Enhancing the wellbeing of all members of our learning community is at the heart of all we do.
All members of the school community have a significant role to play in supporting a whole school approach to positive behaviour. Where all members work collaboratively, each learner has the opportunity to fully participate, engage in the process of schooling and become a successful learner.
The characteristics of a whole school positive behaviour approach include:
– Use of evidence-based practises
– Utilising data for informed decision making
A positive behaviour approach supports teaching and learning environments so that the academic outcomes of students are maximised. This provides a structure and process for school communities and classroom operations so that a supportive social culture is established.
Positive behaviour approaches are cohesive, collective and collaborative, providing support and focus on the development of values, relationships and skills; embedded in the teaching and learning, organisations, ethos and environment and in the partnerships and services within the school community (WHO, 1998).
Principles underpinning positive behaviour approaches promotes high expectations for all learners in Catholic school through the understanding that:
– Students are central to all decision making and action
– The safety of all students is a priority
– All students can learn
– Effective schools enable a culture of learning
– Expert teachers are critical to student learning success
– Learning and teaching is inclusive of all
– Teaching support matches the needs and talents of the student
– Effective teaching practices are research-based
– Inclusive schools actively engage and work in partnership with the wider community
St Joseph’s Primary School have created WSAPBS school wide expectations.
These are our called the 3Cs:
Caring for Self
Caring for others
Caring for our environment
Everyone in our school community is expected to understand and adhere to the expectations, demonstrated by appropriate actions. It is further expected that staff members appropriately challenge any behaviour that is in conflict with them.
At St Joseph’s we foster a growth mindset and intrinsic motivation. Rewards for appropriate behaviour/effort/thinking are at the discretion of the teacher and should be a stepping stone to self-regulation by the students.
Care must be observed in food rewards both in their type and their frequency. Staff need to be aware of food allergies and of health issues on the rare occasions when food rewards are being provided.
Students nominate their best achievement for term awards as a reflection on their goals set at the beginning of each term. These are written on Blue awards, signed by classroom teacher and principal and presented to learners at assembly. It is the classroom teachers’ responsibility to have these ready and given to the Principal on the last Monday in the term.
The Resilience Project
This year, we are excited to bring The Resilience Project into our school community and implement their wellbeing curriculum throughout our classrooms. This is a whole school initative.
The Resilience Project delivers emotionally engaging programs and provides evidence-based, practical strategies to support positive mental health and build resilience. Presentations will include stories and reseach on how we can build mental health in our day to day lives, and support the mental health of the learners in our care. Through this program, teachers and students will engage in weekly lessons and activities around the key principles of Gratitude, Empathy and Mindfulness (GEM) to build resilience. We will invite parents and carers access to an online Parent and Carer Hub, to build a community of support of all learners, which will include this program to help build parent confidence around resilience, and give practical ideas to help their child throughout the year. We will be holding professional learning session for all staff on this project.
The Chaplain’s role is specifically to support the health and wellbeing of our students and their families. Liaising with parents and students; offering learning adjustments for social/emotional concerns; completing passion projects with small groups of students and encouraging a growth mindset and emotional regulations are just some of the ways this may occur. Teachers are encouraged to embrace the chaplaincy program in order to enhance learning opportunities for our students.
Please discuss special needs of students from your class with the Chaplain and/or the Principal. It may be necessary to set up counselling, testing or assessment through external professionals. They will advise what steps to take.