Child Safe Standards
What are the Standards?
The Child Safe Standards require schools to consider all aspects of child safety and put measures in place to protect children from all forms of abuse, including:
- Sexual or grooming offences
- Physical violence
- Family violence
- Serious emotional psychological harm
They are compulsory minimum standards for all organisations that provide services to children including Victorian schools. The Standards are a result of recommendations of the Betrayal of Trust Inquiry and evidence of what works to prevent child abuse. The legislative requirement to create and maintain a safe organisation falls under the Victorian Child Safe Standards: Managing the Risk of Child Abuse in Schools, as set out in Ministerial Order No. 870 that came into effect on 1st August, 2016. Children are defined in the Standards as anyone under 18 years old.
Child Safe Standards aim to:
- Promote the safety of children
- Prevent child abuse
- Ensure effective processes are in place to respond to and report all allegations of child abuse.
Child Safe Standards work by:
- Embedding child safety in everyday thinking and practice
- Providing a minimum standard of child safety
- Highlighting that we all have a role to keep children safe from abuse.
All children are vulnerable but some children need special care and protection to ensure they are safe. In complying with the Child Safe Standards, schools need to be mindful of the diversity of their students and school communities and include the following inclusion principles as part of each standard.
- Promoting the cultural safety of Aboriginal and Torres Strait Islander children
- Promoting the cultural safety of children from culturally and/or linguistically diverse backgrounds
- Promoting the safety of children with a disability
There are seven Child Safe Standards:
- Standard 1: Governance and leadership
- Standard 2: Clear commitment to child safety
- Standard 3: Code of conduct
- Standard 4: Human resource practices
- Standard 5: Responding and reporting
- Standard 6: Risk management and mitigation
- Standard 7: Empowering children.
Hamlyn Views School is committed to the safety and wellbeing of all children and young people and have zero tolerance for any form of child abuse. We implement the Child Safe Standards to ensure the safety and well-being of all students and promote an organisational culture that manages the risk of child abuse, harm or neglect. We believe that the Standards strengthen our existing practices to prevent and respond to child abuse while maintaining consistency in how we manage any potential concerns in our school.
Hamlyn Views School Child Safety Policies:
- Child Safe Commitment Statement
- HVS Child Safety Policy
- HVS Child Safety Responding And Reporting Policy And Procedures
- HVS Child Safety Code Of Conduct
- Protecting Children From Abuse: For Parents and Carers
- Child Safety Tipsheet For Parents: Teach Your Child How To Keep Themselves Safe
- Child Protection and Child Safe Standards (PROTECT) https://www.education.vic.gov.au/school/teachers/health/childprotection/Pages/default.aspx
For more information about the Child Safe Standards at Hamlyn Views School please contact our Child Safety Champion: Assistant Principal Michele Marcu. Ph: (03) 52155700
Book a tour
All prospective students and parents are encouraged to attend a tour of Hamlyn Views.
School tours are an excellent way for prospective students and parents to see the school and to experience the unique classroom environment that makes learning at Hamlyn Views such an enriching and stimulating experience catered for all students.
For all enquiries, and to learn more about the school, please contact us.
Phone: 03 5215 5700
Available Tour Dates:
8th October 4pm
Please contact the school office to book in for these school tours.
The Enrolment Requirements and Process
To be eligible to enrol at Hamlyn Views School (a Special Developmental School) students must meet specific enrolment criteria. This includes:
- Diagnosis of a Moderate to Profound Intellectual Disability (Under 50FSIQ)
- Eligible for Program for Students with a Disability (PSD) funding
- Being at least 5 years of age by 30 April of the year of enrolment.
Specialist schools do not have enrolment zones but they do have designated transport areas.
- Birth certificate
- Immunisation History Statement from Australian Immunisation Register (only acceptable evidence)
- Verification of changes to student enrolment names
At initial enrolment a Victorian Student Number (VSN) will be allocated in the name certified in admission documents.
To learn more about our school we offer regular school tours, provide information sessions across the year, and book meetings with families as required to discuss student enrolments.
For more information about enrolling your child at our school please contact the Principal, Suzanne Armstrong.
For enquires about prospective Foundation students for 2020 please contact Assistant Principal and PSD Coordinator Michele Marcu.
The Students with Disabilities Transport Program (SDTP) provides transport assistance for eligible students attending their designated Government Specialist School. The program is a contribution towards, and an acknowledgement of, the additional costs families may incur as a result of attending a specialist school.
However, attendance at a Specialist School does not automatically entitle a student to assistance or preclude parents/guardians from being primarily responsible for their child’s transport arrangements.
Student transport is in scope of the National Disability Insurance Scheme (NDIS). Until 2023 Student Transport will be provided by the Victorian Government as an in-kind service.
Students at Hamlyn Views School may get help with travel through the SDTP including:
- access to a specialist school transport service
- a conveyance allowance (a financial contribution towards the cost of travel)
- access to a travel education program
- an alternative transport solution arranged by the Department.
Our school can discuss with families:
- the different types of travel help available
- the responsibilities that go with accepting travel help
- pick-up and drop-off locations and times
- any behavioural or medical needs a student has while on the transport service.
To meet the criteria for transport help a student must:
- meet the criteria for the Program for students with disabilities
- live in the designated transport area of Hamlyn Views School
- be enrolled at the school for three or more days each week
- be of school age and live in Victoria.
More information about student transport at our school contact the office and speak to the Transport Coordinator.
