24 January 2020
All Saints' College
College Mission, Values and Vision
Our College Crest, Hymn & Acknowledgement of Country 
College Contacts 
College Hours and 2020 Term Dates
Communication between Teachers and Parents 
Student Wellbeing 
College Information and Services
Crunch and Sip and Celebrations
Early Childhood Information
Typical Pre-Kindergarten and Kindergarten Timetable
Sun Protection Policy 
Our Campus 
All Saints' College
Senior School (08) 9313 9333
Ewing Avenue
Bull Creek, WA, 6149


Our Junior School is a dynamic learning community of staff and students with a growth mindset. People with such a mindset are motivated to grow and develop their intelligence and their future achievement. A person with a growth mindset has high expectations of themselves and what is possible. 


Our aim in this creative place is to develop confident and systematic inquirers. Our learning programs build skills and knowledge through questioning in a high-challenge, high-support environment. The relationships in this environment are characterised by warmth, inclusivity and collaboration.


As Dean I am passionate about the Junior School community and our commitment to fostering growth through personally significant learning that is rigorous and develops each child’s curiosity. I believe this encourages students to be thoughtful, confident and grounded.


As a new family we look forward to getting to know you and welcoming you into the College community. We believe that you will enjoy being with us at All Saints’ College and will feel very much part of our community in a very short time.


This handbook includes some information that you will find useful as you begin your educational experience at All Saints’ College.


Ms Penelope Crane

Dean of Junior School 

College Mission, Values and Vision

To serve with wisdom and courage 

Our Mission 

All Saints' College, in partnership with its families, community and the Anglican Church, empowers boys and girls to develop their potential, becoming confident, compassionate and committed to worthwhile service to society. 

Our Vision 

Making a positive difference in our world.

Our Values 

Empathy: seeking to understand the perspective and experience of others.

Respect: for self and others for community and environment.

Integrity: acting with moral strength and grace, guided by humility and compassion.

Courage: to be our best selves. 

Our College Crest, Hymn & Acknowledgement of Country 

Our College Crest 


The Dove is the traditional symbol of the Holy Spirit and is used to remind us of God's power and presence in all things.


The Book is a symbol of learning.


The Cross emphasises our Christian heritage. 


The Bishop's Mitre, at the head of the crest, is symbolic of the authority of the Anglican Church. 

College Hymn

For all the saints who from their labours rest,

who to the world their Lord by faith confessed,

your name, O Jesus, be for ever blessed.

Alleluia, alleluia! 


From earth's wide bounds and ocean's farthest shore,

through heaven's gates the holy people pour;

the Three-in-One for ever they adore.

Alleluia, alleluia! 

Acknowledgement of Country 

Kia. Noongar Boodja. We acknowledge the deep and ongoing connections that the Noongar people have to the land that our school is built on. We give respect to the traditional owners of this land and promise to do our best to take care of it, both today and in the future. 


Kia = Hello

Noongar/Boodja = This is Noongar (local language group) Land 

College Contacts 

Junior School Key Staff 

Dean of Junior School

Ms Penelope Crane

Assistant Dean of Junior School (Wellbeing)

Mr Nic Christie

Assistant Dean of Junior School (Teaching and Learning)

Mr Blair Saunders

Early Childhood Coordinator

Mrs Sara Mano


Rev Helen Corr

College Psychologist (Junior School)

Mr Jules Weeks

College Leadership Team 


Ms Belinda Provis

Vice Principal

Mr Peter Allen

Director of Djoowak: The Beyond Boundaries Institute

Ms Esther Hill

Dean of Student Wellbeing

Mr Tim Russell

Dean of Junior School

Ms Penelope Crane

Director of Business and Administration 

Mrs Melanie Mason

Director of Marketing and Community Relations

Mr Ben Dahlstrom

Director of Personnel and Policy

Mr Tony Bilson

College Contact Details

Ewing Avenue, Bull Creek, WA 6149

Postal Address, PO Box 165, Willetton WA 6955


Junior School: (08) 9313 9334


Email: Junior.School.Reception@allsaints.wa.edu.au

All Saints’ College Website: www.allsaints.wa.edu.au


Please call Junior School Administration if:

  • your child is away from school or going to be late
  • if you have a query or concern (you will be directed to the relevant staff member)
  • you want to contact the College Psychologist (Junior School) or a teacher

If you have any questions prior to the start of the 2020 school year, please contact Junior School Reception: (08) 9313 9334. 



College Hours and 2020 Term Dates

2020 Term Dates and Hours

Term 1:         Thursday, 30 January – Thursday, 9 April 2020

Term 2:         Tuesday, 28 April – Friday, 26 June 2020

Term 3:         Wednesday, 22 July – Friday, 25 September 2020

Term 4:         Monday, 14 October – Tuesday, 10 December 2020


Pre-Kingergarten – Pre-Primary:     8.30am–3.05pm

Years 1–6:                                                      8.30am–3.25pm

Drop Off and Pick Up

Pre-Kindergarten Year 1 students are to be accompanied at all times to and from their classrooms by their parents or adult guardians. 


Year 2 – 6 students are to be dropped off in the Junior School car park drop off zone. Arrival time for students should be no earlier than 8.10am (when supervision begins), unless they are signed up for a before-school cocurricular group or attending Out of School Hours Care (OSHC). 

Duty of Care and After School Supervision

There is no after school supervision from 3.05pm–3.25pm. Parents who need to pick up older siblings may wait in the Pre-Primary entrance foyer or Year 1 playground until 3.25pm. After-school supervision occurs from 3.25pm–3.45pm by the designated waiting area of the Junior School car park. This ensures students are collected by parents in an efficient and timely manner, thus improving traffic flow in the Junior School car park. During these times students are not permitted to play on the outdoor equipment or in between classroom areas. This is not only a courtesy for any meetings occurring in classrooms but also ensures that students are accounted for appropriately.

Late Pick Up 

Your child will not be released to other people without a note written in the Student Diary, an email or a phone call from you, the parent. Should a child not be collected by 10 minutes after their end of school, they will be signed into Out of School Hours Care and charges will apply.

Late Arrival 

Students who arrive late to school will need to sign in via Junior School Administration to complete a sign-in slip before going to class. Students in Years 3–6 may sign in without their parent/guardian; however, students in Year 2 and below must be accompanied by an adult. Once signed in, the parent/child is to give the slip to their class teacher.

