FINLEY PUBLIC
SCHOOL
Providing Excellence in Education
Since 1895
Prospectus and Information Booklet
FINLEY PUBLIC
SCHOOL
Providing Excellence in Education
Since 1895
Welcome to Parents and Children
Contents
Contents Page 1
Principal’s Letter Page 2
Vision Statement Page 3
Staff Page 4
Core Values and Beliefs Page 5
Exit Outcomes Page 6
Curriculum Page 7
Key Learning Areas Page 8
Special Focus Programs Page 12
Assessment and Reporting Page 13
Parent Involvement Page 13
Protocol for Dealing with Concerns
and Discipline Issues Page 14
Homework Page 15
Student Welfare Page 16
PBL -Positive Behaviour for Learning Page 17
School Rules Page 18
School Hours Page 23
School Attendance Page 23
Immunisation Page 23
Bus Travel Page 23
Playground Routines Page 24
General School Contributions Page 24
Enrolment Procedures Page 24
School Uniform Page 25
Kindergarten Page 26
Newsletter Page 27
Medical Procedures, Accidents or Illness Page 27
Money Page 27
School Counsellor Service Page 27
Lost Property Page 27
School Library Page 28
Book Club Page 28
Excursions Page 28
Financial Difficulties Page 28
Cultural Visits Page 28
Scripture Page 28
School Captains and Student Representative Council Page 29
Finley Public School Prospectus Page 1
Finley Public School Students being at all times at the heart of the matter.
Dear Parents and carers,
At Finley Public School we pride ourselves in providing a warm, caring, learning environment
whilst striving to meet a wide variety of student needs. Thank you for considering working in
partnership with us to meet the needs of your child.
Programs and facilities offered at Finley Public School include:
Extension activities - staff provide extension for small groups of students, both in the
classroom and at lunchtime, across a variety of curriculum areas including technology and
performing arts. Lunchtime activities include Sport, Library, Technology, Choir and
Gardening.
Learning Difficulties Support five days a week.
Reading Recovery - an intensive one-to-one reading program with Year One students each
day.
Technology - integrated into daily learning. We have interactive whiteboards, laptops and
computers and iPads in every classroom. The computer student ratio is 1:3. The school is
fully networked and linked up to the Internet. .
A very well resourced Library.
Student Representative Council - students meet regularly and are involved in decision
making in the school.
Spacious play areas.
Shaded play equipment.
At Finley Public School we are committed to working closely with our parents. The Parents and
Citizens Association (P&C) is actively involved in both a supportive and decision making role.
Your involvement in the classrooms, P&C and the canteen during your time at Finley Public
School will be warmly welcomed.
Regards
Amanda Lyons
Relieving Principal
Finley Public School Prospectus Page 2
Finley Public School
Vision Statement
Students being at all times at the heart of the matter.
Students, staff and parents working, individually and in
partnership, to meet the daily challenge of improving
performance, and maximising the potential of every student.
The whole school community committed to equipping our students
with the skills to be life long learners.
All students taking an active role in their learning so that
individual potential is maximised.
Encouragement, opportunity and challenge extended to all in
their endeavours.
Equipping our students with the values, beliefs and skills upheld
by the whole community, thereby enabling them to become
valued, contributing members of society.
The physical, social, emotional and intellectual needs of our
students being met so that their learning outcomes can be
maximised. This includes catering to their different needs and
learning styles and providing a varied curriculum.
Finley Public School staff working as a team, displaying mutual
respect and demonstrating the concepts of:
1. loyalty to our students, staff and parents,
2. integrity,
3. honesty,
4. equity and
5. fairness to all.
Finley Public School Prospectus Page 3
Staff
Relieving Principal Amanda Lyons
Assistant Principal Cherilyn Taig
Relieving Assistant Principal
Jacinta Lewis Class Teachers Tamara Ackers Carly Almond Luke Brooks
Kristen Dring Kylie Edwards Nathan Haley
Tiffany Hughes Ruth Haynes - LaST Jacinta Lewis - RAP
Allison Rourke Cherilyn Taig - AP
Nikki Wane Kirsty Willis
School Learning Support Officers Julie Congram
Matthew Hannan Ann Jones
Chelsea McDonald Janene Scott
Rose Tilley Jeannette Wakefield
Tanya Wilson Relieving School Administration Manager
Sasha Wood School Administration Officer
Jane Coombs Wendy Daniel Senior Cleaner Anne Trevaskis
Karen Saines Ground Staff Ken Gardiner
Canteen Supervisor Kelly Taylor
*A full list of teaching staff is provided at the beginning of the year in the School’s Newsletter.
