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Learning at Tombolo Academy

Curriculum Plan
Tombolo Academy’s purpose is Igniting Imagination.
At Tombolo Academy we seek to cultivate a fresh look at invention, entrepreneurship and risk taking in all its forms. We believe that by creating an arena where positive, active, engaged participation is celebrated and encouraged, students with disabilities and gifted abilities are able to become more active directors of their lives. The school provides a curriculum which is ‘strength based’ and differentiated according to each individual’s abilities. The weakness that causes the student difficulties is accommodated and negated as much as possible. This occurs through the intentional use of appropriate technology, hands on learning, movement, individual assignments, negotiated individual Epic Plans (EP) and specific focused case management with appropriate intervention. The strength is used to scaffold learning, leadership and emotional development. Class tasks are at each students’ zone of proximal development. Tombolo Academy’s Epic Plan (EP) process is unique and comprehensive. It is controlled first and foremost by the students themselves. Students at Tombolo Academy are empowered to make their own choices about how and when they work towards each of their learning goals, and how they will demonstrate their learning. In order to accommodate the twice-exceptional student’s need for time to focus, research, development of ideas and thoughts, the EP created and subsequently the negotiated Story Map ensures adequate time is provided in a week for such events.

Impact of Tombolo Academy’s culture upon learning
Staff at Tombolo Academy are determined to teach the students to a level that allows entry to offered year 11 and 12 programs. This could be TAFE, VCE, VET, VCAL, IB or overseas, online or other courses. The academic result imagined are a focus of the older students. The students are all introduced to an array of learning and work opportunities throughout their time at Tombolo Academy. Staff are highly qualified enthusiastic teachers and suitable visiting experts. Volunteers and assistants aid the students and teachers. All staff, other adults and students on site are respectfully called by their first name. It is proven that students who are respected and taught by adults who do not view them as a threat or as somehow less capable as humans, will in turn create students who respect the adults and seek to gain from the wisdom of years available. If needed intervention by relevant professionals is encouraged, for all parties, when the presenting issues are deemed as beyond the scope of the school staff.

Tombolo Academy will Ignite Imagination
How do we ignite imagination?

Finding a real (world) problem that engages with the senses (passion). For example, developing and instilling a model for plastic re-usage, instigating and running a walking program, cleaning the gutters at school
Nurturing and understanding something alive over time - plant, animal, human. For example, growing a vegetable garden, reading to a younger person confidently and clearly, training a dog, teaching a skill
Being able to learn a ‘lost trade’ or skill. For example, sewing, knitting, carpentry, cooking, repairing items
Studying politics, rules, cultures and human motivations in order to comprehend how society makes decisions.
Develop a means of advising, advocating or inspiring peers or others to change a behaviour.
Learning to advocate for self and others. For example, in legal issues, with adults, with parents
To relish the need to be healthy, clean, strong and to exercise and share this belief with others.
To volunteer in an area of need and to discover why such a need exists.
Seeking knowledge about self and own abilities and disabilities, present information in a manner that could assist others.

How do we provide possibilities?

Use of role models to explain their ideas
Provision of many experiences, real or virtual
Teaching self-awareness and understanding of own brain, emotions and passions
Tell the passionate stories of others
Ideas and examples of other student’s effects, implications, journeys
Adults modelling learning and knowledge seeking
Books, internet materials, incursions
Hands-on experiences
Conversations with peers and challenges from them
Teaching appropriate skills and compensating for weaknesses

How do we open doors?

Teaching of thinking skills and tools. Some options include the Six Thinking Hats, Blooms Taxonomy, HOTS (Higher Order Thinking Skills), Scamper, Mind mapping, CoRT, Thinkers Keys, Graphic Organisers. Use the tools to teach problem finding, seeking and solving.
Introduction to mentors and other passionate adults who assist the students to investigate interests
Teaching of skills of engaging positively with peers and adults so the students are not excluded or tarnished by poor social interactions
Providing work experience
The use of Big Picture Learning1
Incursions and excursions to areas of expertise for example court, police, hospital, banks
Generation of an internal locus of control that is positive and self-rewarding
Allowing time for discovery and risk taking
Encouraging imagining and wondering what if…..

How do we provide road maps?

Discovery of, training in, improvement within the knowledge of one’s own inner strengths and abilities using a strength-based assessment tool.
Discussion and advice from positive and negative role models
Learning how to challenge and question politely, to understand or gain information and knowledge
By having the courage to problem seek for oneself and not to be curtailed by others who diminish one’s efforts
By imagining and to deliberately seek out new worlds, places, ideas
By supporting the development, harnessing and invigoration of one’s own creativity and passions
By using story-telling and narrative ‘therapy’ to imagine possibilities and ambitions
By being able to participate in career expos, information sessions, check lists etc to discover directions available
By listening to and talking with older peers who have ‘made it’ to receive guidance, inspiration and belief in a future with possibilities

How do we know/define talent/success?

Each member of staff, volunteer or student of the Tombolo Academy takes ownership of their destiny
Self-actualisation is the norm, not an unexpected by-product
All members of Tombolo Academy strive towards a growth mindset by the use of suitable tools and strategies for their age and abilities. For example, Smiling Mind, conversations about positive thinking, contributing to society via the Enrichment Projects they develop.
Grit and determination must be acceptable and valued
Members of Tombolo Academy act in accordance with their own internal sense of values and responsibilities which are defendable and not illegal
Students should be supported, within the competency level of teachers and staff, to travel the path to positive health, safe mental health and a sense of wellbeing
Students recognise their own value and their subsequent achievable responsibilities towards the planet.

Our learners: 2e Students who attend Tombolo Academy are both gifted and with a disability. Making them twice-exceptional (2e). Our first goal can be for the student to attend regularly and to engage in a group environment. The curriculum is then tailored to student interests, diverse abilities with multiple entry points for learning. A flexible curriculum planning process has been developed which allows us to facilitate small group learning and make reasonable and consistent adjustments about the range of learning experiences offered to our students.

Our School:

Is guided by our student and their family’s needs
Is run on best practice, evidence-based guidelines
Because of the complexity of our students, uses both health and educational input, with a multidisciplinary team
Aims to support the whole family’s needs and focus on strengths rather than weaknesses.

How we succeed in achieving those aims is up to the judgement of the families involved, but it lies behind everything that we do. Communication via phone or email is as needed, open communication is key for success for our students.

Attendance:
Students will be enrolled in a full-time capacity, and our aim is expected attendance from 9.00am to 3.30pm five days a week for all students.  The curriculum has been drafted on and is to be delivered on this basis. 

Curriculum Planning:
The curriculum planning process ensures:

multiple entry points for learning
creativity
mechanisms for the continuous improvement process
that it meets the needs of high potential, high ability and gifted students
that it provides challenging learning experiences for all students
that staff develop a detailed understanding of where the student is at, allowing us to be fluid in our responses for developing goals for student behaviour and learning
consistency between the curriculum and other school plans
a guaranteed and viable curriculum based on the Victorian Curriculum F-10.

Our goal is to assist students to develop confidence in their learning in a holistic and realistic way by providing a broad range of experiences- adapting knowledge to real world learning.

Pedagogy
Pedagogy is important in that it requires teachers to understand their own learning and professional development in a context of the school-wide structures. A pedagogical model supports teachers to design and create a curriculum which is measurable, defendable and flexible. For twice-exceptional students it is necessary that a pedagogy is developed that supports student’s interests, passions and strengths. The model must:

Identify the student’s strengths, for example by using The 2e Center Suite of Tools™ with My LearningPrint™, or the The Interest-A-Lyzer
Encourage the growth of resilience, grit, determination and courage
Provide a structure which accommodates the student’s weaknesses and disabilities
Enables the student to achieve the best possible academic outcome to enable all options into education and work

Teachers must challenge the students in their care to enhance the positive outcomes, this is done by adapting and integrating several key gifted education models.