Early Pick Up 

If you are taking your child from the College for any reason, you will be required to come to Junior School Administration and fill out a sign-out slip before you collect your child. If your child is returning to school, they will need to sign in as per the “Late Arrival” process.


Accurate record keeping of school attendance is a legal requirement for the College, therefore all absences must be notified. If your child is unwell, please make a call by 9.00am each day your child is away to Junior School Administration (08) 9313 9334 to advise us of their absence.


Planned absences for periods in excess of two days must be requested in writing via a letter or email, addressed to the Dean of Junior School, detailing absence dates and reason. Please be aware that in most circumstances the Education Act does not allow the College to provide permission for students to be away from school.

Communication between Teachers and Parents 

Our community is built upon effective communication. The College is always keen to review our practices and appreciates parent feedback in order to better serve our community and to appropriately encourage independence and empowerment of our students.


The main forms of communication are:

  • The College Courier (Whole College) – includes Senior and Junior School news; sent to families each fortnight.
  • Dean of Junior School’s newsletter – includes Junior School updates; sent to families on alternate weeks to The College Courier.
  • SEQTA Engage – Junior School Notices, year level pages.
  • Seesaw – class reminders, individual commendations or reminders
  • Email/phone – individual parent/teacher communication.
  • Student Diary – individual student/parent/teacher communication.

See below the main reasons that teachers and parents communicate:



Teacher introduction

At the start of the year, via an introductory message on SEQTA, Seesaw, in-class meetings, one-to-one meetings.

Teacher explains course/program

Information will be placed on SEQTA Engage Subject Overview at the start of each term.

Reporting an incident – parent or teacher

In person, by phone, email or note in the Student Diary (within 12 hours of incident, where possible).

Academic Concern – parent or teacher

Phone call or email to communicate your concern and request a face-to-face meeting, if required.

Inform / make a request – parent or teacher

A note in the Student Diary, Dean of Junior School fortnightly newsletter, SEQTA or Seesaw notice which may at times include attachments.

Teacher praises a child / gives feedback to a child

Verbal, note in Student Diary, Merit Certificate at Assembly, Seesaw work sample and comment.

Teacher reports a ‘misdemeanour’

In line with the ASC Junior School Positive Engagement Behaviour Management Process, communication noted in the Student Diary, phone call or email to parent.

Reporting and work samples

End-of-semester reports available on SEQTA. Work samples on Seesaw or sent home when finished.

Exhibitions of enquiry learning throughout the year.

Work displayed in classroom, including class inquiry floor books in Pre-Kindergarten – Year 2.

Parent Interviews (Term 1), Three-Way Interviews (Term 3).

Student Wellbeing 

All Saints’ College is a child-safe organisation which seeks to promote positive student wellbeing. The College is firmly committed to the wellbeing of our community and is active in its support of all students throughout their school activities and personal development.


Student wellbeing centres firstly upon the classroom teacher, who is the initial point of contact for any issues concerning your child. Other staff – including the Junior School Psychologist, College Chaplain, Early Childhood Coordinator, Assistant Dean of Junior School (Wellbeing) and the Dean of Junior School – support the classroom teacher regarding all student wellbeing matters.

Management of Student Behaviour

The Junior School’s management of student behaviour is based on self-respect and the consideration of others. Each student is expected to be responsible and accountable for their actions, and to seek to build positive relationships with others, based upon mutual understanding and respect. Students are provided with developmentally appropriate opportunities to consolidate these skills as they progress through the Junior School. The emphasis is on positive reinforcement of respectful behaviour at all times. In instances of behavioural concern, the appropriate step of the ASC Junior School Positive Engagement Behaviour Management Process is implemented. This includes the use of Restorative Practices facilitated and guided by College staff.


The College’s position on the issue of bullying is informed by its Anglican beliefs, the Friendly Schools Project and the National Safe Schools Framework. Bullying occurs when someone (or a group of people) with more power, repeatedly and intentionally uses words and/or actions which cause distress and risk the wellbeing of an individual, group or the wider College community.


The College Community is committed to:

  • Promoting respectful and inclusive relationships, not bullying others;
  • Empowering students to be positive proactive bystanders who help other students who may be bullied;
  • Taking care to include students who may be left out;
  • Sharing concerns regarding others with an adult.

Buddy Program and Building Positive Relationships 

Peer support is provided for younger students through our successful Buddy Program. This also enables our upper Junior School students to develop their communication and leadership skills. Through collaboration and shared experience, Junior School students are able to develop strong bonds that extend beyond the classroom walls and span year levels from Kindergarten to Year 6.



ASC Junior School Positive Engagement Behaviour Management Process 

All staff recognise the importance of students' input into their class charter and acknowledge positive student behaviour. 


The Leader in Me 


'The Leader in Me' has been implemented across the whole College. 'The Leader in Me' is based on Stephen Covey's 7 Habits of Highly Effective People, and enhances student personal and social-emotional learning. 


The language and concepts used within 'The Leader in Me' from Pre-Kindergarten onwards will further support children to make positive decisions in their lives within the College and beyond.


The 7 Habits of Highly Effective People

Habit 1: Be Proactive

You're in charge

1. Pause then respond

2. Use proactive language

3. Focus on your circle of influence

Habit 2: Begin with the End in Mind

Have a plan

1. Define outcomes before you act
Habit 3: Put First Things First 

1. Focus on your highest priorities

2. Eliminate the unimportant

3. Plan every week

4. Stay true in the moment of choice

Habit 4: Think Win-Win
Everyone can win 

1. Have an abundance mentality

2. Balance courage and consideration

3. Consider other people's wins as well as  your own

4. Create win-win agreements

Habit 5: Seek First to Understand, Then to Be Understood

Listen before you speak 

1. Practice emphatic learning

2. Respectfully seek to be understood

3. Value difference

Habit 6: Synergise

Together is better 

1. Value differences


2. Seek third alternatives 

Habit 7: Sharpen the Saw 

Balance feels best 

1. Look after your whole self 


Through learning and practice of the 7 Habits, students are able to develop responsibility, initiative and creativity. They are able to set goals and meet them, get along with people of different backgrounds and cultures, resolve conflicts and solve problems. Students become self-managing to a large degree. They develop an effective personal operating system and understand a common language they share with their peers and the College community. 


All students are assigned to a House on entry into the College and remain in this House for the duration of their time at All Saints' College. 


