14 September 2017 Administrator | Student Wellbeing | Whole School  

At Homebush Boys High School we encourage all students to work consistently, striving for improvement. In order to acknowledge the work being done by students, Homebush Boys High School uses a tiered merit system to promote the work of students.

Show qualities of the Bushy Boy Ethos!

Bushy Boy Behavior Award

6 Bushy Boy Behavior Awards

Bronze Award

Student Achievement

Bronze Award

Sports Achievement

Sportsperson of the Week Award
(Equivalent to 1 Bronze Award)

Excellent Student Achievement in Faculty

Head Teacher Award
(Equivalent to 2 Bronze Awards)

5 Bronze Awards

Silver Award

5 Silver Awards

Gold Award

2 Gold Awards

Principal's Medal



13 September 2017 Ramana Kirubagaran | Student Wellbeing | Staff  

The Year Advisers are members of staff who have the specific role of supporting the welfare and educational needs of all students at Homebush Boys High School. They are are essential in developing, fostering and maintaining positive relationships with students and caregivers. Year Advisers are not a disciplinarian, concerns regarding discipline or progress in studies should be directed towards the Head Teacher of the subject.

The extension numbers listed will allow you to leave a message on the voicemail of the staff member so that they may call you back.

Head Teacher Wellbeing
Audrey Juska
(CAPA -140)


Year 7 Adviser
Rashmi Singh
(Maths - 217)
Year 7 Assistant
Manjeet Kaur
(Maths - 222)
Year 8 Adviser
Sharon Cuneen
(PDHPE - 285)
Year 8 Assistant
Lara Hasham
(English - )
Year 9 Adviser
Sathya Kumaralingam
(ESL - 262)
Year 9 Assistant
Elie Kisso
(Social Science - )
Year 10 Adviser
Christopher Burke
(Science - 237)
Year 10 Assistant
David Johnston
(Science - )
Year 11 Adviser
Abderrahim Abbou
(Maths - 227)
Year 11 Assistant
Manjula Lakshmipathy
(Maths - )
Year 12 Adviser
Jinping Blunden
(LOTE - 290)
Year 12 Assistant
Rita Zammit

Deputy Principals

Deputy Principal Curriculum & Welfare
Anna Paleothodorous
(Years 7, 9, 11)
(Deputy - 103)
Rel. Deputy Principal Teaching & Learning
Matina Shadwick
(Years 8, 10, 12)
(Deputy - 102)

School Counselor

Gina Sorensen
(Thurs, Fri)
Kim Gane
(Mon, Tues)

Learning Support Staff

Kerry Meucci
Merrill Sells
Judith Edwards
Rosemary McNamara
Hearing Support
Robyn Churchill
Classroom Support
Louise Avery
Classroom Support
Vilma Michaels
Classroom Support
Mary Talarico
Classroom Support
Maria Hong
Korean Language Liaison
Zena Karhani
Arabic Language Liaison


29 June 2017 Ramana Kirubagaran | Student Wellbeing |

It is mandatory that each school has a Student Welfare Policy.

Student Welfare:

  • Encompasses all that the school community does to meet the personal, social and learning needs of students.
  • Creates a safe, caring learning environment
  • Incorporates effective discipline
  • Incorporates preventative health and social skills programs
  • Values collaborative early intervention
  • Provides ongoing education support
  • Recognises diversity and promotes harmony
  • Provides opportunities for students to:
    • enjoy success and recognition
    • make a useful contribution to the life of the school
    • derive enjoyment from their learning

See the department Student Welfare Policy for a more comprehensive statement:

The Student Welfare Policy:

  • Has three focus areas
    • effective learning and teaching
    • positive climate and good discipline
    • community participation
  • Is concerned with effective learning and the quality of school life
  • Provides a detailed framework for the optimal participation of students
  • Is the umbrella policy for school practices relating to student well-being


29 June 2017 Ramana Kirubagaran | Student Wellbeing | Whole School  

Section 32 of the Education Act 1990 requires that ‘in every government school, time is to be allowed for the religious education of children of any religious persuasion’. The procedures for special religious education in public schools consider:

  • recommendations 36-72 of the report, Religion in Education in NSW Government Schools (1980), which were adopted by the government of the day as the basis of an agreement with the churches about the implementation of special religious education
  • Education Act 1990 Section 33A, an amendment approved in 2010 to allow the option of special education in ethics for parents/caregivers who do not wish their children to attend special religious education
  • the recommendations of the Final Report from the Inquiry into Education Amendment (Ethics Classes Repeal) Bill 2011 that were published in June 2012. 