Execution of Curriculum
Any program developed to support learning includes adaption of the:

Management and organisation.
Delivery methods and form of instruction.
Process of teaching and learning.

Management
Gifted and talented students can be grouped or taught individually but to encourage social interaction and reduced adult input into the learning, grouping like-minded students together is the most efficient tactic for teaching including:

Small group sizes and high student to staff ratio.
Constant supervision and adult role modelling throughout the school day.
Students grouped by achievement rather than age or grade level
Students not being placed in pull out groups, or classes but instead are grouped by interest and passion.

Core learning of key skills is at the student’s own level. This teaching is individualised and structured, occurring in fluid groups throughout the day.

Delivery Within their area of strength gifted students:

Learn at a faster rate
Find, solve and act upon problems more positively and capably
Manipulate abstract ideas and make connections between ideas faster.

Any program for a student with additional needs, as well as a gifted student must be suitably rigorous.

Process
Changing the process of teaching, learning and presenting ensures a stimulating curriculum for a gifted learner. The individualised programs are drawn from the student’s Individual Learning Plan as well as the intended Victorian Curriculum via a teaching model based upon Renzulli’s Schoolwide Enrichment Model. The Schoolwide Enrichment Model is based on the belief that “a rising tide lifts all ships.” The goal is to increase challenge levels for all students as well as promoting an environment of excellence and creativity, allowing our students is appreciated and valued. The model revolves around explicit differentiated learning experiences- as the forefront, not the afterthought, that take into consideration each student’s abilities, interests, learning styles, and preferred styles of expression. The Schoolwide Enrichment Model works in three stages (or types)- Type I Enrichment activities are general exploring experiences to get students interested in a particular topic. Type II Enrichment activities provide group training, they let students practice the skills and Type III Enrichment activities are individual or small group investigations of real problems based on student’s interests and skills with the aim to produce a product for real audiences. acquire the knowledge they need to successfully conduct their own activities and

Consideration to mixed abilities A genuinely modified curriculum suitably delivered will support most gifted students appropriately. However, there are a few students for whom the curriculum will remain unsatisfactory. The tired model of intervention is based on a series of core assumptions which increases the odds that a student who is not achieving at potential will be noticed and suitably supported. These assumptions recognise that:

All students will learn if given relevant skills and scaffolding
Early, timely intervention prevents many problems from becoming unmanageable
Assessment and data collecting will back-up anecdotal evidence, so the “problem” is not neglected
Progress monitoring will confirm that instructional procedures are correct
Identified gifted students who don’t ‘perform’ are investigated, rather than blamed for being lazy etc.
Skewed opinions, funding issues, personality traits etc. do not drive any decisions

The model is formed of three sequential layers which form a structure that allows for support of every student at the level relevant to their learning, ability and disability. Tier 1: all students receive high quality teaching. Any difficulties are not the result of inadequate instruction. A student who makes little or no progress should not be in this stage for longer than 8 weeks. Tier 2: students receive group based intensive instruction in addition to class-based instructions that are based upon need. A trained qualified professional should provide teaching at this stage. Time spent at this stage varies but assessment must monitor progress. Tier 3: intensive, targeted instruction by suitably highly qualified professionals is provided to ensure learning occurs. If no progress is achieved the student is recommended for a comprehensive evaluation by relevant educational specialists. A student is unlikely to be at the same level for every domain nor are they likely to stay at a level forever. Movement and success are included in the intervention. The learning tasks must be set at a level slightly above the current level of mastery in order to assure productivity, engagement and satisfaction. Planning for any student but especially the twice-exceptional student, has to consider the diverse needs within learning styles, skill levels, rate of learning, language proficiency, experience and knowledge, interests, motivation, attention capabilities, social and emotional development, special learning needs and physical needs.

A social emotional curriculum
Consciously intertwined throughout the day there must be:

an understanding and growth of social skills,
a learning of emotional modulation of oneself and others
and an appreciation of values, morals and ethics.

The twice-exceptional person must be perceived and believe themselves to be a valuable and productive member of Society and the Tombolo Academy. The students should not feel obligated but should grow into an acceptance of their leadership and entrepreneurship capabilities. Social and emotional understanding and support are woven into all parts of the curriculum and culture of Tombolo Academy. First and foremost, all students are accepted and embraced for who they are and the unique strengths they possess. Tombolo Academy is a place of pleasure, learning, challenge and adventure. Students feel safe and valued in our school environment. Psychological support and skill training are available to reduce and restrict the emotional challenges of learning, social situations and the detrimental effects of the student’s asynchronicity. Intervention by relevant professionals is encouraged when the presenting issues are deemed to be beyond the scope of the school staff. Consistent reference to strengths as opposed to deficits and weaknesses is demanded. Our intervention approach also takes into consideration partnerships with external agencies. Woven within the culture of Tombolo Academy are the 5 key elements of The Australian Student Wellbeing Framework.

“Leadership: Principals and school leaders play an active role in building positive learning environment where the whole school community feels included connected, safe and respected.
Inclusion: All members of the school community are active participates in building a welcoming school culture that values, diversity, and fosters positive, respectful relationships.
Student Voice: Students are active participants in their own leaning and wellbeing, feel connected and use their social and emotional skills to be respectful, resilient and safe.
Partnerships: Families and communities collaborate as partners with the school to support student learning, safety and wellbeing.
Support: School staff, students and families share and cultivate an understanding of wellbeing and support for positive behaviour and how this supports effective teaching and learning.”

To supplement this, we engage in programs similar to the Respectful Relationships Program or the Be You program which is woven throughout each of our curriculum areas, as whole school initiatives.

Student Handbook

Student-Handbook-
Click here for printable copy.

Educational Services Provided

Teaching and Learning at Tombolo Academy 

The Tombolo Academy offers secondary school education to twice-exceptional students in Years 7 to 10.   Twenty-five hours of instructional teaching will be provided per week across seven key learning areas as follows:    

English – 350 minutes per week (5 hrs and 50 minutes)  
Mathematics – 350 minutes per week (5 hrs and 50 minutes)  
Science – 100 minutes per week (1 hr and 40 minutes)  
Humanities and Social sciences (including Citizenship) – 100 minutes (1 hr and 40 minutes)

Design technology and ICT – 100 minutes (1 hr and 40 minutes)  
The Arts – 100 minutes (1 hr and 40 minutes)  
Physical Education and Health – 100 minutes (1 hr and 40 minutes)  
Enrichment Projects – 300 minutes (5hrs) – integrates seven key learning areas within Enrichment Projects

  The school will provide a curriculum which is ‘strength based’ and differentiated according to each individual’s abilities.   Each student has an Individual Learning Plan (ILP) which is developed and reviewed by the teachers, the student and their team twice a year. Tombolo Academy’s process is unique and comprehensive. It is controlled first and foremost by the student themselves. The ILP process begins with a wide-ranging appraisal of each student’s strengths, skills, interests and life goals. These goals are broken down by students and teachers into biweekly goals for the Epic Plan, which our students then work towards each day. Students will be supported to develop goals in all of the subject areas of the Victorian Curriculum, based on extending their current skills and knowledge. This enables all students to work at their own level and pace across all areas of the curriculum.   After a student creates and agrees to the goals in their ILP, our teachers will guide and advise the student on the different ways they can choose to achieve their goals. Students at Tombolo Academy are empowered to define their personal milestones and how they will demonstrate their learning. This strategy will ensure that the student receives adequate accommodations, acknowledgement and skill training to compensate for the disability that occurs within a twice exceptional student.     Other possible services provided to students that are also not part of the general educational services (e.g. private music tutor; LOTE teacher) will be at an additional cost to parents will be invoiced termly.   

