The school addresses the psychological and social wellbeing of students The school’s curriculum plan The school’s curriculum plan Staff have consistent understandings The school takes a whole- school identifies the importance of includes positive self-identity and and regular engagement with the approach and works with community self- awareness and self-care. self-management strategies. school’s health, wellbeing, inclusion organisations that support mental and engagement policy. health. The school provides Cognitive strategies to enhance professional learning on the psychological wellbeing are The school partners with Students use cognitive strategies to use of cognitive strategies integrated across the curriculum. parents/carers to develop students’ initiate positive changes that enhance students’ cognitive strategies for in the school, their home and social Teachers work collaboratively to psychological wellbeing. environments. All teachers build reflect on their practice and to positive relationships with students Teachers engage in positive The school ensures that each identify opportunities to increase which reinforce each student’s interactions with students in student engagement. student has at least one ongoing and abilities. classes. relationship with a member of staff, Some staff are trained to such as a home group teacher. The school is a visible and active The school has wellbeing identify students supporter of healthy and programs and structures Staff are trained to recognise requiring referral to trained behaviours in the local community. Its which target the needs of professionals to support their indicators of potential mental approach to student well-being is some students. psychological and social wellbeing. health issues experienced by closely students, and in strategies to connected to local circumstances and promote positive thinking and needs. behaviour. The school supports students to realise their potential The school has a documented Students can articulate the high The school with parents/ carers The school empowers all students framework of behaviour, expectations teachers have set for to ensure that their children are regardless of their circumstances or attitudes and expectations based them and the steps they need to supported to reach their potential. background to realise their potential. on the school’s vision and values take to reach their potential. Teacher support, encouragement Students hold high aspirations for that supports student wellbeing The school explores strategies to and challenge helps build a culture themselves and their peers and support and encourages all students to build student resilience. of high expectations for all. The each other to realise these high reach their potential. school proactively involves students expectations. Students value the opportunities in decision-making. provided by the school to contribute to their learning.
The school addresses the psychological and social wellbeing of students The school’s curriculum plan identifies the importance of self- awareness and self-care. The school provides professional learning on the use of cognitive strategies that enhance students’ psychological wellbeing. Teachers engage in positive interactions with students in classes. The school has wellbeing programs and structures which target the needs of some students. The school’s curriculum plan includes positive self-identity and self-management strategies. Cognitive strategies to enhance psychological wellbeing are integrated across the curriculum. Teachers work collaboratively to reflect on their practice and to identify opportunities to increase student engagement. Some staff are trained to identify students requiring referral to trained professionals to support their psychological and social wellbeing. Staff have consistent understandings and regular engagement with the school’s health, wellbeing, inclusion and engagement policy. The school partners with parents/carers to develop students’ cognitive strategies for The school ensures that each student has at least one ongoing relationship with a member of staff, such as a home group teacher. Staff are trained to recognise indicators of potential mental health issues experienced by students, and in strategies to promote positive thinking and behaviour. The school takes a whole- school approach and works with community organisations that support mental health. Students use cognitive strategies to initiate positive changes in the school, their home and social environments. All teachers build positive relationships with students which reinforce each student’s and abilities. The school is a visible and active supporter of healthy and behaviours in the local community. Its approach to student well-being is closely connected to local circumstances and needs. The school supports students to realise their potential The school has a documented framework of behaviour, attitudes and expectations based on the school’s vision and values that supports student wellbeing and encourages all students to reach their potential. Students can articulate the high expectations teachers have set for them and the steps they need to take to reach their potential. The school explores strategies to build student resilience. Students value the opportunities provided by the school to contribute to their learning. The school with parents/ carers to ensure that their children are supported to reach their potential. Teacher support, encouragement and challenge helps build a culture of high expectations for all. The school proactively involves students in decision-making. The school empowers all students regardless of their circumstances or background to realise their potential. Students hold high aspirations for themselves and their peers and support each other to realise these high expectations.