The provision of special religious education is not government funded.
A special religious education program is available at the school and is run by authorised volunteers of approved religious persuasions.

To opt out from participating in any of the above mentioned activities, a student must return the withdrawal form to Mr Abbou before the commencement of Special Religious Education.


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29 June 2017 Ramana Kirubagaran | Student Wellbeing | Whole School  

International Students

At Homebush Boys High School we understand that clear communication is important for maximising student performance and improving outcomes. We have support personnel that help students access the curriculum and facilitate success.
Here is a link to DEC International a website dedicated to support International students. http://www.decinternational.nsw.edu.au/
The Homebush Boys High School Enrolment Information for International Students may be found at:xxxxxxxxxxx (pdfxxxx KB)

Supporting families

A range of services is available to support families, including translation and interpreter services, adult education, adult English programs and telephone counselling services.


The school counsellor can assist when families undergo a trauma or big change. Contact us to make an appointment. For information in community languages see school counselling service.
Free telephone counselling services (outside of the education system) are available to support families who may be going through a difficult time.

  • Lifeline - a 24 hour telephone counselling service - 131114
  • Mensline Australia - 24 hour telephone counselling service for men - 1300789978.
  • Parent line - a toll free 24 hour advice and information service - 1300130052
  • Kids Help Line-a toll free 24 hour advice and information service for young people - 1800551800
  • Head space - headspace is the National Youth Mental Health Foundation providing early intervention mental health services to 12-25 year olds, along with assistance in promoting young people’s wellbeing. This covers four core areas: mental health, physical health, work and study support and alcohol and other drug services - https://www.headspace.org.au/
  • Black Dog-The Black Dog Institute is dedicated to understanding, preventing and treating mental illness. We are about creating a world where mental illness is treated with the same level of concern, immediacy and seriousness as physical illness; where scientists work to discover the causes of illness and new treatments, and where discoveries are immediately put into practice through health services, technology and community education - https://www.blackdoginstitute.org.au/

Interpreter service

Parents and carers who don't speak English well and deaf parents and carers who use sign language, can get assistance from the telephone interpreter service. An interpreter can be requested for school matters involving your child such as enrolment, subject choice, educational progress, attendance, welfare or behaviour. Interpreters can also be requested for parent-teacher interviews, school meetings, school council meetings, and parents and citizens meetings.

The telephone number to call is 131 450. Ask for an interpreter for the required language and the interpreter will call our school and stay on the line to assist you with your conversation. You will not be charged for this service. Parents and carers who need an interpreter to attend a school meeting should let us know.

Adult education


29 June 2017 Ramana Kirubagaran | Student Wellbeing | Whole School  

We are committed to closing the achievement gap for Aboriginal students. We know that we need to learn about, nurture and value the cultural identity of our Aboriginal students in order to assist them to be successful learners.

We welcome Aboriginal and Torres Strait Islander family members, parents and community members to our school so that we can get to know each other, learn about the local Aboriginal community and develop shared goals and plans for Aboriginal students.

We encourage Aboriginal students to learn how to negotiate and develop strategies by providing unique leadership opportunities.

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29 June 2017 Ramana Kirubagaran | Student Wellbeing | Whole School  

We have a range of educational options to support students with special learning needs which require additional support.

Every student is entitled to attend a NSW public school. If our school is your local school and your first preference, we suggest you talk to our principal to discuss your son's needs and options.

Following your discussion, their learning needs will be assessed so that decisions can be made about whether they would be best suited to learning:

  • in a regular class with additional support, or
  • in a special class in a regular or special school.

You will be involved in any decision about the type of support.

After enrolment we will work with you and your son to continually review their learning needs at each stage of their education.

Enrolling in school
Starting a new school is a big step for all students and their families. If you are thinking about enrolment, we can help with your son's transition to our school. Please contact our principal to make an appointment to discuss any concerns.
You might like to use our school locator to research regular and Special Schools or Schools for Specific Purposes which have supported classes. It is important to be aware that placement outside of our school will need to be done with the assistance of our regional team.

Already at school
If you have concerns about your son's development or progress at school, or if they have special learning needs which have changed, please contact the principal, so we can best cater for your needs.

Transition planning for Year 11 and 12 students

We provide support for students entering Years 11 and 12, through to post-school options for vocational education and training, further education or employment.

