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Student Wellbeing @ Anzac Park PS Parent Information

Anzac Park Public school aims to actively promote and maintain a safe, respectful and orderly learning environment for all students and staff. Students of all ages learn best when the school that they attend is a safe, supportive and disciplined environment. For this reason, Anzac Park Public School uses the School wide Positive Behaviour for Engaging Learners (PBEL) framework to develop a whole-school approach to student discipline.

To provide a safe and positive learning environment that fosters respect and responsibility and encourages all members of the school community to endeavour to achieve their full potential.

Student Well-Being at Anzac Park Public School

  • Promotes a happy and safe school in which everyone feels valued
  • Has clear guidelines and expectations for students, parents and staff to follow
  • Encourages and support respectful, responsible and resilient relationships
  • Maintains high expectations for behaviour and learning from students and staff
  • Uses the Positive Behaviour for Engaging Learners Framework to guide practice
  • Recognises the positive achievement and positive qualities for all students
  • Incorporates effective discipline strategies

Social and Emotional Learning

Well-developed social and emotional skills are important elements of well-being. These are the skills that allow students to work cooperatively with others, manage emotions, cope with setbacks and solve problems effectively. Social and emotional learning (SEL) is also the process through which children and adults acquire and apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

All students at Anzac Park participate in Social & Emotional / Wellbeing lessons each week and are focused on developing students skills and understanding in key 5 areas.

  • Self-awareness-students learn to identify and accept emotions and recognise their personal strengths.
  • Self-management- students learn to monitor and regulate their emotions and set personal goals.
  • Social awareness-students learn to understand and appreciate different perspectives.
  • Relationship skills-students learn skills for positive communication, negotiation, mediation and creating positive relationships with others.
  • Responsible decision-making-students engage in problem solving activities as they learn to analyse situations, take personal responsibility, respect others and work collaboratively.

Teachers design learning programs that respond to their classes needs and allow students to explore and apply these important skills in a variety of situations.

Mindfulness

Anzac Park delivers the Smiling Mind program which focuses on providing students from Kindergarten to Year Six with accessible, lifelong tools based in mindfulness mediation, creating happier, healthier, more compassionate people.

School Wellbeing Officer

Anzac Park was successful in receiving The National School Chaplaincy Program (NSCP) grant for $20, 280. The NSCP is an initiative funded by the Commonwealth Government to provide chaplaincy services in government schools. The word 'chaplin' is what the Department of Education has assigned to workers who will providing pastoral care to students within a school context. The grant allows us to employ a school Wellbeing Officer for 2 days a week. The Wellbeing Officer will have qualifications in Youth Work and/or Pastoral Care. Our Wellbeing Officer will be appointed by the end of Term 1.

Our wellbeing officer will assist with wellbeing in the following ways:

  • Mentoring and role modelling
  • Small group programs focused on promoting student wellbeing
  • Educational support, including in class support
  • Connecting with the community
  • Collaborating with the Learning & Support Team and Wellbeing Committee

Anzac Park’s School Expectations

At Anzac Park Public School we are committed to implementing a School Wide Positive Behaviour Engaging Learners (PBEL) approach to the teaching and management of student behaviour. PBEL approach means that we: use data to track progress and identify areas for intervention; use school wide expectations in specific settings to explicitly teach appropriate behaviour; use a positive incentive program to encourage appropriate behaviour and use effective consequences to discourage inappropriate behaviour.

Our school community has identified the following school expectations to teach and promote our high standards of responsible behaviour:

Behaviour Expectations

A set of behavioural expectations in specific settings has been attached to each of our three school rules. The School wide Expectations Teaching Matrix below outlines our agreed rules and specific behavioural expectations in all school settings.

Consequences for Behaviour

At Anzac Park Public School communication of our key messages about behaviour is supported through reinforcement, which provides students with feedback for engaging in expected school behaviour. A recognition and monitoring system has been developed within classrooms and the school. This reinforcement system is designed to increase the quantity and quality of positive interactions between students and staff.

Classifying Problem Behaviours

When responding to problem behaviour, the staff member first determines if the problem behaviour is major or minor, with the following agreed understanding:

  • Minor problem behaviour is handled by staff members at the time it happens.
  • Major problem behaviour requires a staff member to request the assistance of an the Assistant Principal, Deputy Principal and/or Principal to address the behaviour.

