Student Wellbeing & Engagement

At Bimbadeen Heights, we believe that student wellbeing is the foundation for learning and thriving. We are committed to fostering a safe, inclusive, and emotionally supportive school
environment where every child can succeed. Our approach integrates several key frameworks that guide our whole-school practices and targeted supports:

School-Wide Positive Behaviour Support (SWPBS)

SWPBS is a proactive, strengths-based approach that helps build a positive, predictable, and consistent school climate.

At Bimbadeen Heights, we:

• Explicitly teach our four core school values: Respect, Resilience, Integrity, and Compassion
• Use a common language across all settings to support behaviour expectations
• Celebrate positive behaviour through student recognition systems (e.g. “Thanks-a-Lotto”, reward boxes, and school-wide celebrations like the SWPB Disco)
• Use data to guide wellbeing planning and respond to behaviour trends

Our aim is to make expected behaviours visible, consistent, and reinforced across all spaces and for all students.

Berry Street Education Model (BSEM)

BSEM provides a trauma-informed framework that supports student engagement and emotional regulation through consistent, relational, and practical strategies.

We implement BSEM through:

•  Morning routines that create safety and predictability
• Brain breaks to help students stay regulated throughout the day
• Circle time to build relationships and peer connection
• Staff understanding of how trauma impacts learning, and how to teach in ways that are emotionally responsive

BSEM supports students to feel safe, connected, and ready to learn—especially those who may have experienced adversity or emotional overwhelm.

Multi-Tiered Systems of Support (MTSS)

MTSS ensures that all students receive the level of support they need—academically, socially, emotionally, and behaviourally.

At Bimbadeen Heights, MTSS is structured across three tiers:

• Tier 1 (Whole School): Preventative practices and universal wellbeing strategies for all students (e.g., SWPBS, SEL curriculum, classroom check-ins)
• Tier 2 (Targeted): Small group or short-term supports for students at risk (e.g., friendship groups, behaviour coaching, check-in/check-out)
• Tier 3 (Intensive): Individualised plans and multi-agency collaboration for students with more complex needs (e.g., SSGs, external referrals, individualised counselling)

Our wellbeing tracker helps us monitor student needs, parent contact, referrals, and support plans—ensuring no student slips through the cracks.

Trauma-Informed Practice

We understand that many students bring lived experiences of stress or trauma into the classroom. Our trauma-informed practices focus on:

• Building strong, safe relationships with every student
• Maintaining predictable routines and calming environments
• Teaching students how to recognise and regulate emotions
• Responding to behaviour with empathy and support, not punishment

This approach is embedded across all tiers and frameworks to support recovery and growth.

At Bimbadeen Heights Primary School, we are committed to fostering a safe, inclusive, and supportive environment where every student has equal access to a quality education and
the opportunity to thrive — not just survive. We celebrate diversity within our school community and recognise the unique strengths, abilities, and potential of every child.

Our inclusive education approach is guided by the Department of Education’s Disability Inclusion model, the Disability Standards for Education (2005), and all relevant policies and
procedures. We are also committed to meeting our legal obligations under the Equal Opportunity Act 2010, the Disability Discrimination Act 1992, and the Disability Standards for Education 2005 to make reasonable adjustments that accommodate students with disability. Together, these frameworks ensure every student’s right to participate fully in school life, with fair and equitable access to education, learning adjustments, and the supports they need to thrive.

We implement a tiered response to intervention model, providing proactive, targeted, and individualised support where required. This includes:

• Tier 1: Quality differentiated teaching practice — ensuring our core teaching strategies are inclusive and accessible for all learners.
• Tier 2: Targeted small group interventions — offering additional support to students who may require short-term or group-based adjustments.
• Tier 3: Individualised support — delivering tailored, intensive interventions and reasonable adjustments for students with specific, complex needs.

Our team works in partnership with students, families, and allied health professionals to design and implement adjustments that remove barriers to education and participation. These may include curriculum modifications, specialised equipment, alternative assessment arrangements, or personal care support.

At Bimbadeen Heights Primary School, inclusion is not just a practice — it’s a core value. We are dedicated to building a vibrant, welcoming, and equitable school community where
every student feels valued, respected, and empowered to reach their full potential.

Together, we create a school where every student belongs, is supported, and has the opportunity to thrive.

Supporting every child to thrive—emotionally, socially, and academically

At Bimbadeen Heights Primary School, Social and Emotional Learning (SEL) is embedded into all aspects of school life. SEL helps students to better understand themselves, form
respectful relationships, and make thoughtful, responsible decisions.

We know that when children feel emotionally safe and connected, they are more able tomlearn and engage positively with their school community.

What is SEL?