The Houses are: 




Cowan House is named after Edith Cowan (1861–1932), the first woman to be elected to an Australian parliament. Cowan was active in the Red Cross and Anglican Church, and promoted the rights of women and improvements in child welfare. Edith Cowan University is named in her honour and her image appears on the 50-dollar note.




Durack House is named after the Durack family who pioneered the Kimberley region and included Mary Durack (1913–1994), a prominent writer, and Elizabeth Durack (1915–2000), a painter and illustrator.





Forrest House is named in honour of Sir John Forrest (1847–1918), an explorer and outstanding political and administrative figure. Forrest was Western Australia’s first Premier, and in 1901 entered the first Commonwealth Parliament where he served in several senior roles.




Murdoch House is named after the prominent Australian academic and essayist Sir Walter Murdoch (1874–1970). In 1913 Murdoch was appointed the foundation Professor of English at the University of Western Australia, where he later served as Chancellor. Murdoch University was named in his honour.




O’Connor House is named after Charles Yelverton O’Connor (1843–1902). O’Connor was the engineer responsible for designing Fremantle Harbour and the controversial Goldfields Water Supply Scheme.




Stirling House takes its name from Sir James Stirling (1791–1865). Stirling was born in Scotland and served in the Royal Navy. In 1827 he was responsible for early exploration of the area around the Swan River and in 1829 he returned with the first settlers aboard the ’Parmelia’. He served as the Colony’s first Governor from 1829 to 1838.

College Information and Services

Uniform Shop and Uniform Guidlines

The correct uniform for both girls and boys in Pre-Kindergarten – Year 6 is detailed below. Students are expected to come to school dressed smartly in accordance with the guidelines:



  • Mondays, Wednesdays, Fridays and excursion days: students wear their uniform with striped shirts.
  • Tuesdays and Thursdays: students may wear their coloured House shirts or the striped shirts.
  • Sporting carnival days: students wear their uniform with coloured House shirts, shorts, white College socks and predominantly white sports shoes.
  • Terms 1 and 4: students wear College shorts, white College socks and predominantly white sports shoes or blue school sandals.
  • Terms 2 and 3: students wear their full tracksuits instead of shorts, and predominantly white sports shoes (sandals are not worn).

YEARS 3 – 6

  • Terms 1 and 4: students wear formal Summer Uniform to school each day. They are permitted to wear their full Sports Uniform on the days they have Sport. House shirts are to be worn on days they have House Sport.
  • Terms 2 and 3: students wear formal Winter Uniform to school each day. They are permitted to wear their full Sports Uniform on the days they have Sport. Students are required to wear their full tracksuit to and from school on these days.

All students are required to have a College hat at school throughout the year. As a Cancer Council SunSmart approved school, sun protective hats (not peaked caps) are compulsory for all Junior School students and must be worn during recess and lunch breaks (peak UV times). Students in Year 5 and 6 have the additional option of wearing Senior School peaked caps for sporting activities only, such as Physical Education lessons or interschool/interhouse Sport. All items of uniform must be named clearly. The consequence for failure to wear the correct uniform is a note sent home in the Student Diary to remind the parents of the correct uniform. In a case of repeated failure to wear the correct uniform, the correct uniform will be purchased and parents billed for the item(s).



Students are expected to have their hair neat and tidy at all times. Hair must be clean and neatly combed. Hair that is collar length or longer must be tied back, with the tie point no further forward than the mid-line of the head. Hair is not to be styled in such a way that it is capable at any time of falling forwards towards the eyes or face. Hair accessories (hair combs, ties, ribbons or elastics) should be of the College pale blue, dark blue or white, or of a natural hair colour.


Extremes of cut, style or colour are not permitted. This includes hair that is obviously dyed, undercuts, and where hair is cut to very different lengths within one style. The Dean of Junior School and the Assistant Dean of Junior School (Wellbeing) have the final decision on what style or colour is considered extreme in the Junior School.



College blazers are required for students in Years 5 and 6. College bathers are required for all students in Years 3–6.



Students may not wear jewellery of any kind, except the items outlined below:

  • Boys may wear a neutral-toned wristwatch. No other jewellery is permitted.
  • Girls may wear a neutral-toned wristwatch, and one pair of small plain gold or silver matching studs or sleepers in the ear lobes only, one in each ear.
  • Students in the Junior School are not permitted to wear ‘smart watches’ during the school day that have the capability of connecting and communicating as a mobile electronic devices.

Students should hand money, valuables or mobile phones to their class teacher for safekeeping.


Students may be sent home from school if they present with additional piercings that cannot be removed at school. Plastic retainers or other spacers are not permitted.



Monday           7.30am–11.30am

Wednesday    12.30pm–5.30pm

Thursday        12.30pm–5.30pm

Friday              7.30am–2.00pm


Telephone (08) 9313 9301


Access to the Uniform Store is via Gate 4 (see College Map).

Cocurricular Activities

The College’s extensive cocurricular program runs either before or after school throughout the week and caters for the varying interests and talents of our students. Full details of the activities available are forwarded to parents via SEQTA towards the end of each preceding term. Students are encouraged to choose their preferred activity carefully and are expected to make a commitment for the duration of the activity.


Cocurricular activities are not available for Pre-Kindergarten to Pre-Primary students, and limited activities are available for Year 1 and Year 2 students. In the early years of schooling, the full day at school is often enough for the child to manage happily. As they grow and mature, they are ready for more challenges whilst maintaining a balance between self-determined choices of free activity, homework and organised activity.


Learn-to-Swim Program

Learn-to-Swim lessons are available for children from four-years-old upwards at the Aquatic Centre. Lessons are held every afternoon after school and on Saturday mornings. Children attending Out of School Hours Care will be taken and collected from the Aquatic Centre by one of the program leaders. Further information is available by phoning 9313 9386.


Individual Music Lessons

Individual Music lessons, including Suzuki Strings lessons for Kindergarten – Year 2 students, are offered. Detailed information is available from the Music Department by phoning 9313 9397.

Out of School Hours Care (OSHC)

The College welcomes 3–12-year-old children (Pre-Kindergarten – Year 6) to our Out of School Hours Care (OSHC). The centre is open every day of term time for Before School Care (7.00am–8.45am) and After School Care (3.00pm–6.00pm), and for Vacation Care (7.00am–6.00pm) in school holidays.