Minor behaviours include:

  • Inappropriate language
  • Punctuality
  • Mild disruption
  • Non-compliance
  • Peer disrespect
  • Rough play
  • Property misuse
  • Out of bounds
  • Inappropriate use of electronic device
  • Littering
  • Mobile misuse

Major Behaviours include:

  • Absconding from school grounds
  • Abusive language
  • Defiance (repeated non-compliance)
  • Disruption (repeated)
  • Theft or Forgery
  • Harassment/Bullying
  • Physical aggression resulting in physical injury
  • Possession of dangerous items
  • Property damage
  • Misuse of technology
  • Criminal behaviour

Consideration of Individual Circumstances

Through our curriculum, interpersonal relationships and organisational practices, Anzac Park Public School uses strategies that take into account the different abilities, skills and life experiences of students. A range of significant factors are considered when choosing responses to student behaviour, including context, emotional well-being, socioeconomic situation and impairment, all of which can influence the way in which students act and react to adult responses. Consequences for breaching the school’s behaviour expectations vary according to a number of factors which may include:

  • Age of the child
  • Previous behaviour record
  • Severity of the incident
  • Honesty and perceived level of genuine remorse
  • Amount of reliable evidence
  • Degree of provocation
  • Intent of the action

The individual circumstances and actions of the student and the needs and rights of school community members will be considered at all times.

Discipline Levels

Anzac Park makes systematic efforts to prevent problem student behaviour by teaching and reinforcing expected behaviours on an ongoing basis. When unacceptable behaviour occurs, students experience predictable consequences. Our school seeks to ensure that responses to unacceptable behaviour are consistent and proportionate to the nature of the behaviour.

Students are placed on discipline levels as a consequence for inappropriate behaviour in the classroom, playground or during any school activity. They are placed on levels through the classroom behaviour management system or by referral to the Assistant Principal or Principal. The names of students placed on levels will be recorded on the whole school welfare tracking system for monitoring purposes. Below is a brief overview of the 3 levels. A student will be suspended at the discretion of the Principal and in accordance with the Department of Education Suspension and Expulsion of Students policy and procedures.

Reflection Room

The Reflection Room operates in the Special Programs room between 1:30-1:45pm. During Reflection Room students will complete a reflection activity designated by the supervising teacher. These activities include reflecting upon a series of questions and various activities related to specific behaviours. Students will also engage in a discussion with the supervising teacher regarding the rule they have broken and a reminder about student rights and responsibilities. Students are given time prior to attending the Reflection to eat their lunch and afterwards to ensure they have a break.

Recognising and Rewarding Positive Behaviour

Anzac Park Public School believes strongly in the importance of acknowledging and rewarding positive student behaviour, work habits, citizenship and achievement. We consistently encourage all students to uphold our school core expectations. Recognising and rewarding student achievement is about acknowledging students across the full range of activities in the school including class and academic achievements, positive school and social behaviours, participation, sportsmanship, and friendship.

Strategies to recognise and reinforce student achievement operate at both an individual classroom level and at a school-wide level. At both levels the focus of recognition is on students following the rules of the school and developing the core expectations of; We are RESPECTFUL, We are SAFE and We ENDEAVOUR.

Classroom Management

Classroom teachers use a wide range of strategies to support and encourage students. Classroom strategies reflect the individuality of teachers and enable teachers to best create a classroom environment that suits their particular management style.

The evidence points to five key proactive strategies as being more effective than others to creating wellmanaged classrooms. All classrooms:

  • Foster and maintain student engagement by including opportunities for active student participation in lessons
  • Establish and teach classroom rules to communicate expectations for behaviour
  • Build structure and establish routines to help guide students in a wide variety of situations
  • Reinforce positive behaviour
  • Consistently impose consequences for misbehaviour

All classroom strategies at Anzac Park Public School have the following common features:

  • Positive in focus and have high levels of praise and acknowledgement of both social and academic behaviours.
  • Respectful and tolerant of the needs of all members.
  • Consistent with the school behaviour code and reflect the values of the school.
  • Focused on high levels of engagement with learning, both social and academic.

As a school we recognise the importance of communicating positive student achievement and behaviour between school and home. This is done using a variety of strategies:

  • • Positive phone calls
  • • Good News Postcards
  • • Acknowledgement in the newsletter
  • • Seesaw posts
  • • APPSTARS

Students receive ‘APPSTARS’ tokens in the playground and during special programs such as sport and extra-curricular activities for positive behaviours. These behaviours are always linked to the school’s core expectations. Students who receive an ‘APPSTARS’ token write their name and class on the back, and place it into a box within each co-teaching hub. At the beginning of each fortnightly assembly, a teacher draws out 2 names from each co-teaching hub box and the winning students receive special privileges for the week.

Bronze Awards are awarded at our fortnightly assembly. Each class teacher rewards 2 or 3 students at each assembly. Students collect their awards from year to year as they move their way through the school wide trading system.

Students trade their awards at the school office and these awards are present by the Principal at the fortnightly assembly and will be acknowledged in the school newsletter. Students who receive a School Medal during the school year will celebrate this achievement with a special morning tea with the Principal at the end term and presentation of medal at a special assembly.

Parent & Student Support