Where Learning is Belonging, Inclusivity & Well-being

Forest Crescent PS Social & Emotional Programs

Forest Crescent Primary accommodates diversity by tailoring programs and individual learning pathways to ensure that each student reaches their full potential to participate in the community successfully.

This is achieved by;

• Linking and working closely with families.
• Implementing a Case Management approach with regular progress meetings with the school psychologist, principal, class teacher and parent in attendance.
• Empower and supporting staff through consultation with the Learning Support Co-ordinator and provide 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 within the classroom learning environment.

Our school committees (SAER, BeYou and Sustainability Committees) are continually looking at how the students, parents and staff can continually build upon learning pathways, 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 is selected for all classes and used as a communication line by both parents and teachers.
• Various morning & afternoon teas inviting members of the school community to come together for various purposes. e.g. “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.)

Several established and new pastoral care programs operate within the school and are managed by trained staff; consisting of classroom teachers and education assistants, and whole school initiatives developed by classroom teachers.