Where Learning is Belonging, Inclusivity & Well-being
Students typically do not learn alone but rather in collaboration with their teachers, in the company of their peers, and with the encouragement of their families.
A student’s sense of self and well-being can assist or impede children’s academic engagement, work ethic, commitment, and ultimately school success. Because relationships and emotional processes affect how and what we learn, schools and families must effectively address these aspects of the educational process for the benefit of all students. Forest Crescent Primary focuses both on student learning and development as well as providing the social–emotional supports that fosters these outcomes.
Forest Crescent Primary has a number of well-established supports and programs in place which are integral elements to the school’s inclusive practice towards all students’ learning.
Forest Crescent Primary accommodates diversity by tailoring programs and individual learning pathways to ensure that each student reaches his or her full potential in order to successfully participate in the community.
This is achieved by;
- Linking and working closely with families.
- Implementing a Case Management approach with regular progress meetings with school psychologist, principal, class teacher and parent in attendance.
- Empowering and supporting staff through consultation with the Learning Support Co-ordinator and by providing opportunities for professional learning, collaboration and time for planning.
- Accessing support agencies including the school psychologist, visiting teachers, associations and health services if required and agreed to.
- Effective resourcing through funds available to enhance learning outcomes for all students at risk.
- Focus on Gifted and Talented Students, namely, identifying and catering for TAGS with in the classroom learning environment.
Our school committees (SAER, KidsMatter and Sustainability Committees) are continually looking at how the students, parents and staff can continually build upon pathways of learning, foster communication and students’ social–emotional learning. Such examples, though not limited to, are;
- Lunchtime clubs to be run incorporating academic challenges, craft, maths, outside games and drama.
- Parent Liaison Representative to be selected for all classes and to be used as a communication line by both parents and teacher.
- Various morning & afternoon teas inviting members of the school community to come together for various purposes. eg “New Parents Afternoon Tea” “Biggest Morning Tea”, “ESL Afternoon Tea”
- Promoting Healthy School community service events such as Healthy Breakfast, Bike Week, Walk to School Week, Fruit and Veg week- (plus charity running events such as City to Surf etc)
A number of established and new pastoral care programs operate within the school and are managed by trained staff; consisting of classroom teachers and education assistants, in conjunction with whole school initiatives developed within the classroom by the classroom teachers.
Our school continues with our highly successful Rainbows Program and an onsite School Chaplain; both services being available when and if a student is so inclined to access the program.
Within the classroom the KidsMatters Program- SEL Program all serve to assist the student in acquiring core competencies, to recognize and manage emotions, set and achieve positive goals, appreciate the perspectives of others, establish and maintain positive relationships, make responsible decisions, and handle interpersonal situations constructively.