Fees and Charges

Administration fee
A non-refundable administration fee of $250 is payable at the time of submitting an expression of interest for Tombolo Academy. This payment will be collected through the website and a receipt issued.

Annual School fees
The Tombolo Academy Enrolment Form must be completed by all families to accept a place in the school. Parents sign to indicate that they understand the requirement to pay the school fee as set by the Board.

The fee for 2021 is $6824 (full year) with an annual increase of 2% in subsequent years.
Fees are set annually by the Board and are published on the Tombolo Academy website.
Fees are subject to change at any time without notice. Any change in fees during enrolment will apply to new and continuing students. A pro rata charge is made for new students entering Tombolo Academy for the first time after a school year has commenced.

Signatories to the enrolment application acknowledge that they are jointly and separately responsible for all fees, of whatsoever nature and kind, payable as a result of enrolling their child at Tombolo Academy. Responsibility for these fees exists with both or either of the signatories irrespective of what may happen to the relationship (if any) of enrolling signatories. The signatories or signatory guarantee payment of the full fees for the period their child attends Tombolo Academy.   School fees can be paid annually or quarterly in advance. Fees will be invoiced prior to the first day of term and must be paid within 14 days of the start of the school term.   No discounts apply to school fees in relation to sibling discounts or early payment.

Student Withdrawal and Absence
A term’s notice in writing to the Principal must be given before the removal of a student from the school, otherwise a charge equivalent to a term’s fees will apply. Fees paid in advance of the notice period will be refunded.
If a student leaves during a term without giving a term’s notice, no refund will be made for the remaining portion of that fee instalment.
A holding fee of 25% of the applicable tuition fees for the year level is required if students take leave of absence from their studies at Tombolo Academy.

Additional learning support fees  
Charges in additional to the published fees may be incurred if students require learning support assistant(s), or other services. Whilst it is difficult to provide an estimate of any additional fees that might be needed, you might expect hourly rates in the following ranges:  

Learning Support Assistant $40 to $60  
Speech Therapist $180 to $200  
Counsellor $140 to $170  
Occupational Therapist $180 to $200  
Psychologist $200 to $300

These fees will vary student by student depending on what, if any, additional support is needed and agreed, arrangements agreed, the type of additional support required, level of support needed, and be may be subject to change.  
The student’s parents/guardians written consent will then be required in agreeing to the learning support assistants(s), or other services and the associated fee schedule.  
Once that consent is obtained, the conditions and terms of this document and the Enrolment Agreement apply to these additional fees.  

Additional fees
Parents will be informed of and asked to pay in advance, for the cost of activities, incursions, excursions, food technology products, travel for sports events etc. that are included in the regular curriculum expectations.

Costs for camps and some off-site activities e.g. chess tournament, Solar Car Challenge which are deemed to be extra-curricular will be paid for in advance if the student wishes to attend. There may be limited numbers able to attend such activities.

Parents are required to provide a computer (BYOD in 2021), stationary, textbooks, uniform, musical instruments etc. as required for their child’s education.

The costs associated with VET subjects, University units, external courses provided online or offline, LOTE, music teacher etc. are the responsibility of the individual and their family in conjunction with the provider. Tombolo Academy does not take responsibility for the payment for these or similar services.

Please Note: All credit card payments will incur a surcharge. Visa, Mastercard 1.5%. American Express is not accepted.

Building Improvement Donation (optional)
Dynamic learning environments require more than traditional classroom facilities to ensure we meet the current and future needs of our twice-exceptional students.

The Tombolo Academy Gift Account lies at the heart of our effort to invest in innovative facilities that support learning. Funding projects include developments which will help us create the best learning environments for our students.

All income from school fees and government funding supports our teaching and learning programs. To finance our capital improvements of buildings and new infrastructure, we rely on donations to the Tombolo Academy Gift Account from our generous community.

Tax-deductible donations great and small are deeply appreciated and help us deliver appropriate learning environments and other facilities for our students, now and into the future.

Donations can be accepted now, and you will be provided with further opportunities to donate throughout the year to improve and enhance the School for the benefit of your children and generations to follow. Your kind generosity is deeply appreciated.

Our Child Safe Policy

Objectives
This policy provides the framework for:

the development of work systems, practices, policies and procedures that promote child protection within the School
the creation of a positive and robust child protection culture
the promotion and open discussion of child protection issues within the School
compliance with all laws, regulations and standards relevant to child protection in Victoria.

Statement of Commitment to Child Safety
Tombolo Academy is committed to providing a child safe and child friendly environment, where children and young people are safe and feel safe, and are able to actively participate in decisions that affect their lives. At Tombolo Academy we have a zero tolerance for child abuse and are committed to acting in children’s best interests and keeping them safe from harm. The School regards its child protection responsibilities with the utmost importance and as such, is committed to providing the necessary resources to ensure compliance with all relevant child protection laws and regulations and maintain a child safe culture.

Child Safe Values and Principles
The School’s commitment to child safety is based on the following overarching principles that guide the development and regular review of our work systems, practices, policies and procedures to protect children from abuse.

All children have the right to be safe.
The welfare and best interests of the child are paramount.
The views of the child and a child’s privacy must be respected.
Clear expectations for appropriate behaviour with children are established in our Child Safe Code of Conduct and Staff and Student Professional Boundaries policy.
The safety of children is dependent upon the existence of a child safe culture.
Child safety awareness is promoted and openly discussed within our School community.
Procedures are in place to screen all staff, Direct Contact Volunteers, Third Party Contractors and External Education Providers who have direct contact with children.
Child safety and protection is everyone's responsibility.
Child protection training is mandatory for all Board of Directors members, staff and Direct Contact Volunteers.
Procedures for responding to alleged or suspected incidents of child abuse are simple and accessible for all members of the School community.
Children from culturally or linguistically diverse backgrounds have the right to special care and support including those who identify as Aboriginal or Torres Strait Islander.
Children who have any kind of disability have the right to special care and support.

Our Child Safe Code of Conduct

This Child Safe Code of Conduct outlines appropriate standards of behaviour for all adults towards students. The Code serves to protect students, reduce any opportunities for abuse or harm to occur, and promote child safety in the School environment. It provides guidance on how to best support students and how to avoid or better manage difficult situations. Where a staff member breaches the Code, Tombolo Academy may take disciplinary action, including in the case of serious breaches, summary dismissal. The School revises the Code annually.

Tombolo Academy has the following expectations of behaviours and boundaries for all adults interacting with students within our School community. This includes all teaching staff, non-teaching staff, the Board of Directors, Volunteers, Third Party Contractors, External Education Providers and parents/carers.

The School’s Board of Directors has endorsed this Child Safe Code of Conduct.

DO:

Behave as a positive role model to students.
Promote the safety, welfare and wellbeing of students.
Be vigilant and proactive with regard to student safety and child protection issues.
Provide age appropriate supervision for students.
Comply with guidelines published by the School with respect to child protection.
Treat all students with respect.
Promote the safety, participation and empowerment of students with a disability.
Promote the cultural safety, participation and empowerment of linguistically and culturally diverse students.
Use positive and affirming language towards students.
Encourage students to ‘have a say’ and participate, and then listen to them with respect.
Respect cultural, religious and political differences.
Help provide an open, safe and supportive environment for all students to interact, and socialise.
Intervene when students are engaging in inappropriate bullying behaviour towards others or acting in a humiliating or vilifying way.
Report any breaches of this Child Safe Code of Conduct.
Report concerns about child safety to one of the School’s Child Safety Officers and ensure that your legal obligations to report allegations externally are met.
Where an allegation of child abuse is made, ensure as quickly as possible that the student involved is safe.
Call the Police on 000 if you have immediate concerns for a student's safety.
Respect the privacy of students and their families and only disclose information to people who have a need to know.

