Menu
Social/Emotional Programs
The school places a very high emphasis on student wellbeing. Teachers closely observe students in class and in the playground and are responsible for monitoring and responding to student needs. Our Student Code of Conduct and the Policy to Address Bullying are discussed with students as part of ongoing classroom programs and as part of the school’s Startup program each year.
The Student Welfare Officer role in the school is shared between our Leading Teacher, Dayle Manley and Douglas Lunt, our Principal. The school can consult with and make referrals to Psychologists, Social Workers and Speech Therapists provided by the Department of Education. The school can also make referrals to local external Psychology/Counselling services via a Mental Health Plan referral from a GP.
First Aid in the school is administered by Andrea Mcgovern, our First Aid Manager. All classroom Education Support Staff possess Level Two First Aid qualifications. School staff participate in twice yearly training on Anaphylaxis.
The school uses the Bounceback (Social Skills) program as the basis for social and emotional learning. The program is explicitly taught to each class fortnightly and is supported by the school buddies program (across all levels) as a practical extension of this on the alternate week (see below).
The School introduced the Schoolwide Positive Behaviours Program in 2020. This program helps schools to improve social, emotional, behavioural and academic outcomes for children. When SWPBS is implemented well, teachers and students have more time to focus on relationships and classroom instruction.
Pender’s Grove Primary School has also introduced the Respectful Relationships Program in 2021. Respectful relationships education is a primary prevention initiative that works to influence behaviour change. The ultimate goal is to prevent domestic and family violence and to promote positive attitudes, behaviours and equality within the school community.
Through these programs students and staff benefit from:
•increased respectful and positive behaviour
•increased time focused on instruction
•improved social-emotional wellbeing
•positive and respectful relationships among students and staff
•increased adoption of evidence-based instructional practices
•a predictable learning environment with improved perceptions of safety and increased attendance
All grades elect representatives to the school’s Junior School Council each semester. This group meets regularly to discuss ways to improve the school and also undertakes social action work eg. fundraising, raising community awareness of an issue etc. Other student groups that undertake work around the school include the eSmart (cyber safety) group, sustainability/garden club, school assembly leaders and library monitors.
The Student Welfare Officer role in the school is shared between our Leading Teacher, Dayle Manley and Douglas Lunt, our Principal. The school can consult with and make referrals to Psychologists, Social Workers and Speech Therapists provided by the Department of Education. The school can also make referrals to local external Psychology/Counselling services via a Mental Health Plan referral from a GP.
First Aid in the school is administered by Andrea Mcgovern, our First Aid Manager. All classroom Education Support Staff possess Level Two First Aid qualifications. School staff participate in twice yearly training on Anaphylaxis.
The school uses the Bounceback (Social Skills) program as the basis for social and emotional learning. The program is explicitly taught to each class fortnightly and is supported by the school buddies program (across all levels) as a practical extension of this on the alternate week (see below).
The School introduced the Schoolwide Positive Behaviours Program in 2020. This program helps schools to improve social, emotional, behavioural and academic outcomes for children. When SWPBS is implemented well, teachers and students have more time to focus on relationships and classroom instruction.
Pender’s Grove Primary School has also introduced the Respectful Relationships Program in 2021. Respectful relationships education is a primary prevention initiative that works to influence behaviour change. The ultimate goal is to prevent domestic and family violence and to promote positive attitudes, behaviours and equality within the school community.
Through these programs students and staff benefit from:
•increased respectful and positive behaviour
•increased time focused on instruction
•improved social-emotional wellbeing
•positive and respectful relationships among students and staff
•increased adoption of evidence-based instructional practices
•a predictable learning environment with improved perceptions of safety and increased attendance
All grades elect representatives to the school’s Junior School Council each semester. This group meets regularly to discuss ways to improve the school and also undertakes social action work eg. fundraising, raising community awareness of an issue etc. Other student groups that undertake work around the school include the eSmart (cyber safety) group, sustainability/garden club, school assembly leaders and library monitors.
What is the Bounceback social skills program?
• It is a long-term, multi-year, multi-faceted whole-school program and not just an ‘add-on’.
• It is a universal program taught to all students, not just selected students. However concepts and skills from the program can also be further consolidated in individual or small-group sessions.
• The components and teaching strategies in the program are all evidence-based
• It is taught by classroom teachers and based predominantly on children’s literature (especially younger and older picture books) and follow-up language/literacy activities.
• There is a strong focus on circle time, cooperative learning approaches & educational games to build positive relationships, positive emotions and teach social-emotional skills.
• The social and emotional knowledge, skills and concepts in Bounce Back! are integrated with academic content wherever possible. Many aspects of the program can also be integrated with History, Social Studies, Health, Maths, Science, Music, Art & Drama
• The psychological content of Bounce Back! is predominantly drawn from two core models: Cognitive Psychology and Positive Psychology
• Parenting notes are provided on the Bounce Back topics so parents can be supporting the key messages in the home.
Ref. www.bounceback.com.au
• It is a long-term, multi-year, multi-faceted whole-school program and not just an ‘add-on’.
• It is a universal program taught to all students, not just selected students. However concepts and skills from the program can also be further consolidated in individual or small-group sessions.
• The components and teaching strategies in the program are all evidence-based
• It is taught by classroom teachers and based predominantly on children’s literature (especially younger and older picture books) and follow-up language/literacy activities.
• There is a strong focus on circle time, cooperative learning approaches & educational games to build positive relationships, positive emotions and teach social-emotional skills.
• The social and emotional knowledge, skills and concepts in Bounce Back! are integrated with academic content wherever possible. Many aspects of the program can also be integrated with History, Social Studies, Health, Maths, Science, Music, Art & Drama
• The psychological content of Bounce Back! is predominantly drawn from two core models: Cognitive Psychology and Positive Psychology
• Parenting notes are provided on the Bounce Back topics so parents can be supporting the key messages in the home.
Ref. www.bounceback.com.au