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Policies and Procedures

Assessment And Reporting

Each student has an ongoing individual learning plan which is regularly prepared and reviewed by qualified teaching staff. Ongoing formal and informal assessment is used to ensure that students learning is consistent with the Victorian Essential Learning Standards (VELS) whilst maintaining the principles of the Montessori Method of education.

Formal written reports are offered semi annually for all full time students. Formal interviews are offered in conjunction with these reports. All teachers are available to meet with parents/guardians throughout the year. These meetings may be held in a three way conference format to support students in being actively involved in reviewing their progress.


The Montessori education provides the child with firm limits against destructive or asocial actions while demonstrating calmness, consistency, courtesy and respect.

Meaningful activities channel students' focus to encourage purposeful work, thereby initiating the development of concentration.

Students are encouraged to be assertive in their communication and creative in win/win problem solving.

Gisborne Montessori School is a Child Safe School

The Child Safe Standards:

Ministerial Order No. 870 sets out the specific action that schools need to take to meet the child safe standards. The introduction of child safe standards form part of the Victorian Government’s response to the recommendations of the Betrayal of Trust report, which found that more must be done to prevent and respond to child abuse in schools.

The standards will promote cultures where protecting children from abuse is part of everyday thinking and practice in organisations.

The Child Safe Standards set out to create safe places for children to fully and actively participate in the life of the community benefiting everyone. Gisborne Montessori School will ensure that the children in its care are protected to the best of its ability and in line with their duty of care and the compulsory child safe standards.

To create and maintain a child safe school, we comply with the following standards.

Standard 1 – Good leadership and governance in child safe school – strategies to embed a school culture of child safety, including through effective leadership arrangements

Standard 2 – Commitment to Child Safe Policy – a child safe statement of commitment to child safety

Standard 3 – Code of Conduct – a code of conduct that establishes clear expectations for appropriate behaviour with children

Standard 4 – Human Resources Practices – screening, supervision, training and other human resources practices that reduce the risk of child abuse by new and existing personnel

Standard 5 – Reporting Child Abuse – processes for responding to and reporting suspected child abuse

Standard 6 – Identifying and Reducing Risks – strategies to identify and reduce or remove risks of child abuse

Standard 7 – Empowering Children – strategies to promote the participation and empowerment of children

In complying with the child safe standards above, we will be mindful of the diversity of students and school communities and include the following inclusion principles as part of each standard:

·         promoting the cultural safety of Aboriginal children
·         promoting the cultural safety of children from culturally and/or linguistically diverse backgrounds
·         promoting the safety of children with a disability

Respectful Relationships

Gisborne Montessori School has been chosen as a Lead School to further develop our work in  promoting  respectful relationships. This work is aimed at preventing family violence through education, building community awareness and the delivery of targeted programs.

We are proud as a school, to be chosen to be a leader in this field. We were nominated because of the outstanding work we are already engaged in with building positive relationships throughout the school community. The program will involve our staff team becoming engaged in further professional development around the theme of positive relationship education. We will also work with other professionals in our area to develop support networks for families who identify as requiring additional support. Our staff team, once trained, will then mentor other teachers and staff from other schools who will eventually be linked into our expertise.

We are committed in this school to create an environment of gender equity, a place where everyone feels safe and feels heard, a place where we can all interact in a respectful, peaceful manner.  It is our aim to make the world a better place for all children and families in our community.

GMS Board,
3 Sep 2017, 16:17