DO NOT:

Engage in any form of inappropriate behaviour towards students or expose students to such behaviour.
Use prejudice, oppressive behaviour or inappropriate language with students.
Express personal views on cultures, race or sexuality in the presence of students or discriminate against any student based on culture, race, ethnicity or disability.
Engage in open discussions of an adult nature in the presence of students.
Engage in any form of sexual conduct with a student including making sexually suggestive comments and sharing sexually suggestive material.
Engage in inappropriate or unnecessary physical conduct or behaviours including doing things of a personal nature that a student can do for themselves, such as toileting or changing clothes.
Engage in any form of physical violence towards a student including inappropriately rough physical play.
Use physical means or corporal punishment to discipline or control a student.
Engage in any form of behaviour that has the potential to cause a student serious emotional or psychological harm.
Develop ‘special’ relationships with students that could be seen as favouritism (for example, the offering of gifts or special treatment for specific students).
Engage in undisclosed private meetings with a student that is not your own child.
Engage in meetings with a child that is not your own, outside of school hours and without permission from the School and the child’s parent.
Engage in inappropriate personal communications with a student through any medium, including any online contact or interactions with a student.
Take or publish (including online) photos, movies or recordings of a student without parental/carer consent.
Post online any information about a student that may identify them such as their: full name; age; e-mail address; telephone number; residence; school; or details of a club or group they may attend.
Ignore or disregard any suspected or disclosed child abuse.

Our Child Protection Program includes a Staff and Student Professional Boundaries policy that provides detailed guidance for all adults at the School on how to maintain professional boundaries between students and adults at Tombolo Academy. For more information please contact the school office.

Enrolment Procedure and Policy

In accordance with Tombolo Academy’s Philosophy and Strategic and Business Plan, Tombolo Academy must only seek to enrol students who are have been assessed as being twice-exceptional and are in need of the flexible and tailored learning environment that Tombolo Academy provides to engage with education.

APPLICATION

Part One
Part One consists of two steps:

Expression of Interest
An Expression of interest Form can be completed on the Tombolo Academy website. Alongside this form is information around suitable indicators of twice-exceptionality. These include the required documents to show disability and ability.
Tour
Following submission of the expression of interest form, the family and student are invited to tour the school. If the family decides to apply an enrolment form should be requested via email to adm[email protected] Hard copies are also available on request from the Academy office.

Part Two
Completion of Enrolment Agreement Following completion of Part 1. The Tombolo Academy Enrolment Agreement must be completed and submitted to the Principal for consideration.

Part Three
Invitation for interview An invitation will be sent to the family to attend an interview with the Principal or their delegate. During this interview a student is required to show good cause as to why they should be admitted to the school. This hurdle may be modified to be a video piece, a letter or some other manner if the student has issues that would cause this situation to be discriminatory. However, the student should attend the interview even if this is uncomfortable for them.

Part Four
Admission review Once the Enrolment Agreement and the interview has been conducted, the Principal will make a recommendation to the Academy’s Admissions Review Panel, who will then assess the capacity of the school to support the student based on:

Enrolment Eligibility Criteria, and Restrictions on Enrolment (as per above), including the student being assessed as twice exceptional
Academic needs
Physical and emotional support needs, and,
Availability of places at the target academic year level

The Admissions Review Panel consists of the:

A schoolteacher (other than the Principal)
Head of Wellbeing, (also referred to as the Wellbeing Officer); and
A Board member.

The Admissions Review Panel will make a recommendation to the Board, as to whether to accept or decline the application.  The Board will ultimately determine whether to accept or decline the application.

Placement decision

Placement decisions will be made by 1st November for the proceeding academic year. Where an application is received for admission part way through an academic year, a decision will be made as soon as possible to allow the student to start school at the beginning of the next school term. Regardless of outcome, a letter will be sent informing families of the decision made by the Academy. In the situation an offer of placement is not offered, rationale for the decision will be provided.

Enrolment advice

Following the placement decision, the family of successful applicants will be notified in writing that a position is available and will be informed of the start date. Where an application is received for admission part way through an academic year, a decision will be made as soon as possible to allow the student to start school at the beginning of the next school term. Regardless of outcome, a letter will be sent informing families of the decision made by the Academy. In the situation an offer of placement is not offered, rationale for the decision will be provided.

Acceptance of placement Parent(s)/Guardians must formally accept in writing, the offer of a student placement within 7 days of receipt of an offer. Formal written acceptance can be by letter or email to [email protected]

Our Privacy Policy

In the course of Tombolo Academy's activities, we manage and protect personal information in accordance with the Privacy Act 1988 (Cth) (Privacy Act) and the 13 Australian Privacy Principles (APPs) as well as the requirements of the Health Records Act (Vic).

Scope of Policy
This Policy outlines the circumstances in which we obtain personal information, how we use and disclose that information and how we manage requests to access and/or change that information.

How We Collect Personal Information
Personal information is information, or an opinion about an individual, from which they can be reasonably identified. Depending on the circumstances, we may collect personal information from the individual in their capacity as a student, contractor, volunteer, stakeholder, job applicant, alumni, visitors or others that come into contact with the Academy. In the course of providing services we may collect and hold:

Personal Information including names, addresses and other contact details; dates of birth; next of kin details; photographic images; attendance records and financial information.

Sensitive Information (particularly in relation to student and parent records) including government identifiers (such as TFN), religious beliefs, nationality, country of birth, professional memberships, family court orders and criminal records.

Health Information (particularly in relation to student and parent records) including medical records, disabilities, immunisation details and psychological reports.

As part of our recruitment processes for employees, contractors and volunteers, we may collect and hold:

Personal Information including names, addresses and other contact details, dates of birth, financial information, citizenship, employment references, regulatory accreditation, media, directorships, property ownership and driver’s licence information.

Sensitive Information including government identifiers (such as TFN), nationality, country of birth, professional memberships, family court orders and criminal records.

Health Information (particularly in relation to prospective staff and student records) including medical records, disabilities, immunisation details and psychological reports.

Generally, we will seek consent from the individual in writing before we collect their sensitive information (including health information).
It is noted that employee records are not covered by the APPs where they relate to current or former employment relations between the Academy and the employee.
However, a current or former employee’s health records are covered by the Victorian Health Privacy Principles.

Collection of Personal Information
The collection of personal information depends on the circumstances in which Tombolo Academy is collecting it. If it is reasonable and practical to do so, we collect personal information directly from the individual.

Solicited Information
Tombolo Academy has, where possible, attempted to standardise the collection of personal information by using specifically designed forms (e.g. an Enrolment Form or Health Information Disclosure Form). However, given the nature of our operations we may also receive personal information by email, letters, notes, via our website, over the telephone, in face-to-face meetings, through financial transactions and through surveillance activities such as the use of CCTV security cameras or email monitoring.
We may also collect personal information from other people (e.g. a third-party administrator, referees for prospective employees) or independent sources. However, we will only do so where it is not reasonable and practical to collect the personal information from the individual directly.

Information Collected from Our Website
We may collect information based on how individuals use our website. We use ‘’cookies’’ and other data collection methods to collect information on website activity such as the number of visitors, the number of pages viewed and the internet advertisements which bring visitors to our website. This information is collected to analyse and improve our website, marketing campaigns and to record statistics on web traffic. We do not use this information to personally identify individuals.

Unsolicited information
Tombolo Academy may be provided with personal information without having sought it through our normal means of collection. This is known as “unsolicited information” and is often collected by:

misdirected postal mail – letters, notes, documents misdirected electronic mail – emails, electronic messages
employment applications sent to us that are not in response to an advertised vacancy
additional information provided to us which was not requested.

