At Holy Eucharist School we acknowledge and celebrate individual differences and are inclusive of all students. Students’ connectedness and resilience will be enhanced through the provision of quality educational programs and professional personnel. At our school we aim to provide a creative climate where all students can develop intellectually, emotionally, artistically and socially to their fullest potential. This experience provides a joy of learning, academic growth, arts exploration and acquisition of skills that exemplify responsible citizenship. Wellbeing at Holy Eucharist is an important focus. We believe that the development of the whole person is the responsibility of the school and that personal development is just as important as academic success.
• To improve student behaviour.
• To develop students’ knowledge, skills and behaviours in interpersonal development.
• To develop students’ leadership skills and leadership opportunities.
• To create a learning environment which promotes independence, interdependence and self- motivation.
• That student perception of safety will improve and their resilience will be strengthened.
• That the students develop skills to regulate their behaviour appropriate to the situation.
• That students see themselves as part of a learning community with a responsibility to contribute.
• Students will set high expectations of themselves for their personal learning and interpersonal
• Appointment of a Student Wellbeing Leader.
• Appointment of a Sudanese aide and Vietnamese hub coordinator/interpreter.
• Appointment of a Vietnamese pastoral worker.
• Educational Support Staff to assist students in their learning.
• Professional Development offered to staff and parents to further their knowledge of disability.
• A whole school approach working with families to assist children in numeracy with Dianne Siemon (Professor of Maths Education, RMIT - Multiplicative Thinking ).
• Six consistent rules across the school community. The discipline policy is in line with these rules.
• Parent meetings held, if serious offences are committed.
• SEL implemented on a daily basis through meditation, journals etc....
• Information about Wellbeing was published regularly in the newsletter.
• Regular counselling sessions were conducted with students.
• Student of the week awards – recognised the many and varied talents of all.
• Awards for students who display our values.
• Parents attended more school functions.
• Student attended GRIPP Leaderships PD for students at the convention centre.
• School captain and vice captain appointed upon submitting a CV, and other students appointed to various roles.
• iPads issued to all LNSLN children.
• Visiting Teacher Service supported us with those students who have a hearing or health impairment.
• Students with needs were recognized and a referral procedure was carried out through the Catholic
• Children were assessed and then Individual Learning Programs (ILP’s) were developed to meet the needs of each child. Program Support Meetings were conducted once a term or as required to report on the development of these children.
• Students participated in ‘Circle Time’ to develop social skills, focusing on interpersonal and personal development.
• Information sheets of children with urgent medical needs were on display in the First Aid room and with teachers on yard duty incase a medical emergency.
• Whole school community are trained in First Aid including anaphylaxis.
• Wet and Hot Day procedures were in place.
• Transition programs for children with additional needs, including students in Grade six and incoming preps.
• On Psych - psychological counselling services was offered at school as needs arose.
• Student Services leader attended the Pre-prep program to inform parents about the services offered to children.
• Students attended one on one counselling sessions.
SOCIAL EMOTIONAL LEARNING WHOLE SCHOOL PROGRAM
All students experience an integrated Social and Emotional Learning (SEL) program in their classes from prep through to grade 6. This program which is based on lessons from the Bounce Back Program (Dr Helen McGrath) and encourages acceptance, integrity, respect, support, friendliness and cooperation. This program helps young people to develop resilience and to bounce back when they experience challenges in their lives. This program is also linked with the values that are taught in Religious Education as we see that there is an important link between these two areas.
INDIVIDUAL AND ONE ON ONE COUNSELLING
Students have access to one on one counselling as well as the opportunity to participate in group counselling sessions. We are very fortunate to have a full time staff member who is employed to look after the wellbeing of our students and who provides these services.
A buddy program exists throughout the school which assists students to form friendships and experience support and mentoring from older students. This is particularly important in times of transition so each prep students is assigned a buddy.
STUDENT LEADERSHIP PROGRAM
Students have the opportunity to be selected to be part of the student leadership program. We have a number of key leadership positions and students work as a leadership team to develop leadership capabilities and experience opportunities to practice leadership skills.
USEFUL MENTAL HEALTH WEBSITES
Children’s mental health and wellbeing:
Resources (Search for a service according to suburb):