Child Safety Risk Register: Standard 1

Help for non-English speakers

If you need help to understand this policy, please contact Donald Eddington, Principal. Non-English speakers can also access Google translate at the bottom of this web page.


As valuable partners in promoting and maintaining child safety and wellbeing at William Ruthven Primary School, we welcome and encourage your feedback. If you have any suggestions, comments or questions in relation to our child safe policies and practices, please contact the Principal, Donald Eddington via email,




William Ruthven Primary School


Gemma Albress, Wellbeing Leader


February 2024

Endorsed by:

Donald Eddington, Principal

Next review:

February 2025

File location:

School website


Child Safe Standard 1 – Aboriginal cultural safety

Child Safe Standard 2 – School leadership, governance and culture

Child Safe Standard 3 – Children are safe, informed and actively participate

Child Safe Standard 4 – Family engagement

Child Safe Standard 5 – Equity and diverse needs

Child Safe Standard 6 – Suitable staff and volunteers

Child Safe Standard 7 – Complaints processes

Child Safe Standard 8 – Child safety knowledge, skills and awareness

Child Safe Standard 9 – Physical and online environments

Child Safe Standard 10 – Review of child safety practices

Child Safe Standard 11 – Implementation of child safety practices




Causes of the child safety risk


Consequences if the child safety risk happens





New controls to mitigate the child safety risk further


Child Safe Standard 1 – Aboriginal cultural safety

Culturally safe environments



There is a risk that the school fails to establish a culturally safe environment in which the diverse and unique identities and experiences of Aboriginal children and students are respected and valued.


Risk type:



Racism, discrimination and bullying not adequately managed and addressed.


Ignorance/lack of awareness


Curriculum that does not include Aboriginal Australians.


An unwelcoming environment for Aboriginal students.


Policy development and review is not consultative

Aboriginal students are less likely to trust school staff which may result in them being less likely to report abuse by adults or peers, and make them more vulnerable to harm.


Aboriginal students do not feel welcome, safe, respected or valued for their diverse and unique identifies which may result in them being less likely to report abuse by adults or peers and make them more vulnerable to harm.


Physical and psychological harm as a result of child abuse

Our Child Safety and Wellbeing Policy outlines the controls in place to establish a culturally safe environment and is implemented


Other documents that address Aboriginal cultural safety at our school include:

Controls to address racism, discrimination and bullying at our school are outlined in our Bullying Prevention Policy and our Student Wellbeing and Engagement Policy.


We begin events and meetings with an Acknowledgement of Country as a standing agenda item. We use this as an opportunity to pause and reflect or open a discussion.


We fly the Aboriginal and Torres Strait Islander flags on school grounds.


We use Koorie Engagement Support Officers (KESOs) to provide advice to government schools about creating culturally inclusive learning environments.


We recognise key dates and anniversaries for the Aboriginal and Torres Strait Islander communities.


We display a plaque on the administration building to Acknowledge Country and Traditional Owners.


Community Understanding and Safety (CUS) training was undertaken by all staff in 2019 and 2022.


Continue to build schoolwide knowledge of Aboriginal histories, cultures, perspectives, values, skills and attitudes.


Train staff and volunteers to understand the importance of Aboriginal culture to the wellbeing and safety of Aboriginal students.

Tolerable risk? Yes