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29 June 2017 Ramana Kirubagaran | Student Wellbeing | Whole School  

Promoting health, supporting student health care needs and reducing health risks are important to everyone at our school.

Prescribed Medication

If your child is being prescribed medication that needs to be taken during the day, please inform staff at the front office so that arrangements can be made for the medication to be administered. Please read the important information about prescribed medications at school.


If your child has been diagnosed with an allergy or allergies, it is important that you tell the principal as soon as you become aware of it, or if your child's allergy changes. If your child is diagnosed at risk of an anaphylactic reaction an individual healthcare plan is developed that includes strategies to minimise the risk of a severe allergic reaction.

Managing Complex Health Needs

An individual healthcare plan is developed for each student with complex health needs. The plan supports students with severe asthma, type 1 diabetes, epilepsy, anaphylaxis and those at risk of an emergency or requiring the administration of specific health care procedures.

Infectious diseases

There are many infectious diseases that affect children and young people. Schools and parents should contact their local health network for advice regarding infectious diseases.


Our school's immunisation program works in cooperation with our local health network of the NSW Department of Health who deliver the NSW adolescent school-based vaccination program to high school students.

Head lice

Head lice outbreaks sometimes occur at school. If your child has head lice please treat your child and inform us. Daily combing of dry hair with conditioner can get rid of head lice. You should continue to send your child to school.

Healthy eating at school

Healthy food keeps children alert and focused and gives them the nutrition they need each day. Parents are to make sure they provide a healthy, nutritious menu in line with the current school nutrition policy.If your child brings their own lunch to school you can help by packing food that is interesting and nutritious. See lunch box ideas.

Sun safety

Our school takes sun safety seriously. Children learn about how to protect themselves from the sun's damaging UV rays, and our school implements a range of sun protection strategies..

Ear infections

Otitis media is a common middle ear infection which may cause fever or vomiting. If undetected, a child may suffer from hearing loss and their learning could be affected. Most ear infections respond readily to treatment. 

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28 June 2017 Ramana Kirubagaran | Student Wellbeing | Whole School  

Classroom Behavior Management or Wellbeing Referral process

All students are entitled to the right to learn in class and we work constantly to uphold a number of principles to guarantee the safety and wellbeing of all students at all times. Our students have all been introduced to our Bushy Boy Behaviours in which we have utilised the Positive Behaviours intervention Strategies framework to support and reward students for working committedly in upholding our school values.

Bushy Boys Behavior (PBIS)


  • Show Respect
  • Be Safe
  • Value My Learning



As a Bushy Boy, I will: 

  • Use ' please' and 'thank you'
  • Wait in line patiently for my turn
  • Use my own money 

As a Bushy Boy, I will:

  • Only be in corridors and stairwells to:
    • Move to class promptly
    • See a teacher
  • Walk safely and quietly on the left
  • eat my food outside buildings

As a Bushy Boy, I will:

  • Treat others with care and respect
  • Play with right games safely in the right areas
  • Place my rubbish in the bins and pickup other rubbish I see
  • Be in areas I am allowed to be in

As a Bushy Boy, I will: 

  • Follow the Code of Behavior
  • Work together with team mates
  • Always accept the referee's decisions
  • Be on time and in correct uniform
  • Travel with my team and look after one another
  • Use transport safely and responsibly

As a Bushy Boy, I will: 

  • Cooperate with my teachers and classmates
  • Care for the learning environment
  • Be on time and be prepared
  • Work at my best
  • Speak politely to everyone
  • Wear my uniform proudly
  • Work responsibly in the learning environment

As a Bushy Boy, I will: 

  • Listen and respect all speakers
  • Applaud appropriately to show appreciation
  • Stay seated in my correct roll call
  • Ensure I am marked present

As a Bushy Boy, I will:

  • Leave my bag outside
  • Work quitely
  • Look after my own valuables
  • Follow library rules
Front Office

As a Bushy Boy, I will: 

  • Use ' please' and 'thank you'
  • Make payments and enquiries during recess and lunch
  • Visit the sick bay only when I don't feel well
  • Follow the directions of the office staff

As a Bushy Boy, I will: 

  • Always have an out-of-class pass
  • Use good hygiene practices
  • Return to class immediately
  • Report any damage to the front office


At times, students of concern will be elevated through referral to a Subject Head Teacher. This staff member will either directly intervene in the students behavioural choices or refer to the appropriate next level. The following diagram demonstrates the current student referral process at our school.

