Statement of Philosophy that includes Government School’s Vision, Mission, Values and Objectives
Our school’s vision is to prepare young people to become active, engaged and responsible citizens of the local and global community. It aims to prepare students to contend with a very dynamic 21st century in which creativity, cooperative work, connectedness to the world and adaptability are key features. The school aspires to provide a contemporary approach to teaching and learning in its purposeful learning environment.
The school values achievement, excellence, curiosity, respect and responsibility, perseverance, integrity, inclusiveness, respect for diversity, honesty and equity. Sitting at the centre of its work, the school believes in high expectations in all students and a commitment to effort and the embracing of .
The programs of, and teaching in, the school will support and promote the principles and practices of Australian democracy including a commitment to:
- An elected government.
- The rule of law.
- Equal rights for all before the law.
- Freedom of religion.
- Freedom of speech and association.
- The values of openness and acceptance of differences and diversity.
- The safety of all children.
Statements which affirm the school’s principles are found in the vision of the school and in documents such as prospectus and handbooks.
Positive Behaviour Support Framework School Key Values
At Strathmore Primary School there is a school-wide approach towards positive student behavior referred to as the “Positive Behaviour Support” Framework (or PBS). There are three areas in the framework, being; Safety, Respect and Learning. In each learning space, a Positive Behaviour Support (PBS) Matrix is displayed, outlining specific actions that are expected with regards to Safety, Respect and Learning across activities at school. This covers the classroom, the yard, events or on excursions as well as when using the internet or other forms of digital learning. The Matrix acts as a consistent guide for students to know how to behave and learn positively in these contexts.
Strathmore Primary School has aligned its School Values with the PBS Framework. For each area of the PBS Matrix, Key Values have been selected following a process that involved surveying students, the student-led “Resiliency Project”, teachers and parent members of School Council. The graphic below demonstrates the alignment between the areas of the PBS and the School Values.
The Learning Key Values of Inspire, Explore and Challenge were selected as part of the School Strategic Plan in 2014, to represent the values that are held regarding the teaching and learning program at the school. The school’s Positive Behaviours and Values help to create a sense of community and belonging at Strathmore Primary School where learning occurs at the optimal level.
Values Education – “Resilience, Rights and Respectful Relationships”
The school uses the Department of Education and Training’s “Resilience, Rights and Respectful Relationships” age-appropriate resource as part of its Values Education program. Throughout the year, students are engaged in age-appropriate learning about values and behaviours that support development and understanding of:
- Emotional Literacy
- Personal Strengths
- Positive Coping
- Problem Solving
- Stress Management
- Help Seeking
- Gender and Identity
- Positive Gender Relations
Through the Values Education program, students are also educated about safety, including cybersafety, anti-bullying and age-appropriate awareness of risks to safety in the community, including environmental, physical and emotional safety, risks posed by other persons and how and where to seek help when safety is compromised.
Strathmore Primary School is committed to ensuring the safety of all students in its community. The school achieves this by developing a culture of safety through risk management to identify and remove risks of child abuse, policy development and implementation, code of conduct screening, supervision and training, processes for responding to and reporting suspected child abuse and strategies to promote the participation and empowerment of children. In order to ensure the safety of children, the school has appointed a Child Safety Officer (Assistant Principal) and developed policies and procedures in conjunction with the Child Safe Standards, including:
- Child Safe Policy
- Child Safe Code of Conduct Policy
- Staff Code of Conduct Policy
- Mandatory Reporting Policy
- Working With Children Checks Policy
- Visitors in Schools Policy
- Positive Behaviour Support Framework
- School Key Values and Values Education Program
- First Aid and Medications Policy
- Students with Disabilities and Impairments Policy
- Supervision and Duty of Care Policy
- Anti Bullying and Harassment Policy
- ICT Use Policy
- Administration of Medicines and Care for Ill Students procedures
- Individual Learning Plans procedures
- Inclement Weather Policy
- Critical Incident Plan
- Emergency Management Plan
- Teaching and Learning Policy
- Student Welfare Policy
- Student Engagement, Inclusion and Wellbeing Policy
- Sunsmart Policy
- Whole-School Risk Management
- Camping Policy and Appendices
- Excursions and Direct Experiences Policy
- Yard Duty and Supervision Timetables
- Student Behaviour Management Policy
- PBS Continuum of Behaviour Response
The school pays special attention to at-risk groups, to promote:
- Cultural safety of Aboriginal children
- Cultural safety of children from culturally and/or linguistically diverse backgrounds
- Safety of children with a disability
The school also implements specific DET strategies to support any students who are deemed as being in out-of-home care and has a Designated Teacher (Assistant Principal) with the responsibility to oversee the safety and wellbeing of these students.
Enactment of School Philosophy
In all documents, in all practice by students and teachers, in work with the School Council and the community, in all teaching and learning programs, in all school initiatives, in all internal and external interactions, in all organisational structures and practices the vision of the school will sit at the centre and there will be expectations about all work aligning with the school vision. Regular evaluation processes will be in place to measure performance in all areas of the school with respect to the implementation of the vision and values of the school.
The process at our school can be represented as the vision, values and beliefs at the centre. In an outer ring there will be a set of principles. As a further outer ring will be a set of practices. A detailed list of school policies will sit within this framework. In all work in the school, the question “Is this work or process in line with the school vision, values and beliefs?” This question will be a fundamental part of the practice of all leaders in the school.