Finley Public School Prospectus Page 4
Finley Public School
Our Core Values and Beliefs
We believe we should:
Provide an equal opportunity to all of our students.
Ensure that learning experiences are varied, fun, stimulating, challenging and motivating.
Provide teaching and learning experiences that include a
variety of styles and strategies in order to cater for
individual needs and differences.
Encourage all students to take an active role in their
learning.
Assess students’ work and give them immediate feed-
back on their progress. By doing this we encourage all students to strive for their best.
Promote a positive and collaborative relationship between our students, staff and parents.
Finley Public School Prospectus Page 5
FINLEY PUBLIC SCHOOL
EXIT OUTCOMES
At the end of their education at Finley Public School we want our students to
be:
literate
So they can realise their
numerate potential whilst at High
School and later in life.
technologically literate
caring, nurturing, courteous, responsible and respectful citizens
independent thinkers and creative problem solvers who can communicate
effectively
appreciative of the cultures and uniqueness of others
appreciative of languages, music and art
able to make informed health, lifestyle and environmental decisions
PROUD AUSTRALIANS who are lifelong learners.
Finley Public School: Staff
P & C
}
Finley Public School Prospectus Page 6
Finley Public School Prospectus Page 7
CURRICULUM
The Department of Education and Communities provides curriculum statements for the guid-
ance of schools in developing their specific curricula and in formulating their programs.
Class programs at all levels give regular attention to the sequential development of skills in the
following major learning areas:
English
Mathematics
Science and Technology
Human Society and Its Environment
Creative and Practical Arts
Health, Physical Education and Personal Development.
In addition to the major Key Learning Areas, Cultural Diversity and Equity is promoted by the
use of support documents and curriculum, including:
Multicultural Education Policy
Aboriginal Policy
Non-sexist Education Policy
Anti-racism Policy
Environmental Education Policy.
Technology is used in daily learning.
Our school values acceptable standards of behaviour, including the need to be a part of a
society which has specific moral codes applicable to all members of that society.
Departmental Policies in this area include:
Student Welfare: Developing School Policies and Programs
Student Welfare: Developing and Maintaining Effective Discipline
Personal Development Policy.
Our school supports students in Specific-Needs Groups within the community such as:
the talented child
the education of students with severe intellectual disability
students with learning difficulties
integration of moderate support needs students.
In partnership with the parent body and the community, we endeavour to provide an education
for all children that best suits each individual. With your continued support we are sure the
education of your children will continue to be of the highest quality available.
Finley Public School Prospectus Page 8
Key Learning Areas (KLA)
Literacy
Covers the areas of Talking and Listening, Reading and Writing.
Throughout the years of primary schooling, teachers will encourage the development of their
students’ enjoyment, confidence and independence in using spoken and written language.
The following outcomes apply at all levels:
Students will:
Develop an enjoyment of, and an appreciation for, the various uses of the spoken and
written language
Develop effective listening and communication skills
Sight read fluently and with understanding
Engage in reading for purposes of study and
pleasure
Systematically find and record information
Develop a fluent and legible handwriting style
Competently use a word processing program
Learn to spell most words accurately
Present ideas and information clearly in a
grammatically correct written text.
Numeracy
Covers the areas of Numbers and Algebra, Space, Measurement and Geometry, Statistics and
Probability.
Students’ attitudes to Mathematics are related to many issues: the classroom environment,
the amount of success they experience and the attitudes of those adults with whom the
students have most contact - their family and their teachers.
Here are some suggestions for parents about how to promote positive attitudes to
Mathematics:
Praise your children’s efforts at measuring, counting, calculating. Emphasise positive
aspects, such as enjoyment, satisfaction and “having a go”
Encourage children to make discoveries for themselves and to talk about them
Don’t always tell them the answers, but encourage them to find their own answers
Listen to children talking ‘mathematically’ as they play shops, schools and other games.