Student Referral Processes

Any serious concerns in relations to Child Protection issues refer directly to Principal.


Atypical Referrals to HT Student Wellbeing and Year Adviser.

Teachers & Head Teachers can refer directly to Year Adviser when there are obvious welfare concerns.

  • Signs of neglect
  • Escalating inappropriate behaviors
  • Dramatic change in attitude or personality (depression)

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28 June 2017 Ramana Kirubagaran | Student Wellbeing | Whole School  

Roles of the School

At HBHS members of the school community have rights and responsibilities. Students and staff have the right to feel safe and protected from bullying and harassment. The school responds quickly and firmly against bullying wherever and whenever it occurs.

The school is responsible for the implementation of an anti-bullying policy. The central components are strategies which are utilised for anticipated incidents. HBHS fosters a structured approach when dealing with student bullying.

Level 1

  • an incident record is kept
  • students are interviewed to ascertain the facts. A “No Blame” approach is used.
  • students are counselled
  • relevant school-based strategy is administered

Level 2

  • parent involvement including notification and interview
  • interventions across the school involving Deputy Principals, Head Teacher Wellbeing, Head Teachers and classroom teachers
  • use of monitoring structures
  • use of relevant support structures at school or available to the school

Level 3

  • discipline code. Students who persist in bullying, despite counselling and support, may be suspended and ultimately excluded from school. Students may be immediately suspended or excluded from school depending on the severity of the bullying.

Roles of School Staff

All staff will:

  • model and promote positive relationships that respect and accept individual differences and diversity within the school community
  • be aware of their duty of care
  • ensure that bullying or threatening behaviour is not tolerated in school.
  • respond to bullying immediately
  • have knowledge of school and departmental policies relating to bullying behaviours
  • support colleagues in procedural fairness and processes
  • support those dealing with incidents and issues revolved around bullying
  • be effective role models by modelling non-bullying behaviours
  • promote a safe and caring learning environment
  • reinforce school values
  • create environments that are conducive to the minimisation and prevention of bullying and harassment
  • adopt consistency in school rules and expected codes of behaviour from the Fair Discipline Code
  • arrive at class on time and move promptly between lessons
  • actively patrol during playground duty and to be aware of potential incident areas
  • teach assertive behaviours and resilience where applicable
  • deliver Quality Teaching lessons that promote equity and engages all students
  • encourage co-operative learning and group work activities
  • foster positive and supportive relationships with the whole school community
  • communicate and collaborate with parents when dealing with issues
  • encourage tolerance and empathy among the whole school community
  • utilise aspects of the school curriculum that will assist students to deal effectively with issues of bullying by providing lessons and activities to develop relevant knowledge, attitudes and skills.

Roles of the Parent

Your parent /carer role is to support your child/ward and collaborate with the school to resolve any issue /s related to bullying and harassment.

If your son is involved in bullying, either as a target or as an aggressor, communicate details to the school. Contact a Deputy Principal or Year Adviser as soon as possible.

  • Note ways and warning signs that indicate your son is being bullied.
  • Refer to the HBHS Anti-Bullying Policy, DEC website and relevant websites (see Resources).
  • If you suspect your son is involved in bullying at school encourage your son to talk to you, or a trusted adult family member, about it.
  • Tell your son you are there to help him should he need it.
  • Do NOT encourage your son to retaliate either physically or verbally.
  • Listen carefully and sympathetically. Try to get relevant detail in a calm and non-judgemental manner.
  • Describe accurately what has been happening to your son to your contact at the school.
  • Encourage your son to tell someone at school about it.
  • Stay involved in your son’s use of new technologies
  • Set rules over use of social media. Make sure your son knows what information he can share by phone or post online and which websites they can visit.
  • Discuss and negotiate the amount of time your son can spend online and ensure he maintains a balance.
  • Encourage and support your son in developing his talents and participating in extra-curricular activities or school initiatives that will build confidence and friendships.
  • Collaborate with staff in developing or utilising strategies related to building resilience in students.

Roles of the Student

  • Behave appropriately respecting individual differences and diversity
  • Take care of school property and respect the property of others
  • Follow school rules in all school environments including excursions
  • Behave as responsible digital citizens
  • Behave as responsible bystanders
  • Do NOT harass, intimidate or bully students, staff and community members in any manner whatsoever