Unsolicited information obtained by Tombolo Academy will only be held, used and or disclosed if it is considered as personal information that could have been collected by normal means. If that unsolicited information could not have been collected by normal means then we will destroy, permanently delete or de-identify the personal information as appropriate.

Collection and Use of Sensitive Information
We only collect sensitive information if it is:

reasonably necessary for one or more of these functions or activities, and we have the individual’s consent
necessary to lessen or prevent a serious threat to life, health or safety
another permitted general situation
another permitted health situation.

We may share sensitive information to other entities in our organisation structure, but only if necessary, for us to provide our products or services.

How do we use personal information?
Tombolo Academy only uses personal information that is reasonably necessary for one or more of our functions or activities (the primary purpose) or for a related secondary purpose that would be reasonably expected by you, or for an activity or purpose to which you have consented. Our primary uses of personal information include, but are not limited to:

providing education, pastoral care, extra-curricular and health services
satisfying our legal obligations including our duty of care and child protection obligations
keeping parents informed as to Academy community matters through correspondence, newsletters and magazines
marketing, promotional and fundraising activities
supporting the activities of Academy associations
supporting the activities of the Academy
supporting community based causes and activities, charities and other causes in connection with the Academy’s functions or activities
helping us to improve our day-to-day operations including training our staff
systems development, developing new programs and services, undertaking planning, research and statistical analysis
Academy administration including for insurance purposes the employment of staff
the engagement of volunteers.

We will only use or disclose sensitive or health information for a secondary purpose if you would reasonably expect us to use or disclose the information and the secondary purpose is directly related to the primary purpose. We may share personal information to related bodies corporate, but only if necessary, for us to provide our services. The Academy may disclose information about an individual to overseas recipients only when it is necessary, for example to facilitate a student exchange program. The Academy will not however send information about an individual outside of Australia without their consent.

Storage and Security of Personal Information
Tombolo Academy stores Personal Information in a variety of formats including, but not limited to:

databases
hard copy files
personal devices, including laptop computers
third party storage providers such as cloud storage facilities
paper based files.

Tombolo Academy takes all reasonable steps to protect the personal information we hold from misuse, loss, unauthorised access, modification or disclosure. These steps include, but are not limited to:

restricting access and user privilege of information by staff depending on their role and responsibilities
ensuring staff do not share personal passwords
ensuring hard copy files are stored in lockable filing cabinets in lockable rooms. staff access is subject to user privilege
ensuring access to Tombolo Academy's premises is secured at all times.
implementing physical security measures around the Academy buildings and grounds to prevent break-ins
ensuring our it and cyber security systems, policies and procedures are implemented and up to date
ensuring staff comply with internal policies and procedures when handling the information
undertaking due diligence with respect to third party service providers who may have access to personal information, including customer identification providers and cloud service providers, to ensure as far as practicable that they are compliant with the apps or a similar privacy regime
the destruction, deletion or de-identification of personal information we hold that is no longer needed or required to be retained by any other laws.

Our public website may contain links to other third-party websites outside of Tombolo Academy.   Tombolo Academy is not responsible for the information stored, accessed, used or disclosed on such websites and we cannot comment on their privacy policies.

Responding to Data Breaches
Tombolo Academy will take appropriate, prompt action if we have reasonable grounds to believe that a data breach may have or is suspected to have occurred. Depending on the type of data breach, this may include a review of our internal security procedures, taking remedial internal action, notifying affected individuals and the Office of the Australian Information Commissioner (OAIC). For more information refer to Notifiable Data Breaches.
If we are unable to notify individuals, we will publish a statement on our website and take reasonable steps to publicise the contents of this statement.

Disclosure of Personal Information
Personal information is used for the purposes for which it was given to Tombolo Academy, or for purposes which are directly related to one or more of our functions or activities.
Personal information may be disclosed to government agencies, other parents, other schools, recipients of Academy publications, visiting teachers, counsellors and coaches, our services providers, agents, contractors, business partners, related entities and other recipients from time to time, if the individual:

has given consent; or
would reasonably expect the personal information to be disclosed in that manner.

Tombolo Academy may disclose personal information without consent or in a manner which an individual would reasonably expect if:

we are required to do so by law
the disclosure will lessen or prevent a serious threat to the life, health or safety of an individual or to public safety
another permitted general situation applies
disclosure is reasonably necessary for a law enforcement related activity
another permitted health situation exists.

Disclosure of Personal Information to Overseas Recipients
Personal information about an individual may be disclosed to an overseas organisation in the course of providing our services, for example when storing information with a “cloud service provider” which stores data outside of Australia. We will however take all reasonable steps not to disclose an individual’s personal information to overseas recipients unless:

we have the individual’s consent (which may be implied)
we have satisfied ourselves that the overseas recipient is compliant with the APPs, or a similar privacy regime
we form the opinion that the disclosure will lessen or prevent a serious threat to the life, health or safety of an individual or to public safety
we are taking appropriate action in relation to suspected unlawful activity or serious misconduct.

Personal Information of Students
The Privacy Act does not differentiate between adults and children and does not specify an age after which individuals can make their own decisions with respect to their personal information.
At Tombolo Academy we take a common sense approach to dealing with a student’s personal information and generally will refer any requests for personal information to a student’s parents/carers. We will treat notices provided to parents/carers as notices provided to students and we will treat consents provided by parents/carers as consents provided by a student.
We are however cognisant of the fact that children do have rights under the Privacy Act, and that in certain circumstances (especially when dealing with older students and especially when dealing with sensitive information), it will be appropriate to seek and obtain consents directly from students. We also acknowledge that there may be occasions where a student may give or withhold consent with respect to the use of their personal information independently from their parents/carers.
There may also be occasions where parents/carers are denied access to information with respect to their children, because to provide such information would have an unreasonable impact on the privacy of others, or result in a breach of the Academy’s duty of care to the student.

The Quality of Personal information
We take all reasonable steps to ensure the personal information we hold, use and disclose is accurate, complete and up-to-date, including at the time of using or disclosing the information.
If the Academy becomes aware that the personal information is incorrect or out of date, we will take reasonable steps to rectify the incorrect or out of date information.

Access and Correction of Personal Information
You may submit a request to us to access the personal information we hold, or request that we change the personal information. Upon receiving such a request, we will take steps to verify your identity before granting access or correcting the information.
If we reject the request, you will be notified accordingly. Where appropriate, we will provide the reason/s for our decision. If the rejection relates to a request to change personal information, an individual may make a statement about the requested change and we will attach this to their record.

Complaints
You can make a complaint about how the Academy manages personal information, including a breach of the APPs by notifying us in writing as soon as possible. We will respond to the complaint within a reasonable time (usually no longer than 30 days) and we make seek further information in order to provide a full and complete response.
Tombolo Academy does not charge a fee for the handling of complaints.
If you are not satisfied with our response, you may refer the complaint to the OAIC. A complaint can be made using the OAIC online Privacy Complaint form or by mail, fax or email.
A referral to OAIC should be a last resort once all other avenues of resolution have been exhausted.

How to Contact Us
The Academy can be contacted about this Privacy Policy or about personal information generally, by:

[email protected]

If practical, you can contact us anonymously (i.e. without identifying yourself) or by using a pseudonym. However, if you choose not to identify yourself, we may not be able to give you the information or provide the assistance you might otherwise receive if it is not practical to do so.

Parents and Guardians Code of Conduct

Introduction

Parents and guardians are an indispensable part of a child’s education. We recognise that parents and guardians are part of the Tombolo Academy community and have a right to participate in their child’s education.

In order to balance the rights of parents and guardians, students, teachers and staff, we expect parents/guardians to uphold a certain standard of behaviour.

This standard allows children to learn, teachers to teach, and other community members to participate in education, free from harassment, violence, intimidation and vilification.