This will give you an insight into how they think through problems and calculations
Encourage discussion about how things work, eg. kitchen scales, garden sprinkler
Encourage girls as well as boys to play and build with blocks and everyday objects
Avoid stereotyping your expectations of achievement for daughters compared to sons
Ask for a guess or estimate of amounts or distances
Play games with your children to show that mathematics related activities are fun for
everyone and can be shared
Keep lots of everyday material on hand for projects and model building, e.g. empty milk
cartons, cereal packets, cotton reels, straws, margarine tubs, orange juice bottles
Have a calculator in the house and encourage the use of games that lead to the discovery
of some of the exciting properties of number
Involve your child in real mathematical experiences at home, such as compiling shopping
lists, estimating costs, counting out change, measuring ingredients for cooking, setting
the table and looking for patterns in floor and wall tiles
Encourage all children to be involved in spare time activities that require ‘hands on’
mathematical skills, e.g. making models and assembling kits
Discuss homework and schoolwork with your children, especially any problems they are
having.
The following outcomes apply at all levels.
Students will:
Be able to explain mathematical situations using everyday language
Be able to problem solve about mathematical situations
Use number skills and recall them to solve real life problems
Represent and interpret information using mathematical terminology
Be able to select and use a wide range of aids or technologies to help solve
mathematical problems.
Science and Technology
This is the learning area in which all students learn about the natural and made environments by
investigating, by designing and making and by using technology. The following outcomes apply at
all levels.
Students will:
Develop their knowledge and understanding of the process of investigation
Be able to investigate the natural and made environment
Develop their knowledge and understanding of the process of designing and making
Be able to design and make products, systems and environments to meet specific needs
Develop their knowledge and understanding of the technologies people select and use;
how these technologies affect other people, the environment and the future
Be able to select and use a range of technologies
Develop their knowledge and understanding of; Built Environments; Information and
Communications; Living Things; Physical Phenomena; Products and Services and Earth and
Its Surroundings.
Science and Technology learning experiences assist students to:
Provide opportunities for the development of creativity, flexibility and innovativeness
Understand the world and the things that influence it
Develop their understandings of scientific concepts
Evaluate and use the products of technology
Find, make judgements about and use information effectively.
Finley Public School Prospectus Page 9
Finley Public School Prospectus Page 10
Personal Development, Health and Physical Education (PD/H/PE)
This key learning area:
Encourages an understanding and valuing of self and others
Promotes physical activity
Emphasises informed decision-making leading to effective responsible action.
The aim is to develop in each student the knowledge, skills and attitudes needed to reach
fulfilling lives. This aim will be achieved by developing in each student:
Self-esteem, social responsibility and well-being
Movement skills and personal fitness
The ability to make informed health and lifestyle decisions.
There are eight content strands:
Growth and Development
Interpersonal Relationships
Personal Health Choices
Safe Living
Fitness and Lifestyle
Games and Sports Skills
Human Movement
Dance
With more than eight representative sports teams to choose from, our students are
encouraged to make healthy, active lifestyle choices from Kindergarten to Year 6.
Human Society and It’s Environment (H.S.I.E.)
This key learning area deals with society – it’s structure, how and where we live, our diversity
and our relationship with the environment- particularly Australia.
Students will be involved in such studies as:
Social justice
Intercultural understanding
Ecological sustainability
Democratic process
Beliefs and moral codes
Lifelong learning.
The aim of H.S.I.E. is to develop in students the values and attitudes,
skills and knowledge and understandings that:
Enhance their sense of personal, community, national and
global identity
Enable them to participate effectively in maintaining and
improving the quality of their Society and environment.
The outcomes achieved from these studies are grouped
under the classifications:
Change and Continuity
Cultures
Environments
Social Systems and Structures
which incorporates Aboriginal, citizenship, environment, gender, global, multicultural and
work perspectives. Each topic area has several specific outcomes and are based on stage
levels aimed at the skill and understanding capabilities of the students at each level.
Finley Public School Prospectus Page 11
Creative Arts This area covers Visual Arts and Crafts, Performing Arts (Drama) and Music.
Students enter Primary School with some experiences of Creative and Practical Arts. By devel-
oping this understanding, knowledge and skill, teachers help students express their ideas and
respond to their world with an increasing level of conceptual and aesthetic awareness.
Creative and Practical Arts are an essential part of a balanced Primary Education.
Visual Arts and Crafts
Visual Arts and Crafts hold a special appeal for children. From the moment they grasp an
object and discover that it can make marks on a surface, or reshape a piece of modelling
material, they quickly become immersed in the process and this makes effective learning easy.
