Wellbeing

Programs

 

Restorative Practices:

At Clyde Primary School we take a restorative approach to behaviour and or friendship issues. Restorative Practice is a strategy that seeks to repair relationships that have been damaged, including those damaged through bullying. It does this by bringing about a sense of remorse and restorative action on the part of the offender and forgiveness by the victim. At Clyde Primary School, we follow the clear script below, when completing a restorative discussion.

 

Clyde Primary School Restorative Conversation Script

To the person(s) who caused harm:

We’re here to talk about ……..

Can you tell us what happened?

What were you thinking? What was in your head/in your mind?

Was it the right/wrong thing to do?

Who has been affected/upset/harmed by your actions?

In what ways?

How has this affected you?

To the person(s) harmed:

What did you think when it happened?

What have you thought about since?

How has it affected/upset/hurt/harmed you?

What has been the worst thing?

What is needed to make it right/to make you feel better?

To the person who caused harm:

Is that fair? Can you do that?

What else do you need to do to make things better? How can you fix this?

To the person harmed:

Is that okay /do you agree?

Is that fair?

To both:

How can we make sure this doesn’t happen again?

Is there anything I can do to help?

Is there anything else you would like to say?

Formally record agreement/congratulate them for working it out.

Arrange time to follow-up.

Meet again to see how things are going.

 

Group

Group is designed to improve social/friendship skills for selected students who are having difficulty regulating their behaviours in the yard. Throughout our sessions students participate in a range of activities/conversations in a supportive environment. Staff constantly teach and re-teach appropriate social skills to these students and expect students to be respectful to each other. Staff model to students how to interact with one another appropriately and discuss strategies to support them in the school when they become frustrated with a situation or another student.

 

Chaplaincy Program

The Chaplaincy Program aims to provide students and staff with support by facilitating groups with a focus on developing social and emotional skills and anger management. The Chaplain is someone students can talk to about the needs that arise in a students’ daily life, whether it be friendship issues, family break up or behavioural concerns. Access to the program is through referral by teacher or a parent. Parental consent must be received for students to participate in the Chaplaincy Program.

 

Circle Time

Circle Time takes place at least once a week for approximately 30 minutes, depending on the age of the children. Circle Time is a structured framework for group interaction. It can be used in many different ways, but within the classroom it focuses on developing:

  • Self-awareness, knowledge and skills
  • Knowledge and understanding of others
  • A sense of belonging and connectedness
  • A focus on the positive
  • Increased emotional resources and well-being
  • Collaborative decision making, conflict resolution and problem solving

Circle time is a tool that our school uses to assist students in developing their Emotional Literacy. Emotional Literacy is an important part of a positive and successful school environment. Circle Time and the principles on which it is based provide a powerful framework for developing the social, emotional and behavioural skills that are the foundation for emotionally literate relationships.

 

Education Support Staff

Education Support staff at Clyde Primary School are all non-teaching staff who have many different roles and responsibilities. They are employed to work alongside teaching staff to assist and support children to provide them with the opportunity to reach their full potential. At Clyde Primary School, we currently employ ten Education Support staff, including three who work in the Front Office.

Our Education Support Staff work in all aspects of our school, including but not limited to, assisting with Literacy and Mathematics skills, running focus groups, first aid and assistance with developing social skills. Our staff may assist in these areas through small groups of students or on an individual basis, depending on needs.

 

The R.O.S.E                             

In 2014, the dedicated Education Support staff at Clyde Primary School began construction on The R.O.S.E Cottage.

Today, The R.O.S.E serves as a comfortable environment for students who require a more relaxed space to play.

Tucked away from the hustle and bustle of the playground, the R.O.S.E cottage is equipped with a sensory garden and other tools to help frequently overwhelmed students recognise their emotions and unwind in a safe, quiet environment.

The R.O.S.E is open to selected students during the second half of recess and lunch and is supervised by a member of our Education Support team during these times.

 

SWPBS

School-Wide Positive Behaviour Support teaches behaviour expectations and rewards students for following these expectations. It provides a safe and predictable environment and establishes a positive classroom climate that improves learning outcomes. 

SWPBS ensures success – socially, emotionally and academically.  This is achieved through its preventive and proactive approach in encouraging positive behaviour by defining specific behaviours we want to see, aligned to our core values of Respect, Responsibility and Resilience. 

Child Safe

 

Child Safe

Clyde Primary School’s commitment to Child Safety

Clyde Primary School is committed to safety and wellbeing of all children and young people, and has a zero tolerance for child abuse.

Clyde Primary School is committed to providing a safe environment where children and young people are safe, and their voices are heard about decisions that affect their lives. Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.

Every person involved in Clyde Primary School has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.

For further details or to read our complete Child Safe Policy please refer to the policies section.

Attendance

Going to school every day is the single most important part of your child’s education. Students learn new things at school every day – missing school puts them behind.

At Clyde Primary School we have 4 attendance mantras:

  • Everyday matters
  • Learning starts at 9am
  • Positive relationships are built at school
  • Learning finishes at 3.30pm

Students are expected to be in the classrooms getting ready for the day at 8.50am and should not be leaving until 3.30pm.

Informing the school of an absence:

It is a requirement that parents/caregivers notify the school on the same day of the child’s absence.

This can be done through the Flexibuzz app or via phone call.

The following absences are acceptable and therefore school approved:

  • Your child is unwell (illness)
  • You are on an extended family holiday (provided that you have informed your child’s classroom teacher/s 2 weeks prior to the holiday and have met with them to create an absence learning plan)
  • Parent choice – school approved: The school approves absences that are beyond parental control. Some examples of school approved absences are:
  • Broken down car/car won’t start
  • Parent illness

However, there are instances where an absence is unapproved and therefore unauthorised – these are absences that have the biggest impact on student learning, as the student could be at school, but is not. Some examples of school unapproved absences are:

  • Birthdays
  • Going shopping
  • Packing

OR

An absence form has been completed on Flexibuzz, but a reason has not been provided.

X