Parents and guardians should set an example for their children, and the children of others. They have a shared responsibility with their children, other parents/guardians and the Academy to ensure that their children abide by the C.4.1.iii Managing Student Wellbeing – Student Code of Conduct.

Values
Parents and guardians should uphold the values of Tombolo Academy. Our values are:

See the potential
At Tombolo we believe the twice exceptional young person should have the opportunity to positively change the world. Their potential is vast. We are committed to seeing this recognised for what it is and then appreciated in real world applications.

Acceptance of who you are
we recognise that all twice exceptional young people and adults have unique challenges and difficulties. We accept and embrace their positive differences and seek opportunities in their difference.

Mutual respect
Students and parents/carers will be treated with respect at all times by Tombolo Academy staff. Staff will be treated with respect at all times by students and parents’ carers.

All students have a choice
Students having negotiated control and responsibility for their learning. They are given as much choice as possible in what, when, where and how of their learning.

All students have a voice
We work hard with our students, parents/carers, staff members and the wider community to ensure that our students can advocate in a positive way for their own needs.

All students to become self-sufficient learners
Our students will be present and engaged to build a positive relationship with learning. They will have the skills and tools to achieve their individual goals that they have set in their individual life plan.

Teach the whole person
Our learning is not aimed solely at academic progress we aim to develop the capacities of our students across the whole range of human experience.

Strength based, individualised, authentic, big picture learning
We support students in identifying their strengths and we individualise students learning to ensure their strengths are harnessed and developed. All learning is individualised to each student zone of proximal development. We also provide authentic, real world activities and projects to give context to our learning by demonstrating where it fits within a bigger worldview.

Yes, is the default
If a student, parent carer or staff member has a suggestion for a potential learning opportunity at Tombolo Academy, the default answer is always yes, unless it's detrimentally affects other people or is not aligned with our values.

Be ready for the real world beyond
We support students to ensure that when they leave Tombolo Academy, they are ready and fully engaged to further study or work and the real world beyond, thus continuing to realise their potential.

Extra-Curricular and Sporting Events
We recognise that parents and guardians are often actively involved in the sporting and extra-curricular events of their children. We encourage parents to participate in such activities and to support their children, however we also make clear that we have high expectations of parents at these events and activities. At these events, parents are expected to:

encourage (without forcing) participation;
never ridicule, berate, discourage or otherwise interfere with their child or another child;
never incite, encourage or commit acts of violence;
never use foul or abusive language; or
never interfere in an activity.

Dealing with Tombolo Academy

Parents and guardians are expected to deal with our teaching and non-teaching staff in a way that is courteous and respectful at all times so that teachers are able to discharge their duties without interference.

Parents and guardians should not approach or interact with the children of other parents without their permission.

Tombolo Academy Policies

Parents and guardians should support their children so that they can comply with Tombolo Academy policies.

Parents and guardians, as members of Tombolo Academy community, are also expected to comply with Tombolo Academy policies and reasonable directions, including those relating to health and safety and communications with Tombolo Academy.

Complaints and Feedback

Tombolo Academy has developed a complaints policy to ensure that all grievances and complaints are dealt with by the Academy in the appropriate manner.

Should a parent or guardian be unable to resolve an issue informally; they may lodge a complaint with Tombolo Academy. We commit to dealing with this complaint according to our Complaints Handling Policy. Refer to our C.4.1.xii Care, safety and welfare of students – Complaints Handling Policy

Breach of Code of Conduct

Parents and guardians are expected to follow the Parent Code of Conduct. Serious breaches of the code may lead to the withdrawal of their child/ren from Tombolo Academy.

Student Discipline

Discipline Policy

Every student has the right to a learning environment free from bullying and intimidation and to feel safe and happy at school. They also have the right to be treated fairly and with dignity.

Discipline is necessary to ensure the safety and welfare of all students, teachers and staff and to provide a conducive learning environment.

This policy sets out the framework through which the Tombolo Academy manages student discipline.

Strategies to Promote Good Discipline

Tombolo Academy seeks to develop a culture of positive discipline by setting clear expectations of students and encouraging positive behaviour.

Strategies for developing this culture include:

clearly setting behaviour expectations;
establishing specific teaching and learning programs;
communicating expectations with the wider Tombolo Academy community;
acknowledging positive behaviours in a range of ways from informal verbal acknowledgement through to structured merit awards; and
maintaining records with respect to student behaviour.

Prohibition of Corporal Punishment

It is our policy that:

we prohibit corporal punishment; and
we do not explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including parents, to enforce discipline at the Tombolo Academy.

The use of any corporal punishment by a staff member is strictly prohibited. Any staff member who breaches this rule will be subject to disciplinary proceedings which may include dismissal.

Procedural Fairness

Students have a right to procedural fairness in dealings that involve their interests. This includes disciplinary decisions.

The principles of procedural fairness include the right to:

know what the rules are, and what behaviour is expected of students;
have decisions determined by a reasonable and unbiased person;
know the allegations that have been made, and to respond to them;
be heard before a decision is made; and
have a decision reviewed (but not so as to delay an immediate punishment).

Tombolo Academy is committed to ensuring procedural fairness when disciplining a student.

The Rules and the Expected Standard of Behaviour

Students are expected to abide by the rules of the Tombolo Academy, and the directions of teachers and staff.

Examples of written rules that students are expected to follow are dealt with in:

Tombolo Academy Rules
Bullying Prevention and Intervention
Cyber Safety
Alcohol (Student Use Of)
Assault (Student Against Student)
Drugs – Illicit (Student Use Of)
Information & Communication Technology
Mobile Phones (Student Use Of)

Consequences

There are a range of consequences that students will face if they breach Tombolo Academy rules, or are disobedient. These include:

warnings or reprimands (verbal and written);
time outs;
clean up duties;
cancellation of privileges;
withdrawal from Tombolo Academy activities;
lunch time detentions;
after school detentions;
suspension; and
exclusion (expulsion).

A decision to suspend or exclude a student may only be made by the Principal.

Procedures for Suspension, Expulsion and Exclusion

Tombolo Academy has developed specific procedures that must be followed when considering the suspension or exclusion of a student. Refer to Suspension and Exclusion Policy.

Individual Behaviour Management Plan

Where the level of misbehaviour is in breach of the Tombolo Academy’s Code of Conduct, individual behaviour management plans may be made.

Plans will be negotiated between staff, students and parents/carers, and will consider the student’s:

age;
developmental needs; and
behavioural context.

Desired behaviour of the student will be clearly described. The plan will outline changes required to the learning environment to support the student to modify their behaviour.

The Tombolo Academy will refer the student to other support available and review, assess, change or modify the plan as needed.

Student Code of Conduct

This policy specifically addresses the requirement for teaching, staff modelling and promotion of explicit pro-social values and expectations for behaviour in accordance with these values.

At Tombolo Academy we recognise that effective learning can only occur in a secure environment where the rights and responsibilities of others are known and respected and where standards and rules are fairly and consistently applied.

This Student Code of Conduct has been developed to clearly set out standards of behaviour that students are expected to abide by in accordance with the Tombolo Academy’s values.

Managing the Code of Conduct is a shared responsibility between the student, parents/guardians and the Tombolo Academy. All students and families have ready access to support offered by Tombolo Academy teachers and staff.

Values
Students are expected to uphold the values of Tombolo Academy. Our values are:

See the potential
At Tombolo we believe the twice-exceptional young person deserves the opportunity to positively change the world. Their potential is vast. We work to see this recognised and appreciated in real world applications.

Acceptance of who you are
We recognise that all twice-exceptional young people and adults have unique challenges We accept and embrace their positive differences and seek the opportunities in their difficulties.

Mutual respect
Students and parents/carers are treated with respect at all times by Tombolo Academy staff. Staff are treated with respect at all times by students and parents/carers. Tombolo Academy staff all treat each other respectfully and as equals.