In the classroom children use the various art materials in workshop conditions as they are then
free to experiment and take risks. The expression of ideas - the content of the piece - is the
first priority. Artistic concepts and techniques are then developed through regular use.
Ultimately, the students learn through doing.
Performing Arts (Drama)
Performing Arts helps to develop in children positive attitudes towards themselves and others,
through the medium of co-operative drama activities. It provides opportunities to assist
learners to achieve their full potential in drama through the use of their bodies (e.g. hands,
face, full body movements), their speech (e.g. volume, intensity, enthusiasm), and their
imagination, to capture and express emotions, actions and events.
Music
When children arrive at school, many of them have only a limited experience of music, but
there is a fundamental basis from which to begin. Much of the children’s musical heritage will
be that of film score, television jingles, current popular songs and the like.
Unlike their language experience they have not had to apply their musical knowledge; they have
heard it but have not had to actively respond. The role of our school is to assist children to
make sense of this knowledge and to become actively involved in it. The task of our school is to
provide opportunity for the experimentation, investigation and manipulation of musical and ex-
periences in materials. To this end we have a fully equipped music room to provide for lessons
and experiences in guitar, drums and keyboard.
SPECIAL FOCUS PROGRAMS
A number of special focus programs are run by Finley Public School. These programs are
designed to meet the individual needs of every child who attends Finley Public School.
Tournament Of The Minds (TOMS)
Students who are gifted, talented or who have a special interest, participate in this activity.
Individual and group programs cater to the specific needs of these children.
Reading Recovery
The school employs a specially trained teacher who gives daily one to one reading lessons to Year 1 stu-
dents who haven’t achieved the basics in reading. It is a lynch pin in the school’s strategy to
ensure everyone can read and read well.
Learning Support Team
The Learning Support Team is responsible for the identification, monitoring and support of all
students experiencing learning difficulties, with the main focus being literacy and numeracy.
Short and long term support is provided in class to those students who have been identified by the
Learning Support Team.
My Kitchen Garden
The aim of My Kitchen Garden is to deliver pleasurable food education to all students from K-6 across
all abilities and diverse learning needs. The program emphasises the flavours as well as the health ben-
efits of fresh, seasonal food. Dishes cooked reflect the vegetables, herbs and fruits grown, season-by-
season, by the students in their organic gardens. Dishes cooked make extensive use of grains, pulses,
pasta and legumes. Our Kitchen Garden teacher emphasises balance and moderation, and endorses the
concept of preparing fruit-based desserts ‘sometimes’ only. In addition, the program delivers observa-
ble social benefits to all students, including those with special needs.
Finley Public School Prospectus Page 12
Finley Public School Prospectus Page 13
ASSESSMENT AND REPORTING
INTERVIEWS AND REPORTING TO PARENTS
All staff are always willing to discuss your child’s progress with you. Should you have any con-
cerns please make an appointment to see your child’s teacher.
The current Assessment and Reporting procedures include:
Parent/Teacher Interview Term 1
Written Report Term 2
Written Report Term 4.
PARENT INVOLVEMENT
Children learn best when parents and teachers work together in partnership, and when parents
and teachers share the responsibility for this partnership.
Parents are welcome at all times to participate in school activities by:
Attending P & C meetings
Working as a volunteer at the School Canteen
Assisting with school excursions
Supporting fundraising activities
Attending class and curriculum information sessions
Attending parent interview sessions
Attending various sporting and classroom activities
Listening to children read
Promoting the school within the community
Sharing and expressing your opinions and ideas
Attending our whole school Assemblies
Parent and community involvement in school life is essential in encouraging children to learn.
Parents of all children at this school are urged to show an interest in the education of their
children by keeping in touch with the school through personal contact, reading school
newsletters and other notes which are sent home at various times as well as keeping up to date
with facebook, and our website. The school relies on parental support in many areas, e.g. the
parental bodies, assistance with sporting functions, classroom and general school activity help,
working bees and overall encouragement and guidance of all school students.
PARENTS & CITIZENS’ ASSOCIATION
Meets every fourth Monday evening of each month to be informed of the progress of the
school’s activities and to support the school financially. To be an effective organisation it is
necessary for as many parents to be involved as possible.
