Supportive and Inclusive School Environment
Social and Emotional Wellbeing
Students at Sorrento Primary School focus on the following keys to unlock their potential: resilience, confidence, organisation, getting along, and persistence.
Social and emotional well being is achieved at Sorrento through the implementation of a variety of programs including:
- You Can Do It! (YCDI)
- Building and maintaining strong relationships
- Aussie of the Month awards
- Extension opportunities
- Sporting opportunities at various levels
- Student leadership opportunities through student councillors and faction leaders
- Merit Awards
- Class buddy program
- Cybersafety programs
These school wide programs are an integral part of our School Vision and Values.
Staff, students and parents are surveyed on a regular cycle to determine whether we are meeting our target of providing a safe, supportive and inclusive environment.
Parents can download a handy resource to help support the development of the Five Keys to Children’s Success and Well Being, including a survey to help families target certain areas.
Sorrento Primary School recognises the scope and nature of challenges faced by Students with Educational Needs (SEN). SEN includes those students who may be at risk of not achieving the major learning outcomes of schooling to levels which enable them to achieve their potential on a basis that is equitable to their peers.
Differentiation and inclusive practices
Sorrento Primary School recognises the scope and nature of challenges faced by Students at Educational Risk (SAER). SAER includes those students who may be at risk of not achieving the major learning outcomes of schooling to levels which enable them to achieve their potential on a basis that is equitable to their peers.
This definition is outlined by the following descriptors – those students:
- who are at risk of not achieving the major learning outcomes
- whose achievement level, rate of progress or behaviour differs noticeably from past performances and/or that of his/her peers
- who are under-performing
- who require extension and challenge modifications
- who are not engaging in their schooling.
Planning and implementing differentiation
Individual Education Plans (IEP’s), Behaviour Management Plan (BMP) or Risk Management Plan (RMP) use baseline data to; identify SAER, develop objectives, guide goal setting, and apply appropriate strategies and adjustments. Baseline Data can be in the forms of: assessment results, observation, external professional reports, tests, work samples, reports and/or interviews.
An individual education plan:
- is a collaborative process involving all stakeholders.
- is a way of planning to meet the individual student’s academic, physical, social and emotional needs.
- is a means of establishing the educational goals desired.
- is a documented statement of skills, knowledge and tasks.
- is a statement of accountability and responsibility.
- is reflected in the class program.
- is a realistic and practical plan of strategies and resources that are easily followed and implemented.
- is monitored, reviewed and updated throughout the year.
Parents are provided with a copy of their child’s Individual Plan by the classroom teacher, these plans require signatures from teacher and parent. All Individual Plans will be kept in the child’s student file to provide an ongoing record of adjustment as they progress through the school or move from one school to another.
Public Primary Schools are a part of an Australian- wide project to record data on students with disabilities, learning difficulties or additional educational, behavioural or medical needs. In order to achieve this, the Australian Government and all state and territory governments have agreed to collect data annually in a nationally consistent way. The Nationally Consistent Collection of Data (NCCD) is a count of the number of students receiving educational adjustments to support their participation in education.
NCCD requires all schools to provide information about the number of students in their schools with additional needs requiring individual adjustments to address their learning or health needs. This does not include students requiring extension but does and medical action plans. The school’s name and your child’s name are confidential and not included in the data supplied. If you do not wish for your child to be included in this information you will need to inform the office or the class teacher upon receiving your IEP, BMP or RMP. This request is also found on the plans that are sent home and will not affect the support your child is receiving.
In order to achieve this, the Australian Government and all state and territory governments have agreed to collect data annually about students with disability in a nationally consistent way.
The NCCD is a count of the number of students with disability receiving educational adjustments to support their participation in education on the same basis as students without disability.
We provide students with opportunities to develop appropriate behaviours, self-control and resilience through interactions with teachers, other staff, peers and through the curriculum.
A whole school approach to behaviour management is one that is consistent and values and reinforces appropriate behaviour, seeking to effect improvement.
The purpose of Sorrento Primary School’s Behaviour Management in Schools (BMIS) policy is to provide an education through which each student can, to the best of his/her ability, develop academic, creative, personal, physical and social skills and attitudes to function at school and in the wider world.