Wellbeing

In very broad terms, wellbeing can be described as the quality of a person's life. Wellbeing needs to be considered in relation to how we feel and function across several areas, including our cognitive, emotional, social, physical and spiritual wellbeing.

Wellbeing in schools is for all students. A focus on wellbeing goes beyond just welfare needs of a few individual students and aims for all students to be healthy, happy, successful and productive individuals who are active and positive contributors to the school and society in which they live.

At our school, student wellbeing and learning go hand in hand. We want every student to feel safe, included and ready to learn. Whether your child needs help with their mental, emotional, social or physical wellbeing, we are here to help them thrive at school and in daily life.

Wellbeing Framework for Schools

The NSW Wellbeing Framework for schools is a statement of what is valued as excellence in student wellbeing in NSW public schools. It supports schools to create a planned approach to wellbeing using evidenced-based strategies that are strengths based, preventative and focus on early intervention. This includes strengthening students’ cognitive, physical, social, emotional and spiritual wellbeing domains of development. Schools will achieve this through planning and decision-making at the local level to meet the needs of their students.

Schools can engage with professional learning to build staff capacity on:

• understanding the domains of the Wellbeing Framework for Schools

• classroom and school-wide strategies to build holistic student wellbeing

• how to build-in student wellbeing improvement measures into new and existing wellbeing programs.

  

How we support student wellbeing?

Supporting each student’s mental, emotional, social and physical wellbeing is part of everyday school life.

We do this through:

• teachers who help students feel welcome and included
• access to school counsellors, school psychologists and specialist staff
• programs that support health, social skills, attendance and positive behaviour
• help for students who are new or changing year levels
• clear expectations for behaviour and respectful relationships
• staff who get to know each child and work closely with families
• developing health care plans for students
• open communication about wellbeing and support.

Visit Our principal and staff to learn about our wellbeing and specialist support staff.

Universal behaviour expectations

Carlingford West Public School is committed to explicitly teaching and modelling positive behaviour, to support all students to be engaged with their learning and to develop and sustain positive, respectful relationships. Our goal is to inspire every child to participate positively in the school community and beyond.

We focus on promoting excellence, opportunity and success for every student, every day. We value and strive to develop safe, respectful learners in a caring learning community.

Principles of positive behaviour support, trauma-informed practice, inclusive practice, and social emotional learning underpin our daily practice. High expectations for student behaviour are established and maintained through effective role modelling, explicit teaching, and planned responses.

Carlingford West Public School has the following school-wide expectations:

• be respectful

• be responsible

• be safe.

Each classroom clearly displays the school behaviour expectations for students to follow. School expectations are also displayed in other play and learning spaces around the school. This reinforces acceptable behaviour and allows students to recognize their achievements.

All settings.

These are behavioural expectations at all settings across our school.

Classroom settings.

These are the behavioural expectations for all classroom settings across our school.

Class lining up and transition periods.

These are the behavioural expectations for when students are lining up or transitioning between lessons or teachers.

Red COLA and Year 6 gazebo settings.

These are the behavioural expectations for Year 6 and students when they are using the gazebos or playing at the Red COLA area.

Playground areas.

These are the behavioural expectations for students when they are playing in areas of the school playground.

School hall.

These are the behavioural expectations for all students when they are entering, using or exiting the school hall.

Toilet blocks.

These are the behavioural expectations for all students when using any toilet block across our school.

School canteen.

These are the behavioural expectations for all students when purchasing items at the school canteen.

School Field.

These are the behavioural expectations for all students when using the school field during a sports lesson or during 2nd half lunch.

Before & After School.

These are the behavioural expectations for all students when arriving at school before learning starts and leaving school at the end of the day.

Eating areas.

These are the behavioural expectations for all students during structured and unstructured eating times.

Sports courts.

These are the behavioural expectations for all students on the sports courts during sports lessons and play periods.

How can parents support positive behaviour expectations?

Read and become familiar with our core expectations. Discuss these with your child.

Relate our expectations to the home environment to provide consistency.

Together we can:

* address the diverse academic and social needs of every student to support them to be successful

* support students from Kindergarten through to the senior years of schooling

* establish a continuum of support that meets the needs of every student

* establish positive social expectations for all in the school community

How are students rewarded for displaying school expectations?

Need support for your child's wellbeing?

Get in touch to talk about the right support for your child.

Contact us