Student Wellbeing And Support

Purpose

Horsham Primary School is committed to providing an environment that ensures students will establish life-long learning skills and develop as confident, responsible, and resilient individuals who will make positive contributions to the global community.

The Horsham Primary School staff team is committed to making a difference in the lives of young people.

Values

The qualities we value at Horsham Primary School are:

Respect -  Treat others fairly, with consideration for self, others, property and the environment.

Tolerance -  Building relationships through a shared culture of cooperation and acceptance of diversity of all community members.

Excellence - Continuously striving always to achieve your personal best.

Honesty  - Act in a moral and ethical way and be honest and sincere in what we say and do.

Responsibility - Taking ownership of your choices, actions and their consequences.

Environmental Context

Community and Demographics:

The school is a dual campus P-6 Primary School with a combined enrolment of approximately 439 students.

Both campuses are situated in the North Eastern area of Horsham City.

The Student Family Occupation and Education Index (SFOE) is 0.5098. At the 298 Campus the SFOE is 0.4257 and at the Rasmussen Campus it is 0.6827.

The background of students is diverse with an increasing number of students from families with a language other than English (ESL) and a significant enrolment of Koorie students across the two campuses (approximately 11%). 

The school staffing profile includes: 3 Principal Class, 1 Leading Teacher, 1 Learning Specialist, 15 Classroom Level 2 teachers and 13 Classroom Level 1.

There is a high level of parental and community support, with 2 active Parents & Friends groups who are dedicated to raising additional school funds.

Educational

The school is organized into learning areas which reflect the Victorian Curriculum. A collaborative learning environment is promoted with staff regularly planning together and engaging in professional discussions.

The school offers a comprehensive curriculum which includes the specialist programs Music, Physical Education, Auslan, Science & Technology and Art. There are a number of intervention programs conducted to support students learning which include STAP, Levelled Literacy, and Math Intervention Program.

A key part of the curriculum at the Prep level is the Australian Developmental Curriculum which is commonly referred to as Investigations. Maths Fluid Groups play an important role in the teaching and learning of Mathematics and this process incorporated throughout the school.

The school offers a wide range of extra curricula opportunities with 2 cultural performances being offered each year and a structured camps and excursion program.

On occasions the campuses combine for different events and this provides an opportunity to celebrate our school community. The school has two choirs (singing choir and signing choir) as well as a school band, and they are responsible for much positive publicity as they regularly perform at different community events.

Technology

Both campuses have extensive IT access. iPads are available for all students, with students in Yr. 4-6 have the option to participate in the one to one iPad program. Teachers are also provided with iPads and Apple TVs are in all classrooms to support the use of these devices.

The school uses the ICT technician as part of the DET Trained Services Support Providers (TSSPs), and employs and IT manager.

Television displays operate in all classrooms with teachers and students having wireless access to the internet and school server throughout the school. The use of Google Apps for Education is becoming important in the way staff and students collaborate and use online resources.

Environmental

Both campuses are unique to their setting with continuous maintenance and upgrades occurring throughout the years.

The 298 Campus is the larger of the two campuses with an enrolment of approximately 300 and approximately 20 general purpose classrooms. The classrooms are a combination of traditional and open plan learning environments. The multipurpose gymnasium is a fantastic facility which is regularly used for Music and Physical Education sessions but also special events. The grounds provide plenty of space for children¿s play with a variety of play equipment available to students.

The Rasmussen Campus has an enrolment of approximately 130 and this has grown steadily in recent years. There are 6 general purpose classroom spaces with most promoting open plan learning. In 2020 a state government funding building upgrade saw a partial demolition of `Block A¿ and two new classrooms and an Art room being installed. This was a greatly appreciated and much needed upgrade to the campus. The gymnasium is a terrific facility which is regularly used for a range of activities. The grounds at Rasmussen also provide plenty of space for children¿s play with a variety of play equipment available to students. The Rasmussen Campus supports two significant DET programs by providing workspaces for the Local Administration Bureau and the Cases Training Centre.  

Future Direction

A Strategic Plan for the years 2020 - 2023 outlines the strategic intent and planning for the next four years. This plan will be developed and finalised in the first term of the year. The implementation of the Strategic Plan will be reflected in the 2022 Annual Implementation Plan.

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1. Demonstrated understanding and experience in applying common approaches, policies, programs and research to support individual student welfare and wellbeing.
2. Outstanding teamwork and interpersonal skills - to be able to communicate effectively and build strong relationships.
3. Demonstrated capacity to communicate effectively including high level oral and written communication skills.
4. Demonstrated ability to research and undertake a range of professional development activities to further strengthen own practice.

Purpose:

Welfare and Wellbeing Support staff team are responsible for taking a proactive approach to supporting student welfare and wellbeing. This involves taking steps to promote and prioritise students¿ overall health, happiness, and success. The Welfare and Wellbeing Support staff team will support students and their families in ensuring ongoing engagement in school which ultimately leads to educational success for all.
 

Guidelines:

The key work for Student Welfare and Wellbeing Support staff is as follows:

• Mental Health Support: Offer student engagement sessions which promote awareness of mental health issues. Where applicable, provide resources and Support for staff to identify and address students¿ emotional needs.
• Positive School Environment: Foster a safe, inclusive, and Supportive atmosphere where students feel valued and respected. Encourage open communication, celebrate diversity, and Support school leaders to address issues such as bullying or discrimination, which in turn supports the school¿s day to day working and learning culture.
• Early Intervention: Implement proactive systems to identify students who require support. Work in consultation with school leaders to regularly monitor attendance, and promptly address any challenges, providing appropriate interventions or additional resources as needed.
• Wellbeing Programs: Develop or utilise programs with individual or small groups of students that promote physical fitness, nutrition, mindfulness, and relaxation techniques.
• Parent and Community Involvement: Engage with parents and guardians regarding the wellbeing of their children. Collaborate with community organisations to provide additional support services.

Implementation

• The Welfare and Wellbeing Support Process is the key document which will guide the work of the Welfare and Wellbeing Support staff team
• Student referrals to the team are made using the Student Welfare Support Referral form
  • Referrals are most likely to be made by Welfare and Wellbeing Support staff and school leaders, but all staff can make a referral
  • Referrals are triaged by the team with an estimated timeline for engagement recorded using the Student Records Google Sheet
    • Students funded under Severe Behaviour Disorder are automatically referred with the expectation they meet with a Welfare and Wellbeing Support staff team member no less than monthly
    • These engagements are to be prioritised with records kept per as normal process
• The Welfare and Wellbeing Support staff team will record any organised engagements with students using the Student Records form.
  • Where more detail is required Xuno is to be used to create a record. Depending on the sensitivity of the information this should be done using
    • Confidential Notes
    • Student Wellbeing 
• School leaders support the Welfare and Wellbeing Support staff team with the management of caseload and implementation of intervention strategies
• School leaders support scheduled Administration and Planning sessions and coordinate Collaborative Planning meetings
• An ongoing Welfare and Wellbeing Support timetable will be developed and reviewed termly
• The Welfare and Wellbeing Support staff team will form the Attendance Team
  • The Attendance Team will be coordinated by the school leaders 
     
• A member of the Welfare and Wellbeing Support team will be assigned the role of Breakfast Coordinator, and will liaise with Foodbank Victoria to coordinate the Breakfast Program at the 298 Campus and Support the Breakfast Program at the Rasmussen Campus
  • Additional administration time will be allocated to support this role

For clarity, school leaders are considered to be the Principal and Assistant Principals but is also inclusive of Leading Teachers and Learning Specialists.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

• All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and Support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and Support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx