Wellbeing and Inclusion Update
Athol Road Primary School
ARPS in the Spotlight!
Diverse Learners Hub - Department of Education
On Friday 23rd October, Athol Road Primary School had the wonderful opportunity to welcome a film crew on behalf of the Department of Education to showcase the work we have been doing to create inclusive social and sensory environments across our school.
We are incredibly proud to have been selected for this opportunity and to have our practices recognised and celebrated. It is a wonderful acknowledgement of the work our staff do each and every day to ensure that all students feel safe, supported, included and ready to learn.
At ARPS, we recognise that every child learns differently and that creating an inclusive environment is about much more than the physical space. It is also about the routines, relationships and practices we put in place to support students' wellbeing, engagement and learning.
Some of the practices highlighted during filming included:
Morning Circles: A consistent and predictable way to begin the school day, providing students with an opportunity to connect with their teacher and peers, build positive relationships and develop a sense of belonging. Morning Circles often include a positive primer, a short, intentional activity that helps students begin their day with positive emotions and a sense of connection. This might include sharing something they are grateful for, celebrating a success or engaging in a fun activity together.
Brain Breaks: Short, purposeful breaks throughout learning sessions that provide students with an opportunity to move, reset and regulate their energy and attention before returning to learning.
Fidget Tools: Small sensory tools that provide students with movement or tactile input to support their attention, concentration and self-regulation. These are used intentionally to help students engage in their learning.
Flexible Seating: Providing students with different seating options, such as wobble stools, cushions or scoop rockers, to support their individual sensory, movement and learning needs.
Another important part of our approach is recognising that students have different sensory and regulation needs throughout the school day. We aim to create learning environments where students feel comfortable and supported, with opportunities to take breaks, access sensory tools or move to a quieter area when needed. These adjustments can help students regulate their emotions, manage sensory demands and feel ready to return to learning.
Across our school, we place a strong emphasis on creating a sense of safety through consistent and predictable routines. When students know what to expect, feel connected to the adults around them and have access to the supports they need, they are better placed to engage positively in their learning.
The filming also highlighted some of the additional supports we have developed, including our Calm Cove, a dedicated outdoor space that provides a quieter, more structured play environment for students who benefit from additional support during break times. Calm Cove offers opportunities for social connection, play and regulation in a calm and supportive setting.
Our Lego Legends Group was another example of the targeted small group opportunities we provide. Through shared interests and structured play, students are supported to develop social communication skills, build friendships, practise turn taking and experience success when working alongside their peers.
What makes this recognition particularly special is that these are not practices that have been introduced just for filming. They are part of the everyday work happening across our school, supported by staff who are committed to understanding and responding to the individual needs of our students.
A huge thank you to Miss Walton and our wonderful Year 1/2 students who participated in the filming and helped showcase these practices in action. We are incredibly grateful for their involvement and for the opportunity to share a small part of what makes ARPS such a special place.
The short video will be featured on the Department of Education's Diverse Learners Hub, where it will be available for educators across Victoria to view. It will serve as a practical resource for other schools, demonstrating how inclusive social and sensory environments can be developed and embedded into everyday school practices.
We are incredibly proud that the work happening at ARPS will now help support and inspire educators in other schools.
Most importantly, this recognition reinforces something we strongly believe at ARPS, every child deserves to feel safe, valued and included, and to experience a genuine sense of belonging at school.
Connected, supported, thriving.
Rachel Gathercole
Assistant Principal – Wellbeing and Inclusion