Oakleigh Grammar has a variety of policies and procedures that are reviewed formally every three years, and/or updated as required. These policies and procedures are communicated, as appropriate, to the various groups within the School Community e.g. via the Grammar News, assemblies, email or direct communication from a member of the Executive.
Oakleigh Grammar is committed to providing a safe working environment through the implementation of risk prevention and reduction strategies that are integrated into all School activities, both onsite and away from the campus e.g. camps and excursions.
Oakleigh Grammar ensures that all policies and procedures are compliant with VRQA requirements. The Business Manager oversees OHS compliance, risk management, facilities, cleaning and maintenance.
Our OH&S Policies and Procedures are consistent with:
Oakleigh Grammar is committed to:
The Management of excursions, incursions and camps is overseen by the Deputy Principal, Student Wellbeing and Operations. Excursions and camps are seen as an integral part of the school curriculum as they enable students to explore, extend and enrich their learning and their social skills development, in a non‐ school setting. Excursions complement and are an important aspect of the educational programs offered at the school. An excursion is defined as any activity beyond the school grounds and our Excursion and Camps Policies are underpinned by Ministerial Order 870 Child Safe Standards.
Oakleigh Grammar is a Child Safe School which welcomes all children, young people and their families.
We are committed to providing environments where our students are safe and feel safe, where their participation is valued, their views respected, and their voices are heard about decisions that affect their lives. Our Child Safety policies, strategies and practices are inclusive of the needs of all children and students.
We support and respect all children, as well as our teachers, non-teaching staff and volunteers. We are committed to the safety, participation and empowerment of all children and young people.
We have zero tolerance for child abuse and take proactive steps to identify and manage any risks of harm to students in our school environments.
To Meet our Commitment:
We promote positive relationships between students and adults and between students and their peers. These relationships are based on trust and respect.
We take proactive steps to identify and manage any risk of harm to students in our school environments. When child safety concerns are raised or identified, we treat these seriously and respond promptly and thoroughly.
Particular attention is given to the child safety needs of Aboriginal students, those from culturally and linguistically diverse backgrounds, international students, students with disabilities, those unable to live at home, and other students experiencing risk or vulnerability. Inappropriate or harmful behaviour targeting students based on these or other characteristics, such as racism or homophobia, are not tolerated at our school, and any instances identified will be addressed with appropriate consequences
Child safety is a shared responsibility. Every person involved in our school has an important role in promoting child safety and wellbeing and promptly raising any issues or concerns about a child’s safety. Teachers and employees of the School, have a legal and moral responsibility to respond to situations involving:
We have legal and moral obligations to contact authorities when we are worried about a child’s safety, which we follow rigorously.
Our School has robust human resources and recruitment practices for all teachers, non-teaching staff and volunteers.
We regularly review our Child Safe practices, and seek input from our students, families, staff, and volunteers to inform our ongoing strategies.
Mrs Sarah Boardman
Head of Early Learning
As an educational leader, I feel privileged to be able to work alongside children as they build their knowledge and understanding of the world around them at school. Celebrating the diverse range of “Wow” moments that occur with our students each day, brings great joy to me both personally and professionally. I strongly believe in the importance of building solid foundations for children’s ongoing learning, focussing on developing thinking and inquiry skills in partnership with literacy and numeracy skills, in a meaningful, rigorous and authentic way for all children. Furthermore, I value the opportunity to build beneficial, ongoing partnerships with families, working together with them to encourage all children to consistently challenge themselves, as they holistically develop a solid understanding of how they learn best.
I studied a Bachelor of Education at the University of Tasmania, before working in a range of different school settings, both nationally and overseas. This hands-on experience with a range of educational approaches, supported by my ongoing work at the University of Tasmania as a Unit Coordinator as part of the Bachelor of Education degree, has given me the opportunity to continually reflect upon evolving current best practice in education, based upon relevant, research. I have been part of Oakleigh Grammar since 2014, working as the Early Learning Centre Coordinator before becoming the Acting Head of Junior School in 2018. Within these educational leadership roles, I have developed in many ways whilst working within Oakleigh Grammar’s dynamic and collaborative community of learners.
Mr Peter Cummins
Deputy Principal – Teaching & Learning
Peter Cummins took up his position as Deputy Principal in 2012. Prior to this he was Deputy Principal (Curriculum) at Leibler Yavneh College (2008-12) and Head of Curriculum at Mentone Grammar (2004-08). He began his career at Scotch College Adelaide and later returned as a boarding housemaster after teaching in the UK at Bromsgrove School and Wellington College.
Peter is passionate about developing the learner in every child and giving them a sense of responsibility to play an active part in making the world a better place for all human beings. He believes that the focus must be on our students developing the agility and imagination needed for living productively in a complex world.
Peter is married to Sharon (Kindergarten Director) and has three adult sons: Andrew who is a senior project manager in construction; Tom who works at Michigan State University in communications; and Alex an industrial designer.
Mr Luke Preston
Business Manager
Luke Preston is an experienced business and finance manager with a background in Not for Profit, specifically Education and Sport. Luke has most recently been the Finance manager at Melbourne Grammar School (2016-2019) and prior to that, the Business Operations manager at Tennis Victoria (2012-2016).
Before moving into the education sector in 2016, Luke worked in sport for 7 years – at Tennis Victoria and Cricket Australia – in financial and operational roles.
He worked in the corporate sector for 15 years prior to that, at major organisations across multiple sectors in both Australia and the UK, covering banking, consulting, retail and logistics.
Luke is passionate about the Education sector and the important community role played by schools and not for profit organisations.
Luke is a CPA and a UK ACMA and also holds a BSc (Social Science) from the University of Southampton.
Outside of work, Luke enjoys spending time with family and friends, and is alway kept busy with his two school age children: Alex and Jessica, and his lovely wife Kellie.