CANTEEN
The P&C currently operates a Canteen 3 days per week– Monday, Wednesday and Friday. It is
staffed by a Canteen Supervisor and voluntary helpers. You are encouraged to offer your help
on a roster system to ensure the smooth running of the Canteen. Profits from the Canteen as-
sist the school in purchasing educational resources for all students. A lunch order box is in the
office for students to place their orders before school.
Finley Public School Prospectus Page 14
PROTOCOL FOR DEALING WITH CONCERNS AND
DISCIPLINE ISSUES
At times you may have questions about issues concerning your child in the classroom, the
playground or travelling to and from school. By following the correct procedure, these matters
can usually be cleared up quickly and to the satisfaction of the parties concerned.
STEP 1 Talk to the class teacher
The teacher is the person who has daily contact with your child and is the person responsible
for ensuring that the needs of each child in their care are being met. They are usually the
person most aware of any concerns or difficulties your child might have. They are also the
person who most needs to know of any concerns or difficulties that your child is having. The
class teacher is the best person to explain the hows and whys of the learning program being
implemented in the classroom.
Please feel free to make an appointment to see the classroom teacher, or give them a
call, anytime you have any concerns. Your child’s welfare is their greatest concern.
STEP 2 Talk to the classroom teacher’s support person
Every teacher in the school has a support person. The support person, a member of the
Executive*, monitors the classroom teacher’s Program. They are responsible for supporting the
classroom teacher and ensuring that the needs of each student are being met. After the
classroom teacher, the supervisor is the best person to explain the hows and whys of the
learning program being implemented or to monitor students in need.
Please feel free to make an appointment to see the supervisor, or give them a call,
anytime you have any concerns. Your child’s welfare is their greatest concern.
STEP 3 Talk to the Principal
The Principal supervises the Executive staff. They are responsible for supporting the
Executive and ensuring that the needs of each student are being met. The Principal and the
Executive also discuss broader issues across each stage of learning and the management of the
school.
If you have talked to the classroom teacher and their support person and your concerns
continue, please feel free to make an appointment to see the Principal.
Members of the P&C also represent the school community and can be contacted at any
time for advice or support. If you are unsure who your representatives are, the office staff
will be able to inform you.
At no time are adults to enter the school grounds to discipline or discuss issues with students who are not their own children. * The Executive are the two Assistant Principals. Whom they support may change from year to year. Ask the
classroom teacher or give the office a call if you need the name of the classroom teacher’s support person.
Finley Public School Prospectus Page 15
HOMEWORK
Homework fulfils many functions. It helps students build on what they learn in the classroom
and can include:
practicing concepts learned during the school day
preparing a project or an assignment
mathematics e.g. times tables
reading to improve reading skills
watching the news, documentaries, science programs, current affairs programs on TV
Responsibilities
The role of the teacher is to:
provide homework activities that are appropriate in content and time expectations to the
student’s level
monitor each student’s work.
The role of the student is to:
become an independent lifelong learner
monitor own progress
develop the habit of homework - study routine and time management.
The role of parents or care givers is to:
support and encourage students to complete homework
provide, if possible, a suitable (quiet, free from distraction) place for students to do
their homework.
The Finley Public School Homework Policy was developed in collaboration with parents, staff
and students. A copy of this document is available on request.
Finley Public School Prospectus Page 16
STUDENT WELFARE
WELFARE & DISCIPLINE POLICY Introduction
Discipline concerns the development of appropriate and responsible attitudes and behaviours in
students. It includes development of self discipline and the ability to distinguish right from
wrong.
Needs and Expectations
Staff have a right to:
work in a safe, healthy and pleasant environment.
Staff have a responsibility to:
follow agreed school/departmental procedures,
demonstrate a duty of care at all times.
Students’ Code of Conduct
Students have a right to:
be free from discrimination,
be respected,
learn and play in a safe, happy and stimulating environment.
Students have a responsibility to:
work to the best of their ability,
respect the rights of others to learn,
respect the property of others,
wear appropriate school uniform,
display good manners to peers, teachers, staff and visitors,
obey all school rules.
