumper ants)
• medications (antibiotics, aspirin)
• latex (rubber gloves, balloons, swimming caps)

Although death is rare, an anaphylactic reaction always requires an emergency response. Prompt treatment with injected adrenaline is required to halt progression and can be lifesaving. Fortunately anaphylactic reactions are usually preventable by implementing strategies for avoiding allergens.
Ballarat Grammar cannot guarantee a completely allergen free environment; however we are taking steps to become an “Allergy Aware” school. The School’s policy is aimed at minimizing the risk of anaphylaxis through:

1. Greater awareness and education of serious allergies in the school community;
2. Effective communication between families and the school, including developing anaphylaxis management plans for students with serious allergies;
3. Training of staff to respond appropriately in an emergency, and
4. Having strategies in place to reduce exposure to allergens.

This policy applies to all students, staff and parents at Ballarat Grammar School, and cooperation is required to ensure a safe environment for at risk students.

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COMMUNICATION PLAN

1.1 EDUCATION ABOUT SERIOUS ALLERGIES/ANAPHYLAXIS IN THE SCHOOL COMMUNITY:

• The Headmaster of the School is responsible for ensuring that a communication plan is developed to provide information to all staff, students and parents about anaphylaxis and the School’s anaphylaxis policy.
• The Headmaster is responsible for ensuring that all staff are briefed at least twice a year (the first to held at the beginning of the School year) by a staff member who has up to date anaphylaxis training, on:
  1. the school’s anaphylaxis management policy;
  2. the causes, symptoms and treatment of anaphylaxis;
  3. the identities of students diagnosed at risk of anaphylaxis and where their medication is located;
  4. how to use an adrenaline auto-injecting device, including hands on practise with a trainer adrenaline auto-injecting device 8; and
  5. the school’s first aid and emergency response procedures.
• Information is provided on the web pages, in the School Planner, in documents provided to all current families and to new families as part of the enrolment procedures, and also in the Bulletin, on School policy on managing serious allergies.
• All staff who teach, are on supervision duty, accompany excursions and School camps, or who supervise sporting events, have training in anaphylaxis management and are provided with appropriate medical details of the children in their care.
• Coordinators of volunteers and casual relief staff advise them of students at risk and their role in responding to an anaphylactic reaction by a student. The staff of the Health Centre coordinate the provision of this information.
• It is the parent’s responsibility to educate their affected child in the self-management of their food allergy, including allergy avoidance and how and when to inform an adult if they need help.

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1.2 ANAPHYLAXIS MANAGEMENT PLANS:

• The Headmaster is responsible for ensuring that an individual anaphylaxis management plan is developed for any student who has been diagnosed by a medical practitioner as being at risk of anaphylaxis.
• An individual anaphylaxis management plan will be in place as soon as practicable after the student enrols, and where possible before the student's first day at School.
• An individual anaphylaxis management plan will set out the following:
  1. Information about the diagnosis, including the type of allergy or allergies the student has (based on a diagnosis from a medical practitioner).
  2. Strategies to minimise the risk of exposure to allergens while the student is under the care or supervision of School staff, including camps and excursions.
  3. The name of the person/s responsible for implementing the strategies.
  4. Information on where the student’s medication will be stored.
  5. The student’s emergency contact details.
• Parents of children with allergies are required to provide medical information so that each child at risk has an Emergency Procedures Plan providing appropriate emergency procedures, signed by a doctor, which is to be reviewed (i) annually, (ii) if the student’s medical condition changes, and (iii) immediately after a student has had an anaphylactic reaction at School.
• It is a mandatory requirement that any student who has been prescribed an EpiPen must provide an EpiPen and Anaphylaxis Action Plan for the school, available from www.allergy.org.au. Parents/guardians of an allergic child are responsible for supplying the EpiPen and other required medication and ensuring that the medication has not expired.