Wellbeing & Inclusion
Montmorency South Primary School is committed to providing a safe, secure and stimulating learning environment for all students. We understand that students reach their full potential when they are happy, healthy and safe, and that a positive school culture helps to engage students and support them in their learning. Our school acknowledges that student wellbeing and student learning outcomes are closely linked.
Montmorency South is an inclusive learning community where students are inspired to be respectful, creative, curious and independent learners. We believe that every person in our school community has the capacity to assist each student in attaining our vision. Our motto is ‘Together we learn, lead and achieve’.
A strong sense of belonging is fundamental to fostering a safe, purposeful, engaging and inclusive learning environment. The development of social competence, resilience, motivation and healthy habits are therefore essential ingredients in the comprehensive and challenging curriculum we provide.
Our dedicated staff team includes an Assistant Principal Wellbeing & Inclusion, a Mental Health and Wellbeing Leader, a School Nurse and our Wellbeing Year Level Leaders. The team meet regularly and lead the development and implementation of a whole school approach to health, wellbeing, inclusion and engagement for the school community. They provide a valuable advisory role to the principal on operational and wellbeing matters. Our broader team of allied health professionals includes a school-based Occupational Therapist, a Department of Education Psychologist and a Department of Education Speech Pathologist. We also really value the external allied health professionals who provide regular therapy and support to our students. We provide rooms and times for students to achieve their private therapy at school during the day and regularly collaborate with these professionals focusing on their learning and wellbeing needs.
Our Mental Health and Wellbeing Leader supports a whole school approach to wellbeing and works closely with teachers and staff to support the wellbeing of our students. While it is not a clinical role, our Mental Health and Wellbeing Leader helps families to access internal and external supports.
Our community identified School Values include Compassion, Inclusion, Respect, Curiosity and Learning Everyday (insert link to values). These values guide our students, parents/carers and staff in our teaching, learning and interactions with one another.
Our highly effective wellbeing framework, is a strategic tiered system of support, involving evidence-based practises, including:
- Berry Street Education Model
- Rights, Resilience and Respectful Relationship (a Department of Education initiative)
- Zones of Regulations
Initiatives & Programs
Mental Health in Primary Schools Program
Montmorency South Primary School participates in the Mental Health in Primary Schools Program which aims to provide mental health support for students in primary schools. The program is delivered in partnership between the Department of Education and Training, Murdoch Children’s Research Institute and the Melbourne Graduate School of Education to provide training and resources to support staff to understand and respond to mental health issues that affect primary school aged students. The focus is to build strong connections between schools and local health services so that students and families are getting the support they need. MSPS has participated in this program since its inception as a pilot project involving nine other Victorian Schools in 2020.
Resilience, Rights and Respectful Relationships
We utilise the Resilience, Rights and Respectful Relationships learning materials that have been designed for teachers in primary and secondary schools to develop students’ social, emotional and positive relationship skills. Efforts to promote social and emotional skills and positive gender norms in children and young people has been shown to improve health related outcomes and subjective wellbeing. It also reduces antisocial behaviours including engagement in gender-related violence.
The Resilience, Rights and Respectful Relationships (RRRR) learning materials cover eight topics of Social and Emotional Learning: Emotional Literacy; Personal Strengths; Positive Coping; Problem Solving; Stress Management; Help Seeking; Gender and Identity; and Positive Gender Relationships.
Student Wellbeing Captains/ student Voice
Our Wellbeing Captains contribute to and provide feedback on decisions about school operations through school leadership opportunities as members of the Principal’s Advisory Leaders (PALS) and the Student Action Leaders (SALS).
Our Wellbeing Resources section includes helpful information for students.
Cross-age buddy system & Transitioning support
Foundation students together with Year 6 students participate in carefully planned transition programs to support students moving into different stages of their schooling. This includes Bridges To School, Step Up to the Next Level and 6-7 transition.
Year 6 – 7 transition includes links with feeder schools throughout the year for various activities such as debating, school sports and leadership sessions etc.
Year 6 students are paired with a foundation student at the beginning of each year to become their buddy. During the first half of the year in particular, they do activities together and the Year 6 students provide guidance; acting as role models for the younger students. This develops social skills and responsibility in the older students and helps the foundation students to settle in and have sense of belonging.