School-Wide Positive Behaviour Support
SWPBS stands for School-Wide Positive Behaviour Support. Teaching, modelling and reinforcing positive social behaviour is an important part of a student’s educational experience at Hamlyn Views School, and SWPBS aides the provision a positive climate for learning, where students are clear on what is expected of them, and are settled, engage and ready to learn.
Key components of SWPBS are:
- A common approach
- Consistency of language
- A matrix of positively stated expectations
- Explicit teaching of expectations
- Regular and frequent opportunities to practice expected behaviours
- Incentive/rewards for meeting behavioural and learning expectations
We celebrate even the smallest of success and acknowledge the effort of our students in the following ways:
In the classroom/playground
- Immediate reward: such as positive praise, celebration in class discussion, choosing a preferred activity
- Incentive charts: students can earn Monty Money to work toward an agreed reward
- End of term celebrations
- Weekly Values Heroes awards given out at assembly
- Students are recognised in the fortnightly newsletter to parents
- Student of the week features in the HVTV (Hamlyn Views TV) episode of the week
- Students can choose to help out in buddy classrooms as a reward
Rani Respect Sasha Safe Lenny Learner
Statement of Purpose:
At Hamlyn Views School we work with families to positively teach expected behaviour at school, home and in the community, supporting our students to face the future together. We value respect, safety and learning.
A key feature of SWPBS is the explicit teaching of expectations. Doing so, supports our students to know what it is that will make them successful learners, and to to be able to develop positive social relationships with peers and adults. Being clear on expectations, and re-teaching skills throughout the year, supports them to feel clam, safe and comfortable in knowing what they need to do next, as well as supporting their everyday independence.
At Hamlyn Views School we have a range of different Therapists that make up our Allied Health Team. With a full time Allied Health Assistant, and Occupational Therapist, along with part time Speech Therapist and Physiotherapist, all aspects of Therapy are covered for our students.
Occupational Therapy aims to help our students develop independence with activities through their day. This is done by breaking down specific activities into parts and helping develop skills to increase their ability to do them. Developing a student’s fine and gross motor skills, executive skills such as organisation, timing or checking, regulation and the ability to remain calm when this is needed, sensory such as fixing gaze on an object being used, or adapting their environment can help toward improvement. With development, students can learn to partake more successfully in learning including academic skills, social skills, play, fine motor skills such as use of art materials, gross motor skills such as transferring onto a swing safely, self care such as using the toilet, domestic skills such as learning to wash clothes, and skills for the community. At school, it aims to enhance each student’s ability to partake in the curriculum as much as possible.
Physiotherapy focuses on the way students move their bodies throughout the school day and their participation in physical activities. The provision of evidence-based physiotherapy ensures that all students can access and engage with the school curriculum to the best of their ability.The Physiotherapist makes recommendations for stretching and positioning programs, body awareness activities, safe transfers and mobility around the school (including manual handling training for staff), and the use of equipment such as standing frames, walking frames, class chairs, wheelchairs and specialised bikes. The physiotherapist also coordinates the aquatic therapy program in our on-site pool.
The Allied Health Assistant role is to support the Physiotherapist, Speech Therapist and Occupational Therapist to carry out all therapy programs to students at Hamlyn Views School.
Music therapy is a research based practice in which music is used to actively support people as they strive to improve their health, communication and well-being.
In special education Music Therapists work with children to help them meet educational goals, at the same time offering an alternative to traditional teaching methods. While the aim of music education is to achieve music related outcomes for the students, Music Therapists use music primarily to achieve non-music goals. This includes increasing opportunities for cognitive and sensory stimulation, providing an outlet for a child’s emotional expression, enhancing self-confidence and fostering children’s social interaction and communication.
The techniques used by Music Therapists include song writing, movement to music, singing, improvisation, playing instruments, listening to recorded music and educational songs.
At Hamlyn Views School, the program includes group music therapy with the Foundation and Early Years students, a Middle and Later Years jamming and performing group, as well as individual sessions for some students. The program is run by an experienced Registered Music Therapist along with Masters of Music Therapy students on placement in partnership with the University of Melbourne.
Engagement & Wellbeing
The Foundation Year is designed to provide children with a solid base to the early years of education. Our highly skilled and dedicated team of Classroom Teachers, Education Support staff and Allied Health team work closely together to support students to have a positive transition to their schooling life, and begin to learn the daily routines and expectations. The environment is adapted to meet students’ needs – it is a structured, calm, safe and secure space which provides opportunities to learn, explore, play and socialise.
Foundation provides the basis for your child’s success at school by developing:
- positive relationships with others
- a positive approach to learning
- an understanding of the three school expectations of ‘We keep safe’, ‘We show respect’ and ‘We are learners’.
- independence and confidence
- thinking and problem-solving skills
- communication skills
Foundation students will be engaged in learning which is aligned to the Victorian Curriculum and will take part in daily English and Mathematics programs which are differentiated to suit their needs. These programs incorporate the Personal and Social Capabilities and ICT, including iPads. We also teach an Integrated Unit of work which encompasses other areas of the curriculum e.g. History, Geography or Science. The Foundation teachers and Education Support staff will also work diligently with you to support your child to promote self-care skills and to build on their independence.
Our weekly Specialist programs include;
- Visual Arts
- Physical Education
- Performing Arts
It is our aim at Hamlyn Views School to assist every child to make the transition into school a positive and happy experience. Our routine will be simple and consistent until children feel confident and settled in the school environment. Our transition program will help your child become familiar with new teachers, new environments and new classmates.
Starting school for the first time can sometimes cause anxiety for young children. Fear of the unknown and nervousness about change can cause some anxiety as the first day of school approaches. Parents can help to empower their child to be confident and in control.