A fully qualified Coordinator is in charge and is assisted by OSHC educators. The program provides a balance of organised and free activities, both indoor and outdoor. Students are able to complete their homework or attend cocurricular activities and swimming lessons while attending Out of School Hours Care. More details can be found on our website: www.allsaints.wa.edu.au/community/out-of-school-hours-care


All Saints’ College OSHC Philosophy

OSHC aims to provide a safe and engaging environment where children feel welcome and valued. We endeavour to offer a dynamic and stimulating program that fosters positive relationships and student wellbeing. We encourage children to make their own choices and decisions by providing a range of play-based activities and areas for quiet and creative activities. At OSHC we are dedicated to providing active care and building strong, effective relationships with children, parents and the community.



The OSHC Coordinator and Educators all have Working with Children clearances and are either fully qualified or working towards an education or child development related qualification. At all times there is at least one staff member present with a Senior First Aid Certificate, Anaphylaxis Training, Emergency Asthma Management and Basic Emergency Life Support.



The OSHC Centre is located in the All Saints’ College Early Childhood Centre adjoining the Year 2 classrooms. Parents can access the Centre from Gate 1. OSHC has use of many of the College facilities, including the playgrounds and oval.


Child Care Subsidy

As All Saints’ College Out of School Hours Care is an approved OSHC provider, parents are able to apply for Child Care Subsidy (CCS).


For further information visit https://www.mychild.gov.au/ or telephone the Department of Human Services Families Line on 136 150 and quote the following approval ID:

Before School Care: 3-4DDNF3

After School Care: 1-VSKAFB

Vacation Care: 1-VSKAHU

Parents need to provide a CRN# and date of birth of their child to receive their government payment.


Enrolment Process for OSHC

To enrol your child, log on to https://allsaintsoshc.hubworks.com.au/ and click on ‘Register’. This places your child on the register for the service. You will be sent a confirmation email containing your personal login and password once the enrolment has been accepted. It is essential to include all relevant information about your child on this registration, as this information is held separately from their school enrolment data.


For an immediate new enrolment for the current day, email OSHC on oshc@allsaints.wa.edu.au or call OSHC on 9313 9337 for this to be arranged manually.

Health Centre 

The College has a purpose-built Health Centre which is located on the Junior School campus. This centre is managed by two part time Registered Nurses, who provide first aid care for students from Pre-Kindergarten to Year 12 and staff.


All minor injuries or illnesses will be recorded in the Student Diary. A detailed Accident/Incident report will be completed for all situations resulting in injury, or for other situations requiring investigation or a parent interview, eg where a student complains of serious illness or feeling unwell over time.


If your child becomes unwell, every effort will be made to contact you or the named Emergency Contact. Should your child become unwell at school, they will need to be collected promptly, so as not to spread the illness. Please keep your child home if they are unwell. They should be fully recovered before returning to school to avoid infecting other students and staff. Should your child need to complete a course of medicine on their return to school, this should be taken to the Health Centre to be administered. Classroom staff will not administer any medication.


Please notify the College if your child has one of the following diseases, so that the College community can be alerted and take the necessary precautions: influenza, chicken pox, mumps, rubella, head lice, conjunctivitis, ring worm, hand foot and mouth disease, impetigo (school sores).


If your child requires an epipen to be administered, you must complete an Anaphylaxis Care Plan with Health Centre staff each school year and provide a current epipen to be kept at the College. All other non-life-threatening allergies will be recorded in the student’s medical file.


If your child suffers from asthma, please supply ventolin and a spacer to be kept at the College. When dealing with an acute asthma attack, All Saints’ staff will follow the guidelines established by the Asthma Foundation of WA.


The Health Centre staff will dispense regular, ongoing and emergency medication. If your child requires medication at school, you are required to provide written documentation from the prescribing Doctor outlining the medication and dosage. All medication is to be supplied in its original container with the student’s name on it, and is kept in the Health Centre.


Panadol, Nurofen or antihistamines will be administered if prior consent has been given on the Student Health Emergency Contact and Consent form.


Please contact the College Nurses via the Health Centre on 9313 9326 or email via health.centre@allsaints.wa.edu.au if you have any concerns regarding the health of your child.


Please note: At the beginning of the year you will receive an email from the College prompting you to update your child’s medical details and personal information, and to provide consent for your child to attend incursions/excursions during the year.


Dental Care

If you have or are entitled to a Medicare card, children from Pre-Primary upwards may be registered to receive free dental treatment at the Willetton Dental Therapy Centre for the duration of their time at the College.


If you wish to take advantage of this service, contact the Willetton Dental Therapy Centre on 9457 4624. You will be notified by the Centre when your child is to attend for an appointment.


The College Canteen is open from 7.30am, Monday to Friday and operates on a not-for-profit basis. It is available for all families from Pre-Primary upwards. 


Students in Year 3 and above are permitted to visit the Canteen at the following times:

Year 3: Lunch time only (1.10pm–1.30pm)

Year 4: Recess (10.45am–11.05am) and lunch time (1.10pm–1.30pm)

Year 5: Recess (10.45am–11.05am) and lunch time (1.10pm–1.30pm)

Year 6: Recess (10.45am–11.05am) and lunch time (1.10pm–1.30pm)


Please note that the service for students closes 5 minutes prior to the end of recess/lunch to ensure enough time to eat and move back to class.


You can process your Canteen order online

The preferred and most accurate option for ordering your child’s lunch is to use the online system. Leaflets on how to register are also available from the class lunch basket or the Canteen. Lunch orders can also be placed in the basket in the classroom each morning. Please note: food is not available to be pre-ordered from the Canteen at Recess time.


Please note: There is a special menu for Pre-Primary students which allows for flexibility of collection to meet the needs of the children, with smaller portion sizes to reduce food wastage while providing a healthy food service for families.


Our Online Canteen is safe and easy to use, giving the Canteen a greater level of control over orders placed.


To register:

1. Please go to: www.QuickCliq.com.au

2. Complete the online registration form and an activation email will be sent to you.

3. Log on, add a student and credit.

You are ready to start ordering!

If you require help, you can phone the Online Canteen Team on 1300 116 637 from 5.30am or send an email to: info@QuickCliq.com.au


Can you help in the Canteen?

The Canteen is always in need of an extra pair of hands. Enthusiasm is all that is required to be a part of our community.