Parents’ Charter of Support
Parents have a responsibility to:
send their child/children to school in a fresh and positive way ready for the day’s events,
ensure their child/children’s safety when travelling to and from school,
follow school procedures in relation to student absences and medication,
provide their child/children with a healthy lunch and appropriate uniform,
take an interest in their child/children’s education by assisting with home study,
support and uphold the Student’s Code of Conduct at home and within the community,
promote the school to enhance enrolments and provide greater resources for the school,
become an active member of the P & C,
maintain open and honest channels of communication with their child’s teacher,
attend suspension resolution meetings with the principal if and when the need arises.
Finley Public School Prospectus Page 17
Positive Behaviours for Learning
PBL
Finley Public School recently introduced PBL as a whole school program to ensure the consistent
approach to awarding students for dedication to their learning and monitoring student
behaviours.
PBL focuses on the whole school values; Be Respectful, Be Responsible and Be a Learner. Stu-
dents are expected to adhere to these values at all times.
Teaching Staff explicitly teach these values along with the rules and expectations which are to
be modelled by students in every area of the school, outside of school and in their learning
behaviours.
A set of behavioural guidelines has been developed for each area of the school for students to
be aware of and to follow. These guidelines ensure that a consistent approach to welfare and
discipline is followed.
Students are aware of the consequences that follow if behavioural expectations are not met
both in the classroom and in the playground or while representing the school.
The PBL awards system was developed to ensure that students continued to engage in their
learning to see a progressive achievement of awards culminating in the Platinum Student Award.
The whole school approach is beneficial to the student’s understanding and development of
Respect, Responsibility and life long learning.
Finley Public School Prospectus Page 18
School Rules
The most important rule for all of us at Finley Public School
is:
Everyone will act with courtesy and consideration to others at
all times.
This means the students of Finley Public School will:
1) Respect others.
2) Respect the property of others.
3) Play and learn safely in designated areas.
4) Allow other to work and play without interruption.
Finley Public School Prospectus Page 21 Finley Public School Prospectus Page 19
Respect Others
1. Listen when others are speaking.
2. Communicate respectfully by:
- taking it in turns, and
- looking at people when they are speaking to
you or when you are speaking to them
3. Make sure your body language matches what you are
saying.
4. Treat others as you would like to be treated yourself.
5. Co-operate in the classroom and playground.
Finley Public School Prospectus Page 21 Finley Public School Prospectus Page 20
Respect the Property of Others
1. Use other people’s property only with permission.
2. Be responsible for your own things.
3. Return borrowed/found equipment.
4. Share.
5. Take care of all equipment.
Finley Public School Prospectus Page 21 Finley Public School Prospectus Page 21
Play and Learn Safely in
Designated Areas
1. Be safe at all times. 2. Follow school and class rules. 3. Follow teacher directions. 4. Tell a teacher if there is a non-staff member in the playground. 5. Ask a teacher before you leave the school grounds or the classroom. 6. Say sorry if you hurt someone accidentally. 7. Play by the rules. 8. Walk in classrooms and between play areas. 9. Walk bikes in and out of the school grounds.
Finley Public School Prospectus Page 21 Finley Public School Prospectus Page 22
Allow Others to Work and Play
Without Interruption
1. Ask for help when needed, courteously.
2. Negotiate to join a game.
3. One person to speak at a time.
4. Let others finish their work.
5. Try your best.
Finley Public School Prospectus Page 23
SCHOOL HOURS
8.25 am School buses begin arriving
8.55 am Bell - morning classes commence
11.00 am Recess
11.30 am Middle sessions commence
1.00 pm Lunch
1.50pm Afternoon sessions commence
3.00 pm School ends
Students are instructed not to arrive at school before 8.25 am. No supervision is provided
prior to that time.
SCHOOL ATTENDANCE
Students should attend school on all days that the school is open. When a student is absent, a
phone call to the school office on the day or a note explaining the absence upon the student’s
return to school is required. Parents should ensure that all notes are signed and dated. Unsat-
isfactory attendance is reported to the Home School Liaison Officer who, if the need arises,
will make visits to the parent’s home to discuss reasons for such absences. Absences are rec-
orded on the end of semester report.
IMMUNISATION
The Public Health (Amendment) Act 1992 requires parents to provide documented evidence of
a child’s immunisation status on enrolment in schools, preschools and child care centres. From
1994 children enrolling in Kindergarten will be required to provide the school with an
Immunisation Certificate. Failure to do so may result in the child being excluded from school
during any vaccine-preventable outbreak of disease.