Social and Emotional Learning is the intentional development of skills that help students:

• Understand and manage their emotions
• Set and achieve goals
• Form and maintain healthy relationships
• Resolve conflicts peacefully
• Make ethical, responsible decisions

SEL in the Victorian Curriculum

At Bimbadeen Heights, our SEL program is guided by the Victorian Curriculum: Personal and Social Capability, which includes two core strands:

1. Self-Awareness and Management

• Recognising and managing emotions
• Developing resilience, confidence, and independence
• Goal-setting and personal growth

2. Social Awareness and Management

• Building positive, respectful relationships
• Collaborating with others and resolving conflict
• Respecting diversity and inclusion

These capabilities are explicitly taught and continually reinforced in the classroom, playground, and through our whole-school programs.

How We Teach SEL at Bimbadeen Heights

We teach SEL through:

• Weekly wellbeing lessons linked to the Respectful Relationships and Berry Street Education Model (BSEM) frameworks
• Circle time and classroom discussions on emotions, empathy, and values
• Daily wellbeing check-ins and class routines that build connection

Co-developed student tools such as:

• Wellbeing Toolkits – a collection of student-chosen strategies for emotional
  regulation
• Mindfulness Matrices – calming strategies tailored to each class and grade level
• Visual supports and shared language around emotions, behaviours, and self-management

The Impact of SEL

When SEL is prioritised:

• Students feel safer and more connected
• Emotional regulation and behaviour improve
• Learning engagement and achievement increase
• School becomes a place where everyone belongs and feels valued

“Social and Emotional Learning helps students understand themselves, relate to others, and become confident, caring members of their community.”

Empowering students to build healthy, respectful and inclusive relationships

At Bimbadeen Heights Primary School, we are proud to be a Respectful Relationships partner school. RRRR is a Department of Education and Training initiative that supports
schools to promote respect, positive relationships, resilience, and gender equality.

Respectful Relationships is not just a classroom program—it’s a whole-school approach that is embedded in our culture, curriculum, and community.

Why Respectful Relationships Matters

• Helps students understand their own emotions and how to express them respectfully
•  Supports conflict resolution, emotional regulation, and empathy
• Builds safe, inclusive and equitable classroom environments
• Challenges gender stereotypes and promotes equality
• Equips students with the skills to prevent and respond to bullying and violence

When students learn to respect themselves and others, they are more likely to form strong friendships, feel confident in seeking help, and contribute to a positive school environment.

RRRR and the Victorian Curriculum

Respectful Relationships directly aligns with the Victorian Curriculum’s Personal and Social Capability and Health and Physical Education strands, particularly:

• Emotional Literacy
• Personal Strengths
• Positive Coping
• Problem Solving
• Stress Management
• Help-Seeking
• Gender and Identity
• Positive Gender Relationships

These topics are taught explicitly and revisited across all year levels, ensuring a strong foundation that grows with the students.

How We Implement RRRR at Bimbadeen Heights

• Weekly RRRR lessons are taught across all year levels by classroom teachers
• Lessons are adapted to be age-appropriate, inclusive and interactive
• Key RRRR themes are integrated into circle time, SEL check-ins, and class meetings
• Teachers use shared language and visuals to reinforce respectful behaviours daily

RRRR is also woven into:

• Student leadership initiatives
• Whole-school events (e.g. Harmony Week, International Day of Respect)
• Policy and practice reviews, including our Student Engagement Policy and Child Safety Standards

Student Impact

Students who participate in RRRR:

• Feel more confident expressing themselves and resolving problems
• Are more respectful in their relationships with peers and adults
• Learn strategies to manage stress and seek help early
• Develop a strong understanding of inclusion, fairness and equality

Family Involvement

Respectful Relationships starts with conversations at home. We encourage parents to:

• Reinforce respectful language and behaviours
• Discuss emotions and problem-solving strategies
• Talk about friendships, fairness, and gender equality
• Reach out to staff if support is needed

We regularly share tips and prompts in our newsletter to help families continue the conversation beyond the classroom.

The Student Representative Council (SRC) is an important part of our wellbeing and engagement strategy. Students are elected by their peers and meet regularly to:

• Lead initiatives like Harmony Day, Thanks-a-Lotto, and Bell Music Voting
• Represent student opinions on school improvement
• Promote inclusion, kindness, and student wellbeing priorities

Counselling

At Bimbadeen Heights, we prioritise the mental health and wellbeing of every student. Our counselling program offers short-term, play-based support to help students build confidence, resilience, emotional regulation, and social skills—all within a safe and familiar school environment.

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What is School-Based Counselling?

· Counselling sessions are delivered onsite by Liam Bransgrove, our Student Wellbeing Officer, through the National Student Wellbeing Program (NSWP).