All students have choice
Students are enabled and encouraged to take control of their own learning through negotiation with teachers and their parents/carers. Student ideas are always be met constructively and with optimism to enable them to have as much choice as possible in the what, when, where and how of their learning.

All students have a voice
We work hard with our students, parents/carers, staff members and the wider community to ensure that our students can advocate in a positive way to justify and defend their own needs.

To have fun
We ensure that our students enjoy coming to Tombolo Academy, and that they build a positive relationship with learning and the community socially, emotionally and academically.

Teach the whole person
Learning is not aimed solely at academic progress - we develop the capacities of our students across the whole range of human experience.

Strengths based, individualised, authentic, big picture learning.
We support students in identifying their strengths and we individualise students’ learning to ensure their strengths are harnessed and developed. All learning is individualised to each students’ zone of proximal development. We also provide authentic, real world activities and projects to give context to our learning by demonstrating where it fits within a bigger world view.

Yes, is the default
If a student, parent/carer or staff member has a suggestion for a potential learning opportunity at Tombolo Academy, the default answer is always yes, unless it detrimentally affects other people or is not aligned with our values.

Be ready for the real world beyond
We support students to ensure that when they leave Tombolo Academy, they are ready and able to fully engage with further study or work and the rest of the world beyond. Thus, continuing to realise their potential.

These values are to be upheld in the way you conduct yourself not only in the Tombolo Academy, but also the community.

Rights and Responsibilities of Staff and Students Students are expected to observe and uphold this statement of rights and responsibilities:

You have the right to:

Reach your full learning potential in a safe and supportive environment.
Be safe.
Be treated with respect, courtesy and kindness.
Be an active part of and contribute positively to the community.
Be treated fairly and justly.
Have your human rights, and other legal rights respected.

You have the responsibility to:

Enable others to learn in a safe and supportive environment.
Follow Tombolo Academy policies, procedures and the directions of teachers at all times.
Treat others with respect, courtesy and kindness.
Represent Tombolo Academy well in the community.
Accept and consider the consequences of your actions.
Respect the human rights and legal rights of others.

Tombolo Academy Rules and Policies
Students are expected to abide by Tombolo Academy rules and the policies of Tombolo Academy, as well as the directions of teachers.

Breach of Code of Conduct
A breach of this code of conduct will be dealt with according to our Student Discipline Policy.

Suspension and Expulsion

Source of Obligation
The Act (s 4.3.1(6)) requires that our policies relating to the discipline of students are to be based on principles of procedural fairness and must not permit corporal punishment.

Discipline Policy
Every student has the right to a learning environment free from bullying and intimidation and to feel safe and happy at school. They also have the right to be treated fairly and with dignity.

Suspension and Expulsion Defined
Suspension or expulsion may occur as a consequence of a serious breach of school rules, or serious disobedience.
A suspension is a temporary removal of a student from all classes that a student would normally attend at school for a set period of time.
Expulsion is the permanent removal of a student from one particular school.
It is our policy that our procedures for the suspension or expulsion of a student are based on the principles of procedural fairness.
This policy sets out the procedures to be followed when making a decision about the suspension or expulsion of a student.

Who May Make a Decision to Suspend or Expel a Student?
Where any teacher or staff member decides that an act or the behaviour of a student may warrant suspension or expulsion the teacher or staff member must refer the matter to the Principal, or an alternative, disinterested (independent and objective) member of the Leadership Team who can make a reasonable and unbiased decision.
In serious circumstances, a student may be summarily suspended, pending a final decision under this policy. In this case, a meeting with the student and the student's parents to review the suspension must be convened as soon as is practicable.

Procedural Fairness - Procedures
Tombolo Academy is committed to ensuring procedural fairness when disciplining a student. All decisions about the discipline of a student will be conducted in accordance with our Student Discipline Policy. The Principal, after following the procedures set out in this policy, will make a decision about the facts of the allegations against the student. The Principal will then decide whether to suspend or expel a student.

Short Suspension
A short suspension may be imposed as a consequence of things such as continued disobedience, or aggressive behaviour. The student may be suspended from attending school for a period of four (4) school days or less.

Long Suspension
A long suspension may be imposed as a consequence of things such as physical violence, possession of a weapon, possession of a suspected illegal substance or serious criminal behaviour. The student may be suspended from attending school for a period of between five (5) to twenty (20) school days.

Expulsion
A student may be expelled from Tombolo Academy. This should be considered as a last resort.
An expelled student will be unenrolled from Tombolo Academy and will not be allowed to re-enrol without the permission of the Principal.

Notification of Decision
The decision made under this policy will be communicated in writing to the student and the student's parents/carers. The Principal will also attempt to communicate this decision verbally.
The student, and the student's parents/carers must abide by the terms and conditions of the decision.

Register of Suspensions and Expulsions
Tombolo Academy keeps a register of suspensions and expulsions at the school in electronic form.

Appeals
A student may seek a review of a decision made under this policy. All appeals must be made in writing, to the Principal and the Chair of the Board setting out the grounds of appeal.

Full details are to be found in: C.4.4.iii - Student Welfare – Suspension and Expulsion

Complaints procedure

Complaints Handling Policy
Tombolo Academy welcomes feedback from all members of the school community and takes all complaints or concerns raised seriously. This Complaints Handling Guide is designed to assist you in understanding our complaints handling process.

What is a Complaint?
A complaint is an expression of dissatisfaction made to Tombolo Academy board or staff, related to our services or operations, or the complaints handling process itself, where a response or resolution is explicitly or implicitly expected.

Purpose
Encouraging feedback from parties external to Tombolo Academy including complaints from parents/carers, parents/carers of former students, or members of the wider school community, can offer opportunities to improve our service levels and operations. This Complaints Handling Policy is designed to encourage feedback and to make it easy for people to lodge a complaint.

Tombolo Academy’s Commitment
Tombolo Academy is committed to handling complaints effectively and efficiently. To manage complaints effectively, we have established a Complaints Handling Program in line with both the international complaints handling standard (ISO 10002:2014 Quality management – Customer satisfaction – Guidelines for complaints handling in organisations) and the Australian/New Zealand complaints handling standard (AS/NZS 10002:2014 Guidelines for complaint management in organisations).
Our program includes the establishment of a complaints management process which allows us to capture, manage and report on complaints effectively. Regular analysis of complaints received and the implementation of rectification action, where deficiencies are identified, are fundamental to Tombolo Academy’s commitment. Our internal complaints handling process are available at no cost.

Informal Complaints Resolution
The vast majority of issues causing concern in schools can be handled quickly and in an informal manner. In most cases, these issues can be resolved through informal discussions with appropriate staff members. Even if an issue can be resolved informally, all staff are required to log issues on our complaint’s management register, so we can identify any systemic issues arising, and take appropriate rectification action.

How Do I Make a Formal Complaint?
If you have been unable to resolve a matter informally, or simply wish to make a formal complaint, you can do so by any of the following means:

Sending an email to [email protected]
Writing a letter addressed to the Principal or the Chair of the Board of Directors.
Telephoning and asking to speak to your child’s classroom teacher

All formal complaints will be logged into our complaints register and managed in accordance with the following procedure.
Tombolo Academy has implemented the following steps to encourage feedback and to make it easy for people to lodge a complaint.

A short-form Complaints Policy with information on how to make a complaint is available on our public website.
All staff are made aware of the importance of capturing and recording critical feedback. Many complaints are received via telephone, in person, or via email, and the ability of our staff to recognise a complaint, and to capture it effectively, is a central feature of our Complaints Handling Program.