We would be delighted to hear from you if you can volunteer any time on a weekly, fortnightly or monthly basis.


Please feel free to visit the Canteen or contact the Canteen Manager, Mr Colin Lynn:

colin.lynn@allsaints.wa.edu.au or 9310 1470 between 7.30am and 2.30pm, Monday to Friday.

Nut Policy

A number of children in the Junior School have severe, life-threatening allergies to nuts, which may cause anaphylactic shock through eating and/or touching these foods. Shared cooking utensils, skin to skin contact and, in some instances, even the breath of another person having eaten nuts can lead to a fatality.


As a consequence, we ask you to refrain from sending food products containing nuts or peanuts (eg peanut butter or muesli bars containing nuts) to school.


The Canteen does not serve items containing nuts or peanuts to Junior or Senior School students.

Crunch and Sip and Celebrations

Crunch and Sip - Morning Tea and Lunch 

Healthy food and water are an essential requirement for student wellbeing, and meal times are important social and educational experiences. All students in the Junior School from Pre-Primary to Year 6 are required to pack daily a separate container of raw vegetables or fruit and a drink bottle of water to consume during their class’s ‘Crunch and Sip’ break each day. The College supports this Cancer Council of Western Australia health initiative to promote eating enough vegetables and fruit for healthy development and as part of our academic and wellbeing program across the College. Our students are encouraged to have regular breaks to drink water throughout the day to aid their academic focus and concentration.


Morning Tea

Students in Pre-Kindergarten and Kindergarten are requested to bring a piece of fruit, cheese, carrot or other raw vegetables each day to share for morning tea. This will be eaten along with a drink of water from their water bottles.


Pre-Primary – Year 6 students bring a packed morning tea and their water bottle.



All children are required to bring a packed lunch to school each day. For Pre-Primary – Year 6 students, there is a lunch menu available from the Canteen, should families wish to make use of this facility. Children from Year 3 are permitted to buy extra items from the Canteen at lunchtime. In the interests of good physical health and dental care, please do not provide sweet biscuits, lollies or chocolate.


Children are supervised by teachers when they are eating, and teachers are on duty during recess and lunchtime each day.


All children are required to have a named drink bottle of water to be kept in the classroom with them so they have access to water at all times.


In line with our Waste Wise Policy, children are requested to bring food in recyclable containers with minimum wrappers to reduce litter.

Crunch and Sip Ideas

Here are some suggested ideas to pack for Crunch and Sip:

  • A handful of grapes.
  • Chopped apple (held together with an elastic band to avoid it going brown).
  • Orange wedges.
  • Kiwifruit peeled and chopped.
  • A few strawberries with the tops removed.
  • Watermelon chunks, rockmelon balls or honeydew melon wedges.
  • Blueberries.
  • Chopped pear with a squeeze of lemon juice over it.
  • Lady finger bananas.
  • Cucumber slices.
  • Cherry tomatoes.
  • Capsicum or zucchini strips.
  • Carrot or celery sticks.
  • Blanched broccoli or cauliflower.

As these have high sugar content, please do not include:

  • Dried fruit.
  • Fruit leathers.
  • Muesli bars.
  • Fruit juice.
  • Canned fruit or fruit snack packs.

Lunchbox Ideas

Do not overfill your child’s lunchbox! We strongly support awareness of the environment and sustainability, so accordingly please send your child’s drinks in reuseable drink bottles, not tetra packs, and place foods in reuseable containers, not cling-wrap or pre-packaged.


Include a variety of healthy food with plenty of fresh fruit, salad vegetables and bread or cracker biscuits, rice or noodles, protein food such as meats, fish, dairy products, baked beans or boiled eggs.


Dairy foods, meat and eggs need to be kept cold. Put a frozen drink bottle in with the lunch box or use a cooler bag. It is not possible to re-heat food at school.


Other Lunchbox Ideas

  • Slice of fruit loaf/raisin bread.
  • Pancake or pikelet (add mashed bananas to the mixture for a change).
  • Fruit, date, pumpkin or plain scone.
  • Small pita bread (spread thinly with cheese spread, grated carrot, sprouts and rolled up to serve).
  • Small handful of rice crackers or baked wheat pretzels.
  • Wholemeal crackers with a slice of low-fat cheese.
  • Rice cakes with a thin scrape of reduced-fat cream cheese and Vegemite
  • Cup of popcorn
  • Slice of low-fat cheese with a bundle of carrot and celery sticks.
  • Tub of low-fat fruit yoghurt (freeze the night before in warmer months)
  • Small handful of dried fruit (for over 5 year olds only).
  • Small container of assorted salads (eg Tabouli, pasta, rice).
  • Salad box with a hard-boiled egg, cherry tomatoes and a bread roll.
  • Snow peas, feta, pitted olives.
  • Container of jelly and fruit.
  • Homemade pizza.
  • Vegetarian quiche or frittata.
  • Noodles with chicken and snow peas.
  • Kibbeh falafel.
  • Rissoles, meatballs or kebabs.
  • Low-fat cheese cubes or sticks.
  • Steamed dim sims – still delicious cold.
  • Sushi rice roll with avocado, carrot and tuna.
  • Chicken drumstick.

For other lunch box ideas, please visit:




Birthdays are very important, so when it is your child’s birthday you are invited to bring in a small treat to be shared with their class at the end of the day. We ask that large cakes are pre-cut to enable easy distribution. Please contact your child’s teacher for the numbers of students in the class. We will celebrate your child’s birthday with their class. Birthday invitations are not to be handed out at school unless the WHOLE class is invited. We ask for the same courtesy to be extended when Christmas cards are distributed.


Easter and Christmas Lollies/Chocolates

In keeping with our promotion of health and wellbeing, and of environmental responsibility by reducing litter, we discourage students from bringing lollies/chocolates to share with their peers.


We thank you for your support in this matter.


At the start of each term, an overview of the year level curriculum program is placed on SeeSaw. Class timetables are available on SEQTA. The programs are differentiated within the classroom to account for the needs of individual children.


Learning Intervention and Opportunities

In the event that a child is achieving well above or below the academic expectations of their year level, or having difficulty accessing the curriculum, their parents are notified and a meeting is arranged with the class teacher. In partnership with families, a plan will be put in place to address the situation, to optimise learning for the child.