BUS TRAVEL
All children in Kindergarten to Year 2 are eligible for free bus travel. Children in Years 3 - 6
must live at least 1.6 km from school to be eligible. A conveyance subsidy is available for
parents who transport their children 1.6 km or more to a bus stop. More information can be
obtained the Transport for NSW website or the office staff can help with all enquiries
Finley Public School Prospectus Page 24
PLAYGROUND ROUTINES
The playground is unsupervised before 8.25am and children
should not arrive at school prior to that time.
Before School
All children are required to play in the playground.
A teacher is on duty.
Recess
This is specifically a 30 minute break for all children to have
something to eat, go to the toilet and prepare for the next school session. Two teachers are
rostered on playground duty.
Lunch (1.00 pm - 1.50 pm)
Two teachers supervise the eating of lunches.
One playground is available to all children.
Many activities are permissible during this time.
Two teachers are rostered on duty during this time.
Wet Weather
Children are supervised under the South or North COLA during wet weather.
GENERAL SCHOOL CONTRIBUTIONS
With the agreement of this school’s community we seek from parents and guardians a General
School Contribution. Funds raised through this contribution will be used to supplement
educational resources and programs in our school.
All funds raised from the General School Contribution are used to enhance the resources made
available to our students.
ENROLMENT PROCEDURES
For children enrolling at NSW Public Schools an Enrolment Form must be completed by a parent
or guardian.
Parents are required to ensure that their children are
enrolled at school from the age of 6 to 17 years.
However, children may be enrolled at school earlier,
provided they turn 5 on or before 31 July of that
year. Birth certificate or proof of date of birth,
immunisation status and proof of residence must be
sighted before the child is accepted at school.
Finley Public School Prospectus Page 25
SCHOOL UNIFORM
At Finley Public School we have a uniform that we expect the students to wear and parents to
support. The wearing of a school uni-
form indicates pride in the school and
shows other people that students are
aware of their school and it’s achieve-
ments.
WINTER UNIFORM
Girls
Brown Trousers or School Pinafore
Gold Long Sleeved Polo Shirt with logo
Brown woollen or fleecy jumper
White Socks
Brown or black shoes (or sport shoes)
Boys
Brown Trousers, Gold Polo Shirt
Brown woollen or fleecy jumper
White socks
Brown or black shoes (or sport shoes)
SUMMER UNIFORM
Girls Boys
Checked Dress/brown shorts & gold polo top Brown Shorts with gold polo shirt
White Socks White socks
Brown or black shoes (or sport shoes) Brown or black shoes (or sport shoes)
Hat Hat
SPORTS UNIFORM
Girls Boys
Brown or black shorts Brown or black shorts
Gold Polo Shirt with logo Gold Polo Shirt with logo
White Socks White Socks
Sport Shoes Sport Shoes
Brown Tracksuit may be worn for both Boys and Girls sports uniform on cooler days.
School Hat should be worn every day for sun protection and warmth.
Uniforms are available from Murray Hut Clothing and Outdoor & More.
We ask that your child does not wear: thongs, moccasins, sandals with high heels or wedge
heels that can cause ankle injuries, earrings other than sleepers or studs, other inappropriate
clothing, jewellery, makeup or nail polish These items can be the cause of health and safety
issues for children.
SECONDHAND UNIFORMS
The Hospital Auxiliary Opportunity shop and Shabby to Chic Soroptimists Shop has a small
supply of good secondhand uniforms for sale.
Finley Public School Prospectus Page 26
KINDERGARTEN
STARTING KINDERGARTEN
Is your child ready to start school?
Children mature in their own way and in their own time. Your decision about readiness for
school will be based on your knowledge of your child.
Families may have many reasons for deciding to enrol their child in school or to delay entry.
If you have any concerns about how the school will cater for your child, or think your child
could benefit from delayed entry, you should feel free to discuss these with the school staff.
Preparing your child for the first day at school
If your child is to have a happy beginning to school life, it’s important for you yourself to have a
positive attitude towards the school and the teachers. Let your child see that you feel
enthusiastic about school. Answer questions in a positive way. By being enthusiastic about your
child going to school you will be encouraging a happy and productive partnership between home
and school.
Although exciting, starting school can be quite an adjustment for children and families. For
some children school may at first seem quite large and strange. The joint support of parents,
family members and teachers can help all children to feel safe and secure.
