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. 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
RRRR learning materials are designed for primary schools to develop students’ social, emotional and positive relationship skills. Each year level engages in the same 8 topics at the same time of the year, to enable a whole school focus.
The Respectful Relationships program promotes respect, gender equality and positive attitudes and behaviours. It teaches our children how to build healthy relationships, resilience and confidence. Students are given the opportunity to explore emotions such as anger and frustration, and develop problem-solving strategies.
The Royal Commission into Family Violence identified the important role that schools have in creating a culture of respect to change the impact of family violence for future generations.
Respectful Relationships Education is mandated in all Victorian government schools. Many Catholic and Independent schools are also implementing Respectful Relationships. At MSPS, we combine the Respectful Relationships program with our existing social and emotional learning program.
It is all about embedding a culture of respect and equality across the entire school community. MSPS sends out regular communication to families about the topics being covered in order to keep our community informed and to support family discussions at home.
Berry Street Education Model (BSEM)
BSEM is an educator-designed, evidence-informed framework that equips teachers with practical tools to create classrooms where every student feels safe, engaged, and ready to learn. Some of the supports and consistent practices embedded across our school include Welcome Circles to begin each school day with a class meeting, regular and scheduled brain breaks, calm zones in every learning space, consistent language, consistent routines displayed as a visual timetable, and Ready to Learn Scales– where students indicate whether they are ready or needing support to be ready to engage in their learning.
Zones of Regulation
Zones of Regulations is an evidence-based framework that builds emotional regulation and behavioural skills for life. This program helps to build students’ emotional literacy and makes emotions easier to talk about, think about, and to regulate.
According to the school ‘Statement of Values and School Philosophy’, at Montmorency South Primary School, all members of the school community have behavioural expectations, including the students.
As students, we will:
- model positive behaviour to other students
- communicate politely and respectfully with all members of the school community.
- comply with and model school values
- behave in a safe and responsible manner
- respect ourselves, other members of the school community and the school environment.
- actively participate in school
- not disrupt the learning of others and make the most of our educational opportunities.
It’s important that as a school we have clear expectations, as well as a predictable and consistent responses if those expectations aren’t followed and to support students to engage positively at school. At MSPS we follow a Behaviour Support Process.
To further support our student’s needs, both for learning and wellbeing, MSPS follows a referral process. This allows teachers and parents/carers to share information, determine future pathways and access the support they need.
Calm Zone
We have a whole school Calm Zone as well. This is available throughout the day, with staff rostered on to support students throughout every recess and lunch time. Students might use this amazing support option for a variety of reasons, such as when navigating friendship challenges, when feeling different emotions e.g. sad/frustrated/angry, or when needing to debrief with a kind adult. Our staff team are keen and ready to provide care and support for our students.
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. MSPS also invites local kinders to use the school playgrounds and facilities, and to attend events, such as the Easter Bonnet Parade.
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.
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Students with additional needs and disabilities
All students are welcome at our school. For those who need additional support, we are motivated and keen to provide appropriate reasonable adjustments and supports, working closely with families and their external allied health team.
For some students, there may be additional funding opportunities available through the Department of Education Disability Inclusion funding model. Our Assistant Principal of Wellbeing and Inclusion helps oversee the inclusion of students with disabilities.
Our teachers and education support staff are skilled and passionate about ensuring all of our student’s needs are supported at MSPS.
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Wellbeing Resources
In all learning spaces at MSPS, we provide students with resources to support their wellbeing for learning. Items such as fidget tools, sensory cushions, noise-cancelling headphones and thera–bands are offered to students to support their engagement and regulation.
Clubs
To support our students during play times, and to engage their interests, MSPS facilitate teacher-led activities during lunch times. This also supports our students to engage and build their friendships across the school. Our student voice is captured regularly throughout the year to assist in selecting the clubs available each term. Clubs may include Lego Club, Lunchtime Library, Loom Band Club, Colouring Club, Natural Systems Club, Dance Club and Drama Club + more.