On occasion, teachers in consultation with parents refer children to visit specialists – such as a speech therapist, occupational therapist, physiotherapist, educational psychologist, audiologist, optometrist or paediatrician – to identify specific learning needs and assist them to access the curriculum appropriately. College staff may also be involved, in consultation with the Dean of Junior School, in assisting to make adjustments to your child’s learning and teaching program. When referrals are made, it is important that there is close communication between the teacher, the parents and the specialist. Any specialist reports need to be made available to the College to inform the teachers, who are then able to make adjustments to the child’s learning program.



Assessment is an essential element of effective teaching and learning programs. Teachers regularly use in-class observations, informal and formal assessments to inform their programs, to be responsive to the child’s needs, to provide feedback and to monitor their students’ progress. These assessments are used in conjunction with the College’s annual standardised testing programs using ACER and ICAS tests, as well as national NAPLAN tests in Years 3, 5, 7 and 9. Our students are taught self-assessment, goal setting and reflection skills.


Excursions and Outdoor Learning Programs

Off-campus educational and outdoor learning activities are organised for students in Kindergarten – Year 6.


In 2020 we have adjusted the activities that will be covered by the annual general consent from our families. This will reduce the frequency of requests for consent for educational activities as shown in the table below.


To streamline the administrative requirements for each activity, the College asks parents of all students to complete the general consent form which will be emailed via EdSmart to cover all excursions and cocurricular events for the year. 


Details of specific events involving your child, including any costs, will be emailed to you in the lead-up to an event to ensure you remain aware of your child's involvement. You will be able to withdraw your consent for participation in an activity at this time. 


Camps, trips and tours will continue to require the completion of an individual permission slip and the completion of current medical status. 


General consent must be provided afresh for the new year, even if it has been provided before, and it is essential that the College has the most up-to-date medical information for your child/children. 


All incursions and excursions conducted by the College are subject to approval from the Leadership Team following a risk assessment process. 


Toys and Items of Interest

Students are encouraged to bring in items of interest relevant to a topic being studied in class. Other toys and personal items are to remain at home to avoid being lost or damaged at school.


Home Learning Policy

Connecting Learning at Home and School

The College’s Strategic Plan: Benang, includes Goal 2: Learning. Objective 2.1 describes our commitment to developing a broad, engaging and responsive curriculum that meets the needs of our diverse student population.

The Years 1–6 homework grid links learning at school with learning that occurs in other venues. This includes Family/Community Service, Service Learning, Nature Connect, Cocurricular Activities, Lifelong Learning and This Week’s Task.

We suggest the following time allocation:

Years 1–2                15–20 minutes per night, four nights a week

Years 3–4                20–30 minutes per night, four nights a week

Year 5                       30–45 minutes per night, four nights a week

Year 6                       45–60 minutes per night, four nights a week


However, in response to mounting evidence about the importance of unstructured time for children to play, explore and create, we do not want to erode this time and so request that you consider a balance that suits your family and encourage your child to monitor their own time spent each night.


Reading every day is an expectation. Reading can be part of this time allocation. Many researchers have shown the benefits of reading aloud to children continue well into their teenage years. This can be part of home reading.



To facilitate a love of literature and reading, Pre-Kindergarten, Kindergarten and Pre-Primary students are encouraged to take home book kits to enjoy reading with their parents. From Term 2, Pre-Primary students begin to have early readers sent home.


Home Learning – Rationale behind the grid

The Home Learning Grid is a framework that the teachers use to set meaningful homework for their students. The categories included in the grid are explained below:


The intention of Family/Community Service is to ask students to perform an appropriate task or chore at home that they do not normally do, but which would benefit their family, eg setting the table, making their bed, taking out the rubbish, unpacking the dishwasher. Doing chores helps to develop self-sufficiency and a sense of responsibility. Importantly also, children acquire the understanding that a feeling of accomplishment follows a job well done, thus building self-esteem. It may also involve doing something that would benefit their community, eg if the child belongs to a group or club, there may be jobs that they could do in that setting. This may be more appropriate for older students.


The intention of the Nature Connect box is to encourage a connection with nature. One consistent message from different fields of expertise is that spending time in natural environments enhances a child’s physical, sociological and psychological development. Students can simply place a tick in the box if they did something that involved being out in nature, eg a picnic in a park, bike ride, swim in the ocean or river, fishing, gardening. From time to time teachers may make suggestions in this area.


The Cocurricular Activities box is designed to help students see that learning is lifelong and occurs in many and varied environments while honouring the diversity of learning in which students are involved. This box requires students to tick which ones apply to them or they may add their own.


The Lifelong Learning box encourages students to foster their intellectual curiosity and pursue something of interest to them. Opportunities for sharing with their peers also help develop self-confidence. It may involve a student talking to someone or completing a written piece. Again, the time requirements will vary, depending on your child’s year level.


Inquiry Learning

During an inquiry, our students are often inspired to pursue further knowledge, work on a project plan or progress a task for their group. As part of the Inquiry process in Years 3–6, teachers will allocate time at the end of a day for students to set their own out of school task. Our aim is for the student to take ownership of this aspect of their learning. Students will plan this work in their Student Diary.


The grid will be explained in class each week and students will have a week to complete the tasks. Opportunities for sharing will be given. We encourage you to respond to your child’s request for help, rather than rushing in to support them before he/she has attempted to complete the homework independently.

Early Childhood Information

Early Childhood Philosophy

Our College values growth mindsets, and we see each child's success in being a confident and thoughtful learner as central to our thinking, planning and doing. 


Learning at All Saints' College Early Childhood Centre is developmentally appropriate, active and engaging for each child. 


Through play and inquiry, critical and creative thinking and endeavour, our children are nurtured, challenged and empowered.


We are intentional and explicit in our teaching.


Children are listened and responded to in ways that afford them agency, enabling them to be proactive in their learning and contribution to making a positive difference to their world. We believe the physical and social environment both at school and at home strongly contributes to each child’s unique journey of lifelong learning and wellbeing.



We strive to provide safe environments, underpinned by our College values of Empathy, Respect, Integrity and Courage (ERIC). 


We encourage risk-taking, learning by making mistakes, and engagement with the natural world and our College and local community, so our children know what to do when they don't know what to do. 


We value the enrichment of our College community through the diversity and contribution of our students, staff and families.


Grounded in our Christian values, we form caring, respectful relationships, thereby creating a strong sense of belonging as one.


As a community of lifelong learners, together we actively reflect on and respond to our learning and practices.