It’s easier for other children to adjust to school if they have had practise in:
talking with children and adults and communicating their needs to them
playing with other children the same age and older
staying with others - family, friends or other carers
following simple directions
sharing and taking turns
going to the toilet independently and washing their hands afterwards
putting on and taking off items of clothing including shoes and socks, without help
recognising and looking after their belongings
opening and closing lunch boxes and school back packs
recognising their name.
Finley Public School Prospectus Page 27
NEWSLETTER
The newsletter is emailed to families each Monday and is available on your email when your
address is supplied. The newsletter is also uploaded to the school’s website, www.finley-
p.schools.nsw.edu.au . A paper copy is available via written request.
MEDICAL PROCEDURES, ACCIDENTS OR ILLNESS
If your child requires first aid and medication to be administered by school staff during school
hours please note the following conditions:
Medication includes - cold medication, antibiotics, paracetamol.
All requests should be in writing.
The medicine should be clearly marked with the child’s name.
The instructions for administering the medication should be clearly written.
The medication should be brought to at the front office so it can be stored in a safe
place which is not accessible to children. (we realise there may be some cases where stu-
dents require quick and easy access to medication, for example, asthma pumps - again
this must be made very clear to all concerned.)
First aid is administered at school for minor problems. Other medications e.g. Aspro and
Panadol cannot be given. Parents are notified of any serious problems and an ambulance
is contacted. Parents are requested to complete a medical form when they enrol a
child at school.
Sick children must be kept home in the event of infectious diseases until the symptoms
disappear or doctor’s written advice is received to the contrary. If the child is not well
at the start of the day then they should not be sent to school. Parents should use their
discretion about this and should always inform the teacher in writing of the illness when
the child returns to school.
MONEY
Sending Money To School
Students will be required on many occasions to bring permission notes and money to school
throughout the year for various reasons - cultural performances, excursions, book club and so
on. Please ensure that any payments are brought to school in a sealed envelope, with the
student’s name clearly marked, so that none of the money (particularly coins) can fall out.
SCHOOL COUNSELLOR SERVICE
All children have access to the School Counsellor and the District Guidance Officer. These
officers assist parents and staff in the identification of learning difficulties, special needs and
help in the areas of personal development, self-esteem, study skills and interpersonal
relationships. The Counsellor is also available to parents and contact can be made through the
school. A permission note is required before testing is administered by the School Counsellor.
LOST PROPERTY
Label everything! Whilst every effort is made to recover and store lost property, the
school cannot accept responsibility for lost items. Labeled items will be returned to the
student’s classroom, if an item is not labeled it might be found on the band room verandah.
Finley Public School Prospectus Page 28
SCHOOL LIBRARY
The school library is available for use by all children from Kindergarten to Year 6. Children are
able to use the library during lunch time. All children have the opportunity to borrow books for
a specified period. Parents are notified when books are overdue. All students must have a
library bag before borrowing is permitted.
BOOK CLUB
The school distributes Scholastic Book Club information approximately once per month.
Children can order books through this service. Money and order forms should be returned to
the front office or alternatively orders can be placed online through the Scholastic Book Club
website.
EXCURSIONS
Students are encouraged to participate in excursions to enhance and support their classroom
studies.
Information sheets and permission notes are sent home for all excursions. Parents should
ensure the school is aware of any pre-existing medical conditions prior to excursions.
FINANCIAL DIFFICULTIES
If you are experiencing difficulties paying for excursions, or any other activity, please contact
the Principal to discuss payment plan options.
CULTURAL VISITS
These are valuable and worthwhile experiences for all children. A varied selection of visiting
performances is offered each year with the costs being kept to a reasonable level. If the cost
of any such event is causing difficulty please contact the Principal.
SCRIPTURE
Clergy and lay-teachers attend once per week to provide religious instruction. Parents are
asked to advise the office if they do not wish their child to attend these sessions.
Finley Public School Prospectus Page 29
SCHOOL CAPTAINS AND
STUDENT REPRESENTATIVE COUNCIL
All students Years 1 - 5 and staff members vote for captains and prefects in a democratic
election at the end of each year. Specific areas of responsibility are allocated at the com-
mencement of the school year, including the various council positions needed to continue the
successful
Student Representative Council system. The SRC meets on a regular basis. It is through the
voice of the SRC that all children are given the opportunity to express ideas and opinions which
may be incorporated into decision-making across the school.
Top Related