Review of
Pastoral Wellbeing

As an essential part of school improvement, Pastoral Wellbeing will be reviewed every five years.

School improvement around Pastoral Wellbeing may be considered, described, evaluated and validated according to what extent the school provides.

  • safe, positive school environment
  • whole school approach
  • family/community engagement
  • connecting learning & behaviour
  • social and emotional learning
  • inclusive practice
  • intervention and support.
     

These questions are based on the Quality Indicators for Pastoral Wellbeing and the practice outlined earlier in the chapter. They provide a starting point for self-review and other questions will emerge from the particular context of each school.

  • How are families welcomed to the school and school community both formally and informally?
  • How do we ensure respectful relationships among staff, students and parents?
  • What events and activities support the inclusion of families, staff and students in the life of the school?
  • How does the school rigorously monitor and record student absences?
  • How is the school implementing data driven attendance improvement strategies?
  • How do we systematically teach the five core competencies of social emotional learning?
  • Are we using evidence-based materials to teach SEL?
  • How are we supporting staff to have access to ongoing professional development to support delivery of a social SEL curriculum?
  • What opportunities are provided for students to practise and generalize SEL skills in the classroom, school and wider community?
  • How is the SEL curriculum’s effectiveness measured to ensure consistency of implementation and achievement of desired outcomes?
  • Is behaviour management documented and resourced as part of the school’s strategic and annual planning?
  • What systems and practices are in place for recognising and promoting positive behaviour?
  • What systems are in place to facilitate and sustain a whole school approach to behaviour management?
  • How are universal behavioural expectations communicated to staff, students and families?
  • What evidence demonstrates an enacted continuum of interventions and supports in place for students?
  • Is there a documented system of consequences for breaches of school expectations?
  • How do we co-ordinate and support a school wide approach to the provision of parent/carer information and education?
  • How do we promote and integrate community resources and programs to increase the levels of support available to parents/carers?
  • How do we assist students and families access interventions?
  • How are we providing ongoing professional learning and support for school staff to support early identification and intervention?
  • How are we providing suitable assistance concentrating on alleviating the problem, not labeling or stigmatizing the person?
  • How do we work in a coordinated and coherent way when dealing with vulnerable children who need help quickly and efficiently, including liaising effectively with outside agencies and parents?

Occupational Health and Safety

  • How do we ensure a safe work environment for all people involved in the school?
  • Is an ethos of workplace safety evident in our school?
  • How do we induct staff into the school’s occupational health and safety systems?
  • What processes are in place to ensure ongoing training in the school’s OHS management system?

Critical Incidents

  • Do we have a critical incident response team?
  • What evidence is there that school leadership is committed to supporting ongoing professional development in responding to critical incidents?
  • What plans do we have in place to support our school community following an event?

Legislation

  • How does school leadership stay up to date with mandatory requirements and legal issues related to student wellbeing?
  • In what ways do we ensure staff have access to ongoing professional learning relating to mandatory requirements and legal issues.
  • What documented processes and procedures does the school have in place to respond to mandatory requirements and legal issues?
  • How do we establish and maintain relationships with agencies responsible for child protection issues.

Health

  • How is the school involved in community health projects?
  • How does the school introduce health and health promotion strategies to the community?
  • How does the school setting teach healthy behaviours that can be applied throughout life?
  • How does school organisation and culture support and promote health?
  • How does the school provide education programs for staff and parents in relation to health?

Safe Schools

  • What resources are accessed to support the development and maintenance of a safe and supportive school?
  • How is data collected about harassment, aggression, violence and bullying? How is this data used on a regular basis to inform decision making about the safety of the school learning context?
  • How do we teach, model and promote explicit pro social values across the school? (eg respect, honesty, inclusion, digital citizenship)
  • How do we focus on staff wellbeing?
  • What procedures are in place to enable students, staff, parents and carers to confidentially report and respond to safety and wellbeing issues and concerns?
 
 

Documents to be provided to the Panel Chair through the CEO two weeks prior to Validation Day.

Please use electronic templates provided as a starting point.

For All Reviews

 

Completed OHS Self-Review Report

 

Current School Improvement Plan and this year’s Annual Action Plan

 

Current Identity Statement, Vision Statement and Graduate Outcomes

 

Most recent Annual Report to the School Community

 

Program for the review day (As negotiated with the chair of the Validation Panel)

 

 

Documents and/or evidence to be made available to the Panel on Validation Day. These may be located in various school documents.

Please provide clearly marked materials to the Panel.

 

Previous Validation Report

 

Copy of School Enrolment Policy

 

Overview of school leadership and organisational structure, including parental involvement

School Community

 

Copy of School Calendar of Events and/or Student Diary

 

Copies of promotional material and enrolment brochures

 

Information about your school’s foundation and history

 

Example of School Newsletter and/or School Magazine

Policies

 

Pastoral Wellbeing

 

Behaviour Management or equivalent

 

School Engagement

 

Digital Citizenship

 

Countering Violence, Harassment and Bullying

 

Critical Incident

 

Links to the community including referral pathways, community involvement and community partnerships

 

On-going opportunities for community education related to parenting and wellbeing issues.

 

A Socio-Emotional Learning (SEL) framework that includes:

  • an approach to teaching the five core competencies
  • curriculum links
  • professional development to support SEL.
 

Role descriptions in connection with Pastoral Wellbeing such as:

  • Pastoral Wellbeing Coordinator
  • School Counsellor/Psychologist
  • OH&S coordinator
  • School Chaplain or welfare worker employed under NSCSWP

An effective and documented OHS management system

 

Effective consultation

 

Documented, policies, procedures and registers

 

Records of OHS processes

 

Induction includes OHS

Attendance Practice

 

Monitoring

 

Attendance Register

 

Care, Safety and Welfare of Students

 

Documented processes and procedures to respond to mandatory requirements and legal issues

 

Induction of new staff

 

Individual Professional Learning Plans for staff, including Pastoral Wellbeing formation

 

Grievance Policy

 

Pastoral Wellbeing is discussed as part of Annual Review Meetings.

 

There are three parts of the Self-Review Summary that are to be emailed to the Chair of the Validation Panel two (2) weeks prior to the Validation visit:

  1. Exploring the current reality: documented understandings in summary format (1 or 2 pages)
  2. Gauging the current reality against the School Vision and CoSSI Quality Indicators
  3. Identifying priorities for the next cycle of school improvement.

Note: Parts 2 and 3 to be documented in the Self-Review Documentation Guide provided (Download, complete and email).