Rose Park Primary School is committed to providing a safe, inclusive and supportive environment where all members of our school community are welcomed, accepted and treated equitably and with respect. The Department for Education (DfE) provides a range of professional support services which the school accesses for diagnostic and professional advice, including:
- Speech
- Behaviour
- Psychology
- Disability Support
- Hearing and Vision
- Attendance and Engagement
Access to student support services involves a referral, observation, and consultation about how best to support the student, and is managed by classroom teachers and the Senior Leader: Student Services and Wellbeing. This process is followed in close collaboration with Support Services, teachers and families.
Special Education Resource Unit (SERU)
The Special Education Resource Unit is a corporate unit of the Department for Education, within the directorate of Disability Policy and Programs.
This is a statewide service providing support to parents/carers and Department personnel to enhance the learning outcomes of children and students with disability and learning difficulty.
Core services provided by SERU include:
- Specialised teaching and learning resource collection
- Specialist advice and support ie. learning difficulty, inclusive technology
- Early Intervention Service Deaf/Hard of Hearing
- Conductive Education Service
- Access equipment
- Assistive technologies
- Classroom amplification/acoustic equipment.
Wellbeing at Rose Park Primary School is about being balanced and creating a sense of optimism and belonging where everyone has the opportunity to flourish. This is achieve through a wide variety of classroom based proactive wellbeing strategies such as Bucket filling, Interoception, Zones of Regulation, growth mindset and promoting a strong student agency.
Zones of Regulation
Regulation is something everyone continually works on whether we are aware of it or not. We all encounter trying circumstances that can test our limits. If we can recognize when we are becoming less regulated, we are able to do something about it to manage our feelings and get ourselves to a healthy place. This comes more naturally for some, but for others it is a skill that needs more attention and practice. This is the goal of The Zones of Regulation.
Feelings are complicated. They come in different sizes, intensities, and levels of energy that are unique within our brains and bodies. To make them easier to talk about, think about, and regulate, The Zones of Regulation organizes our feelings, states of alertness, and energy levels into four colored Zones – Blue, Green, Yellow, and Red. The simple, common language and visual structure of The Zones of Regulation helps make the complex skill of regulation more concrete for learners and those who support them. We learn to regulate our Zones to meet our goals and task demands, as well as support our overall well-being.
Interoception
Interoception is the eighth human sense, which allows us to read bodily cues. As young people strengthen this sense, they become more self-aware; beginning to understand what ‘self’ needs to attend to learning and manage social situations. For individual students who require additional support to self-regulate, we offer an interoception space.
Bucket Filling
Bucket-filling is a term used in education to refer to positive attitudes and behaviour. It relies on the analogy that every person carries with them an invisible bucket. This bucket contains a person’s feelings and emotions. When the bucket is full, this represents us feeling happy and contented. However, when it is empty, we feel low, upset and dissatisfied.
Bucket-fillers are those who act in a way that fills another person’s bucket and refers to those who practise kindness and good behaviour.The analogy comes from the book How Full Is Your Bucket? by Tom Rath and Donald O. Clifton.
Examples of bucket filling behaviour
- Being kind to everyone you meet
- Helping those who are struggling
- Paying someone a compliment
- Being respectful
Showing someone you care for them
Student Agency
Student Agency is the power to take meaningful and intentional action, and acknowledges the rights and responsibilities of the individual, supporting voice, choice and ownership. At RPPS students are provided with endless opportunities to take power over their own learning through identifying and setting their own goals, helping to choose their own differentiated activities and reflecting upon how well they have met their goals. It becomes more of a partnership with the teacher when the students are helping to design the projects and activities along the lines of inquiry, which is driven by their curiosity and interest. With a learner-centred classroom the teacher becomes the facilitator of the learning and assessment, monitoring the action, the progress and checking in with the kids.
Students at RPPS are also provided with opportunities to be part of structured school leadership positions, working collaboratively to take positive actions and ensuring that RPPS is a safe and happy environment for all students.
The Leadership roles include:
- R-5 Student Representatives Council
- House Captains
- Tech Support
- Ambassadors
- Educators
- Environmentalists
- Journalists
- Library Monitors