Our Internal Complaints Handling Process

Step 1 - All formal complaints are logged on our complaints management register where they are screened by one of our Complaints Officers (Business Manager or Principal), or in the case of complaints against the Principal or Business Manager, by the Chair of the Board of Directors.
Step 2 – All valid complaints will be acknowledged in writing, as soon as practicable, and allocated a status, priority and target resolution date. It is our policy, where possible, to resolve all disputes within 14 days.
Step 3 – The Complaints Officer shall investigate the issues raised, following principles of procedural fairness, and make a determination.
Step 4 - Following the determination, if appropriate, the Complaints Officer shall formulate a resolution and provide a written response to the complainant. The matter will be closed if this response is accepted.
Step 5 - If the initial response is not acceptable, the matter will be reviewed internally by the Chair of the Board, who may seek additional information or submissions from the relevant parties. All disputes will be addressed within 14 days from the date that the review process is initiated. The matter will be closed if the response is accepted.
Step 6 - All complaints received will be entered into our Complaints Register and, where appropriate, a corrective action request will be made to address any underlying processes which the complaints investigation revealed may require improvement.
Step 7 - If the matter remains unresolved, the complainant may pursue external resolution alternatives.

Procedural Fairness in Complaints Handling
It is critically important that throughout the entire complaints handling process, procedural fairness is accorded to the complainant and the person/s who are the subject of the complaint. Procedural fairness in complaints handling requires:

both the complainant and the person against whom the complaint is made to have the opportunity to be heard, in person or in writing as appropriate, and to respond to the allegations and/or evidence offered by the other
an objective investigation of issues or facts which are in dispute
that the investigator is free from bias, or the perception of bias, and is not ‘judge in his or her own cause.’
that any complaint outcome is supported by the evidence, necessitating a finding on the balance of probabilities in the event of a dispute of fact
that the complaint outcome is finalised by an adjudicator, who may also be the investigator, who is free from bias or the perception of bias
that the outcome is consistent with the Academy’s established policies and/or procedures relevant to the complaint.

While it is the Academy’s policy that these elements of procedural fairness are to be applied to each complaint received by the Academy, procedural fairness should not otherwise dictate the outcome of a complaint.

Responsibilities for Complaints Handling at Tombolo Academy Our Complaints Manager
We have appointed a Complaints Manager who’s responsible for:

ensuring that all staff are educated about our Complaints Handling Program
investigating and, where necessary, escalating complaints when requested by the complainant
liaising with complainants and Complaints Officers
maintaining accurate records in the Complaints Register
regularly reporting to the Management Team about complaints
ensuring systemic complaints are identified and rectified
monitoring the effectiveness of, and continually improving, our Complaints Handling Program.

Our Complaints Officers
We have appointed a number of key senior staff members to act as Complaints Officers. These individuals are authorised to investigate and manage Formal Complaints once they have been logged.
Complaints Officers are responsible for:

investigating and, where necessary, escalating complaints to the Principal and/or Board of Directors
liaising with complainants
maintaining accurate records in the Complaints register.

COVID Safe Plan

COVID-Safe-Plan-Tombolo-Academy
Click here for printable copy.

Tombolo Academy Statement of Democratic Principles

Tombolo Academy is committed to the principles of a liberal democracy.

- We believe in an accountable, democratically elected government.
- We respect and observe the rule of law and believe that no person is above the law.
- We believe in equal rights for all before the law, regardless of race, ethnicity, religion, sexuality, gender or other attributes.
- We believe not only in the freedom of religion, but also the need to practice tolerance and understanding of others' beliefs.
- We believe in the value of freedom of speech and freedom of association, but also acknowledge that we have the responsibility not to abuse this freedom.
- We believe in the values of openness and tolerance, and value and respect all members of the school community regardless of background.

Tombolo Academy provides an inclusive education system that enables all twice-exceptional students to be welcomed, accepted and engaged so that they can participate, achieve and thrive in school life. Inclusive education:

- Ensures that students with disabilities are not discriminated against and are accommodated to participate in education on the same basis as their peers.
- Acknowledges and responds to the diverse needs, identities and strengths of all students.
- Occurs when students with disabilities and additional needs are treated with respect and are involved in making decisions about their education.
- Benefits students of all abilities in the classroom and fosters positive cultural change in attitudes and beliefs about disability, in and beyond the school environment.
- Contributes to positive learning, engagement and wellbeing outcomes for students.

This Statement of Democratic Principles is communicated to staff, students, parents and guardians and the school community.

Tombolo Philosophy

Tombolo Academy

Tombolo Academy is an Independent Specialist year 7-10 school that caters for twice-exceptional students (gifted + disabled concurrently), who are able to function within the Victorian Curriculum at age level, or above, in a majority of academic areas but also at level 3 or above in their area of disability. Tombolo Academy is the first school in Australia to be focussed entirely on the comprehensive education of a broad range of twice-exceptional students.

Tombolo Academy Philosophy

Twice-exceptional students are defined as being gifted with some form of disability. These students are considered exceptional both because of their gift; intellectual, creative, perceptual and or motor abilities and because of their special needs which could include specific learning disabilities, neurodevelopmental disabilities, and/or a physical disability.

Twice-exceptional students are not homogenous. There is a connection between the type and level of disability and the type and level of gift, but its presentation is not predictable.

Every twice-exceptional student requires a curriculum and pathway through the education levels that is individually modified to cater for their disability and their gift, together.

Due to the emotional impact of being different from the majority, many twice-exceptional students feel isolated, depressed, anxious, confused or hopeless. A strong social-emotional program is central to Tombolo’s programs to minimise or eliminate the impact of such deep negative feelings.

Tombolo Academy principles:

Tombolo Academy is based on the 10 fundamental principles, which together make the up our values:

See the potential

At Tombolo we believe the twice-exceptional young person deserves the opportunity to positively change the world. Their potential is vast. We work to see this recognised and appreciated in real world applications.

Acceptance of who you are

We recognise that all twice-exceptional young people and adults have unique challenges We accept and embrace their positive differences and seek the opportunities in their difficulties.

Mutual respect

Students and parents/carers are treated with respect at all times by Tombolo Academy staff. Staff are treated with respect at all times by students and parents/carers. Tombolo Academy staff all treat each other respectfully and as equals.

All students have choice

Students are enabled and encouraged to take control of their own learning through negotiation with teachers and their parents/carers. Student ideas are always be met constructively and with optimism to enable them to have as much choice as possible in the what, when, where and how of their learning.

All students have a voice

We work hard with our students, parents/carers, staff members and the wider community to ensure that our students can advocate in a positive way to justify and defend their own needs.

To have fun

We ensure that our students enjoy coming to Tombolo Academy, and that they build a positive relationship with learning and the community socially, emotionally and academically.

Teach the whole person

Learning is not aimed solely at academic progress - we develop the capacities of our students across the whole range of human experience.

Strengths based, individualised, authentic, big picture learning.

We support students in identifying their strengths and we individualise students’ learning to ensure their strengths are harnessed and developed. All learning is individualised to each students’ zone of proximal development. We also provide authentic, real world activities and projects to give context to our learning by demonstrating where it fits within a bigger world view.

Yes, is the default

If a student, parent/carer or staff member has a suggestion for a potential learning opportunity at Tombolo Academy, the default answer is always yes, unless it detrimentally affects other people or is not aligned with our values.

Be ready for the real world beyond

We support students to ensure that when they leave Tombolo Academy, they are ready and able to fully engage with further study or work and the rest of the world beyond. Thus, continuing to realise their potential.

Tombolo Governance

Statement of Democratic Principles
Tombolo Philosophy
Tombolo Academy principles
Annual report

Tombolo Academy acknowledges and pays respect to the traditional custodians of the land of the Boon Wurrung people of the Kulin Nation. We also acknowledge the traditional custodians of the lands and waters across Victoria. We pay our respects to them, their cultures and their Elders past, present and emerging.
Our school community promotes the safety, wellbeing and inclusion of all children.

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