· Sessions are:

  * Usually 30 minutes long, scheduled weekly or                                  fortnightly depending on current demand and student needs

  * Typically delivered over a flexible block of 8-10                                sessions

  * Play-based or centred around emotion-based                                   activities, allowing students to express and explore their emotions in an age-appropriate way

· Students work toward personalised goals such as:

  *  Managing big feelings

  *  Problem-solving

  *  Building friendship skills

  *  Boosting self-esteem

· Please note: Liam’s support is school-based and short-term in nature. It is not intended for ongoing therapy, clinical assessment, or formal diagnosis.

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When is Counselling Recommended?

Counselling may be suggested when a student is:

· Experiencing challenges with emotional regulation or anxiety

· Struggling with friendships or social situations

· Affected by grief, changes in family dynamics, or other life stressors

· Needing support to build resilience and confidence at school

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Getting Started: The Initial SSG Meeting

If counselling is recommended, a Student Support Group (SSG) meeting will be held with:

· Parents/carers

· The classroom teacher

· Members of the Wellbeing Team

This meeting will:

· Discuss your child’s strengths, background, and current concerns

· Explain what counselling at school involves

· Identify any professionals your child is already working with (e.g., psychologists, OTs)

· Share how school and home can work together to support your child

At this meeting, you will receive:

· A Consent Form (required for participation)

· A Parent Voice Form to share your insights and priorities

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Communication and Support

· Liam runs all counselling sessions and communicates progress with the classroom teacher

· Your child’s teacher remains the main point of contact and will provide updates as needed

· Liam does not contact families directly by email, but participates in SSG meetings to offer insights and recommendations

· A follow-up SSG meeting is offered at the end of the counselling block to review progress and plan next steps

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Triage and Wait Times

· Liam is currently at capacity, with a 2–3 week waitlist

· Students are triaged to prioritise urgent needs

· If longer-term or specialised therapy is needed, referrals to external professionals may be recommended

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Already Linked with a Psychologist or Therapist?

If your child is already receiving external support:

· Please continue with this support whenever possible

· You are encouraged to ask external professionals to connect with your child’s classroom teacher to ensure consistent support across home and school

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Our Wellbeing Team

Our dedicated team works closely with families and staff to support student wellbeing:

· Sabrina George – Assistant Principal & Wellbeing Coordinator

· Bree King – Disability and Inclusion Leader

· Amanda Bailey – Mental Health and Wellbeing Leader

· Liam Bransgrove – Student Wellbeing Officer

If you need help connecting with external services, please reach out to Bree King or Amanda Bailey.

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Have Questions?

· For general updates or concerns, contact your child’s classroom teacher

· For wellbeing services or support referrals, contact:

   *  Amanda Bailey – Mental Health and Wellbeing Leader

   *  Bree King – Disability and Inclusion Leader

Together, we can ensure every child feels safe, supported, and empowered to thrive at Bimbadeen Heights Primary School.

 

 

Empowering students to be safe, responsible, and respectful online

At Bimbadeen Heights Primary School, we are committed to preparing our students for life in a digital world. Through our partnership with the Cyber Safety Project, we provide students, staff, and families with the tools and understanding to navigate technology confidently and safely.

About the Cyber Safety Project

The Cyber Safety Project is a leading Australian initiative that delivers practical, up-to-date, and age appropriate resources to help school communities:

• Understand digital risks
• Build positive online habits
• Respond to online challenges such as cyberbullying, oversharing, and screen time management

We are proud to embed their resources and approach into our teaching, planning, and whole-school wellbeing focus.

What We Teach Students

Across year levels, students learn to:

• Understand their digital footprint
• Use critical thinking when engaging online
• Manage privacy, personal information, and passwords
• Identify and report unsafe online behaviour
• Show respect and kindness in digital communication

These topics are taught through interactive lessons, real-world examples, and guided class discussions.

How We Support Families

We regularly share Cyber Safety Project parent resources through our newsletter and website, including:

• Home conversation starters
• Family technology agreements
• Guidance on popular apps, games, and platforms

We also host parent sessions in partnership with the Cyber Safety Project team to help
families stay informed about the latest digital trends and risks.

How It Fits Into Our Wellbeing Approach

Cyber safety is an important part of our Respectful Relationships and SEL curriculum. We ensure students know:

• How to protect themselves and others online
• Where to go for help if something goes wrong
• How to apply our school values in digital spaces

Learn More: You can find more information about the Cyber Safety Project here: www.cybersafetyproject.com.au

Every Day Counts

At Bimbadeen Heights Primary School, we believe that going to school every day is the single most important part of your child’s education. Students learn something new every day—missing even one day can set them back.