Preparing for school  – Tips for a smooth transition to Pre-Kindergarten and Early Childhood classes

We have compiled some tips and ideas that we have found helpful for our younger students and their families joining All Saints' in 2019. 


Anxious feelings are normal and expected during times of transition or change. This is especially true for children going back to school, or for first-timers starting Pre-Kindergarten or a new school. This transition can be stressful and disruptive for the entire family. Prior to the first day of school, your anxious child may cling, cry, have temper tantrums, complain of headaches or stomach pains, withdraw, and/or become sullen or irritable. 


If after reading these suggestions you have further concerns regarding your child's transition to school, please make contact with the College to arrange a meeting with your child's teacher before the start of the new school year. 


Prepare yourself first 

Handing over the care and responsibility of your child to teachers can be an uncomfortable time for some families. Children take cues from their parents, so the more confidence and comfort you can model, the more your child will understand there is no reason to be afraid. 


Read all the information that is sent out from the College to familiarise yourself with the routines and expectations for the first few weeks of school. As you become more comfortable with what to expect, your child will sense your feelings of excitement and enthusiasm rather than of worry and fear. If there is information you cannot find in the documentation provided, please do not hesitate to ask at the Orientation meetings or call the College to clarify.  


On Orientation Day, introduce yourself to your child's teacher and familiarise yourself with the classroom routine to help support your child. When you trust the teacher, your child will also learn to trust them. The teaching staff's top priority is to look after your child and make them feel comfortable. Parents are encouraged to contact the Junior School on 9313 9334 to check on how their child has settled if you have any concerns. 


Talk about Pre-Kindergarten/School with your child

This helps to familiarise them with what school is about and what to expect:

  • Talk regularly about what will be happening – “Mum and Dad will take you there, leave and then pick you up, for lunch at first, then in the afternoon. You will play with other children at Pre-Kindergarten. The teachers will look after you.”
  • Activities available will include painting, drawing, playdough, blocks for building, dolls, dress-ups, trains, trucks, paper, pencils, glue and collage materials, swings, a sandpit, monkey-bars, a hill to roll down, a fairy garden, musical instruments, books, puzzles, cubby-house and dancing.
  • Talk about the teaching staff and how they will be there to look after your child.
  • Acknowledge your child’s feelings, but tell them that they will be okay.
  • Drive past the school and stop to have a look at the playground and buildings.
  • Involve your child as much as possible in the buying, naming and packing of equipment and uniform ready for school, and talk with them about how to use or wear the items.
  • Keep a record on the calendar of how many days to go!
  • If either you or your child have any concerns or queries please contact the College for clarification.
  • Find out about their school day by asking specific questions: 
    "Tell me two good things about your day."
    "What song did you sing?"
    "What did you make today?"
    "What was the story about?" 

Boundaries and Expectations

Pre-Kindergarten and all College classes have clear routines, boundaries and expectations that support the children in their learning and wellbeing. Boundaries, both environmental and behavioural, provide a safe and secure setting for children. Children feel safe when they know what to expect and there are clear, consistent messages. Limits and expectations consistently delivered by adults enable a child to predict what to expect and how to respond appropriately. Children’s behaviour is supported when the limits and boundaries are firm, fair, developmentally appropriate and clearly stated.


By establishing boundaries at home, you are encouraging your child to behave in ways that meet your values. It helps them to develop their own self-discipline as they mature and enables them to respond to the College’s expectations.

Children develop resilience as they learn to adapt to different settings, having been given clear guidelines on how to behave by those they trust.


Routines are a good way of developing boundaries and setting expectations, and they help children to predict what will happen next and reduce anxiety about the unknown.


Set Up and Practice Routines

Your child will adapt more easily to the ebb and flow of the Pre-Kindergarten or school day if you set up and put in place some of the following routines at home in the weeks prior to starting at the College:

  • Put away their own toys/plates, etc when they have finished using them.
  • Pack their bag with them so they know where items are.
  • Sit at a table to eat food independently.
  • Eat the foods that you will pack for them to eat at school.
  • Open their own lunchboxes, containers and drink bottles.
  • Have a rest/quiet time after they have eaten their lunch, so they learn to lie quietly listening to music or reading a book to themselves.
  • Go to the toilet independently – wiping their own bottom and dressing and undressing themselves.
  • Find their own belongings, especially their hat and shoes.
  • Practise getting dressed independently.
  • Take off and put on their own shoes and socks independently (staff will assist with shoelaces).
  • Recognise their own name.
  • Practise ‘getting ready in the morning’ routines to ease the busyness of the day.
  • Develop bedtime routines at home, as lack of sleep affects children’s wellbeing. They may need to go to bed earlier than previously due to the demands of school.
  • Develop good eating habits so they have the right nutrition to support their learning.
  • Wait a short while before receiving immediate attention.
  • Taking turns.

Starting School Routines

The following tips will help you and your child set up a predictable and reliable way of managing a new situation:

  • As you drop off your child, build a routine so they know what to expect each day, and be consistent.
  • Discuss with your child who will drop off and collect them, and make a picture chart showing who it will be.
  • Arrive at school on time in the morning for the start of the Pre-Kindergarten or school day, and be on time to collect them in the afternoon to avoid significantly increasing stress levels for your child. Arriving early in the morning is not helpful, as too much waiting is difficult for young children.
  • Be supportive yet firm. When saying goodbye in the morning, say it cheerfully – once! Ensure you don’t reward your child’s protests, crying, or tantrums by allowing him or her to avoid going to school. Instead, in a calm tone say: “I can see that going to school is making you feel anxious; however, I feel confident you can have a good day. You do have to stay now and I will be back to pick you up later. Tell me what you are worried about, so we can talk about it.” Chances are, your child is anxious about something that requires a little problem-solving, role-playing, planning, and/or involvement from the teacher. You may want to talk about anxiety as something that is natural in new situations. However, project confidence in them and the teachers to handle any difficulties. If you have concerns, also consider rehearsing some coping statements for your child to say to themselves when stressed, such as:
  1. “I can be brave and have fun.”
  2. “If I get worried or need help, I can ask the teachers.”
  3. “I’ll have a play and then mum/dad/nanna will pick me up.”
  4. “I got used to day-care, I will get used to this.”
  • Become familiar with the class routines so you can talk to your child about what will happen at school.
  • Talk with the teacher to share your concerns and to get to know him/her.
  • Listen to your child and listen without judgement. Verify the story with teacher at a later time. Do not be too serious.
  • Expect your child to carry their own bag, to unpack their bag themselves, with your initial guidance, and bring their own water bottle into class themselves.
  • Ensure they have eaten breakfast and had a good night’s sleep!

