There are a number of practices which contribute to the
Pastoral Wellbeing in our schools.

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Evaluative practices

Evaluative practices are essential to empower schools to better evaluate how well their community actually is and to identify the sense of potential for the future. The specific evaluative questions are:

  • What is our community doing that is working well?
  • What is our community doing that we need to let go of?
  • What is it that our community needs to take up?

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Behaviour management

Sandhurst schools teach this construct:

that personal responsibility is not the responsibility of others.

Rather it is learning to manage both effective and ineffective behaviours not only for yourself but for the good of others. Therefore the following practices are desirable:

  • Each school has an evidenced based, positive behaviour management approach that aligns with the community’s needs.
  • The school promotes and recognises positive student behaviour.
  • The positive behaviour management selected by the school is consistently implemented by staff in all settings including the classroom, non-classroom and off-site settings.
  • The school has a whole school approach to positive behaviour management.
  • The positive behaviour management selected by the school includes the development of social emotional literacy.
  • The positive behaviour management system has a continuum of supports across three levels: the first level focuses on primary prevention or universal behaviour and academic, or pre-academic supports, secondary prevention focuses on small group/targeted supports for at-risk behaviours, and tertiary prevention which is intensive or individualised support focused on those with high-risk behaviours. 
  • The collection and analysis of data for decision making are primary and ongoing processes used to support positive behaviour management.
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Occupational health and safety

Occupational Health & Safety (OH&S) is about people. It is concerned with their care and safety and requires workplaces to be proactive and systematic in providing a safe and secure environment.

It is about consciously, actively and systematically working to continually improve the safety for all involved in a workplace, including staff, students, contractors and visitors. 

OH&S agreed practice in the Diocese of Sandhurst is supported by the Catholic Education Occupational Health & Safety Guide. 

  • A safe work environment for all people involved in the school is a priority.
  • An effective and documented OHS management system is in place, including active consultation and hazard identification, assessment and control practices.
  • All facilities and equipment provided are regularly inspected and assessed to identify and minimise the risk of harm.
  • Staff are inducted into the school’s OHS management system, and provided with ongoing training.
  • A framework for developing and implementing an OHS Management System is available through the Sandhurst OHS Guide
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Three levels of intervention

  • A well community intervenes to help itself at three levels:
    • Primary Prevention focus mainly on education and teaching wellbeing concepts and putting them into practice.
    • Secondary Prevention for the early detection of issues that may develop into problems for individuals, groups and the community as a whole.
    • Tertiary Prevention that deals in the recovery phase when a problem(s) has/have already occurred.
  • Early intervention and targeting occur within whole school approaches to mental, physical and emotional wellbeing.
  • The school has effective processes for early identification of students and families who could benefit from additional support.
  • The school has planned and known practices, including referral pathways, to provide appropriate early intervention for students.

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Positive school climate

  • School systems and practices ensure that relationships in the school are respectful, collaborative and inclusive.
  • School culture reflects and values the connections between the school, students, staff, parents and carers.
  • The school environment is welcoming and friendly.
  • The school promotes and maintains high levels of student attendance and participation.

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Social and emotional learning

  • Schools have an evidence based social and emotional learning (SEL) curriculum that teaches the five core competencies as identified by CASEL , taught using a whole school approach.
  • Opportunities are provided for the students to practise and generalise skills in the classroom, school and wider community.
  • Regular and ongoing professional development is provided for staff to increase knowledge and skills to support delivery of a SEL curriculum.
  • Schools plan for and implement the spiritual dimension of pastoral wellbeing in their school community.

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Family and community relationships

  • The school provides ongoing opportunities for community education related to parenting and wellbeing issues.
  • The school ensures that student attendance at school each day is the shared expectation of all parents/carers, students and the school.
  • The school identifies and integrates community resources and services to strengthen school programs, family practices and student learning and development. 

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Critical incidents

  • The school has an established critical incident response team who will assume responsibility for planning prior to any event, and implementation following an event.
  • The school has a well prepared and up-to-date critical incident management plan.
  • The school leadership participates in professional development on current best practice in crisis response.

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