Why Attendance Matters

• Consistent school attendance builds the foundation for future learning.
• Every day missed impacts achievement in reading, writing, and numeracy. 
• Attendance habits start early—children who miss regularly in the early years are
  more likely to struggle later.

There is no “safe” number of days to miss—every day counts.

Common Reasons for Absences (and What to Do)

Genuine illness:
It’s okay to keep your child home when they’re genuinely unwell. Building healthy habits—good sleep, nutrition, and exercise—helps reduce sickness.

Family holidays:
Please schedule holidays during term breaks. If travel during term is unavoidable, speak to your child’s teacher and arrange an Absence Learning Plan.

“Day off”:

Think twice before allowing a casual day off. A day here and there adds up quickly—and impacts learning and social connection.

Truancy & refusal:

These require understanding and support. Please let us know if your child is refusing school or feeling anxious—we’re here to help.

Being away one day a fortnight equals 1.5 years of missed learning over 13 years of schooling.

How We Support Attendance at Bimbadeen Heights

• Teachers regularly monitor attendance and follow up with families
• We hold Student Support Group (SSG) meetings for ongoing concerns
• We work with families to create Attendance Plans and re-engagement strategies
• We maintain open, supportive communication between home and school

If Your Child is Away

If your child must miss school:
1. Let the school know as soon as possible.
2. Ask the teacher what work your child can do to keep up.
3. Work with us to create an Absence Learning Plan if needed.

Early communication prevents issues from escalating. Chronic non-attendance can lead to formal follow-up by the Department of Education.

Attendance Tips for Parents

• Talk positively about school and its importance
• Avoid scheduling medical or dental appointments during school hours
• Contact your child’s teacher early if you’re concerned about attendance
• Let us know if you’re facing challenges—we’re here to support you

More Information & Resources

Visit the Department of Education’s attendance advice and support page:
Improve School Attendance – education.vic.gov.au

If you’re experiencing challenges with your child’s attendance, please contact your classroom teacher or Amanda Bailey (Mental Health and Wellbeing Leader) to discuss how we can help.

Working together to support the whole child

At Bimbadeen Heights Primary School, we believe that student wellbeing is a shared responsibility between school, home, and community. We are proud to partner with a range of local and external agencies to provide wraparound support for our students and families.

Key Wellbeing Partners

Eastern Health Community Health

Eastern Health offers free short-term counselling for children, young people, and families.

Services include:

• Support for anxiety, grief, depression, trauma, and stress
• Family and parenting support
• Strategies to manage challenging behaviours
• Referral to specialist services when needed

➡️ No GP referral is required, and the program is ideal for low–medium income families. Call 1300 130 381 (Option 4) or email communityhealth@easternhealth.org.au

The Orange Door – Family Support Services

The Orange Door is a free service for families needing support with:

• Family violence
• Parenting concerns
• Mental health
• Financial hardship
• Housing instability

Bimbadeen Heights staff can support families to access The Orange Door and ensure the school is part of the support network if appropriate.

Call 1800 319 353 or visit orangedoor.vic.gov.au

NDIS Service Providers

Many of our students receive supports through the National Disability Insurance Scheme
(NDIS), such as:

• Occupational Therapy (OT) for sensory, fine motor, and regulation support
• Speech Pathology (SP) for communication and social skills
• Psychology for anxiety, behaviour, and emotional regulation
• Allied Health Assistants for in-school strategy support

We work closely with families and external providers to:

• Coordinate support sessions during the school day (where appropriate)
• Share student goals and observations
• Participate in plan reviews or team meetings if invited

Child and Youth Mental Health Services (CYMHS)

CYMHS supports students with significant or ongoing mental health challenges.
They provide:

• Psychological assessments
• Individual and family therapy
• Case coordination with the school and home
• Crisis support if needed

Referrals are made through GPs or paediatricians, but our team can assist families with this process and support students while they wait for services.

Parent and Community Education

To strengthen home–school partnerships, we offer:

• Parent workshops on managing anxiety, behaviour, school transitions, and self-care
• Information sessions about accessing services like The Orange Door or NDIS
• One-on-one support for referrals or navigating systems

Whole-School Events & Wellbeing Celebrations

We believe in creating an inclusive and engaged school culture through community events
such as:

• Mental Health Week – Activities that raise awareness of emotional wellbeing
• Harmony Week – Celebrating culture, diversity, and belonging
• International Day of Respect – Highlighting kindness, inclusion, and equity
• Student-led initiatives through SRC and Equity & Respect Teams

“It takes a village to raise a child—and at Bimbadeen Heights, we work closely with that village to ensure every student is supported to thrive.”