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, donald.eddington@education.vic.gov.au.
School
William Ruthven Primary School
Responsiblity
Gemma Albress, Wellbeing Leader
Endorsed:
Endorsed by:
Donald Eddington, Principal
Next review:
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
RISK TITLE AND DESCRIPTION
RISK ASSESSMENT
Causes of the child safety risk
ASSESSMENT
Consequences if the child safety risk happens
EXISTING CHILD SAFETY AND WELLBEING CONTROLS
CONTROLS ASSESSMENT
NEW CONTROLS
New controls to mitigate the child safety risk further
BY WHEN
Diversity and equity
Description:
There is a risk that equity is not effectively upheld, and diverse needs are not respected in policy and practice
Risk type:
Vulnerability
Diverse cohorts have not been identified for targeted support (such as students with disability, students who identify as lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ+), students in out of home care, international students and students who are culturally and linguistically diverse)
Diverse cohorts not supported adequately
Diverse cohorts feel unwelcome.
Lack of staff training on diversity and supporting and responding to vulnerable students.
Lack of respectful culture.
Incidents of discrimination or humiliation are not effectively addressed and managed
Diverse cohorts who do not feel safe or who are not adequately supported for their diverse and specific needs are more at risk of abuse and harm and will be less able or willing to report concerns.
Experiencing discrimination can increase a child’s vulnerability to abuse and harm and can also mean they are less likely to ask for help or speak up if they have a concern.
Physical and psychological harm as a result of child abuse.
Our Child Safety and Wellbeing Policy outlines the controls in place to support equity and diverse needs at our school and is implemented
Our Student Wellbeing and Engagement Policy outlines how our school pays particular attention to the needs of students with disability, students from culturally and linguistically diverse backgrounds, students who are unable to live at home, and lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ+) students.
Our child safety information, support and complaints processes are culturally safe, accessible and easy to understand.
Other publicly available documents that address diversity and equity at our school are:
Continued implementation of the Department’s Resilience, Rights and Respectful Relationships teaching and learning materials.
We use images of students with diverse characteristics in school publications to reflect the school community.
We accompany child safety information with the support materials needed to help students and families interpret it.
We ensure our school is welcoming and inclusive. For example:
Normalise asking for and using people’s preferred pronouns and names for students.
Tolerable risk? Yes