Building College-Parent Partnerships

Be prepared to build a positive relationship with the College staff and other parents.


Share information about your child to make a difference to their emotional wellbeing and learning – this is an important part of the long-term relationship between home and school.


Little things make a difference – let the College know when your child is unwell or is going to be absent. This is a courtesy as well as a child protection issue. If you have to collect your child during school hours, please visit Junior School Administration to sign your child out first before going to the classroom.


Tell the teacher/College about major events and changes in your family that will impact on the child. Some examples of these changes are listed below.

  • A new sibling.
  • Changes in medical conditions, allergies, etc
  • Moving house.
  • A parent posted overseas or travelling away from home for extended periods.
  • Separation and divorce – custody arrangements.
  • Someone close to the child dying.
  • Someone special visiting.
  • Let your child develop their own relationship with the teacher.
  • Read the information on SEQTA each week and check your child’s bag daily to see if anything has been sent home from school.
  • Transfer information and dates from letters onto a calendar at home – there are many dates and events throughout the year to keep track of!


Trouble-Shooting – What to do when you are worried or when there are problems

The following tips may help resolve issues effectively.

  • Approach the relationship between the College and the teacher with respect.
  • Avoid getting into a discussion with the teacher before school – arrange a time to talk with the class teacher when neither of you will be under pressure to be somewhere else. The class teacher is the first person you speak to about your child. Share your concerns with the teacher before speaking to anyone else.
  • Be open to working out the concerns together – really believe there is no single answer or one right way to do things.
  • Acknowledge your child’s feelings and their view of the issue.
  • Be prepared to listen to other points of view and try to keep an open mind.
  • Mostly situations or issues are complex, so it is important not to jump to conclusions; try not to blame.
  • Be fair.
  • Develop a relationship built on trust.

Name Everything

This makes it easy for your child to identify their belongings, as well as for adults and other children to return your child’s items to them.

  • Name every item of clothing including hat, art smock, shoes and socks, sleeping bag, school bag, library bag, water bottle, lunch box, lunch box containers, ice pack.
  • Use clear writing to write your child’s preferred name and surname on every item.
  • Use black marker pen or name tags (name tags do come off with wear and tear, unless sewn on).
  • Name items in easy-to-see places.

So that your child can identify their own personal items easily on their own, especially while they are learning to recognise their name,

  • Add a child-friendly key ring to your child’s school bag.
  • Sew a button or ribbon to your child’s sleeping bag on the top corner of the light panel alongside their name.

Our Expectations

Knowing what the class program will involve will help you talk with your child about what to expect. This is placed on MyASC in the subject area overviews by Week 2 of each term.


Our Early Childhood programs, in particular our Pre-Kindergarten – Pre-Primary programs, are designed for children to:

  • play to learn;
  • make choices about what to play and learn;
  • be involved in a wide range of activities, including individual, partner, small-group and larger-group activities;
  • develop social and emotional skills to become resilient;
  • be challenged to think further about what they are learning;
  • record their learning;
  • learn indoors and outdoors;
  • develop their ability to use a wide range of words to communicate their needs, wants, thoughts and ideas;
  • explore the world through their senses;
  • be respectful of one another and the environment;
  • be creative using a variety of media;
  • learn to share and take turns appropriately;
  • feel confident in their school environment; and
  • have routines, including eating and resting times.




Typical Pre-Kindergarten and Kindergarten Timetable

Pre-Kindergarten and Kindergarten Timetable Example


Sun Protection Policy 

This policy has been adopted to ensure that all staff and students attending All Saints’ College Junior School are protected from skin damage caused by exposure to the sun. It applies throughout the school year and while on College Outdoor Learning Programs, excursions and at carnivals.


When activities must take place outdoors in Terms 1 and 4 – especially between 11.00am and 3.00pm – students and staff will be encouraged to protect themselves from harmful UV sun rays in the following ways:


1. Responsible and Proactive Behaviour 

  • Students are required to wear the correct College hat whenever they are outdoors. Broad-brimmed hats and peaked caps that have the additional neck protection flap are required for all Junior School students in Pre-Kindergarten to Year 6. Students in Years 5 and 6 have the additional option of wearing Senior School peaked caps for sporting activities only, such as Physical Education lessons or Interschool/Interhouse Sport.
  • The Uniform Store provides students and staff with the opportunity to purchase hats with a 50+UV index rating.
  • Visitors and guests are encouraged to wear hats when attending outdoor events.
  • A ‘No Hat – No Play’ statement is widely published, articulated and enforced.
  • Students without hats are directed to a designated shaded area.
  • Students are educated to wear sunscreen prior to arriving at school in the morning, and to reapply at recess and lunchtime.
  • Students are encouraged to take responsibility for applying their own sunscreen, which includes the purchase of their own supply.
  • Sunscreen is provided in large tubs during carnivals and other outdoor events. Regular reminders are issued by teachers.
  • Students are allowed to wear sunglasses to protect their eyes from harmful UV radiation while participating in outdoor activities (when safe and practical to do so).
  • Fashion sunglasses with no UV rating are not acceptable. Sunglasses may be worn to and from the College, or when outside in the College grounds.

2. Curriculum and Student Education 

  • Sun protection and skin cancer prevention programs are incorporated into the curriculum at each year level throughout the Health strand, Personal, Social and Community Health.
  • Sun protection is promoted throughout the year in newsletters and diaries.
  • Teacher reference materials and resources are provided to support sun protection strategies.

3. Environment 

  • Whenever possible, indoor areas are used for the daily physical education lessons which occur during peak UV index times.
  • Shade is provided at all outdoor College carnivals.

4. Evaluation

All Saints’ College Junior School will review the effectiveness of this policy each year in terms of:

  • Student/staff adherence to SunSmart behaviour.
  • Regular assessment of shade.
  • Reflection, evaluation and updating of curriculum materials and activities relevant to SunSmart education.

Our Campus 

All Saints' College Map 

Commonly used acronyms: 

Early Childhood Centre – ECC

Centre for Performing Arts – CPA

Indoor Sports Centre – ISC