Wellbeing and Inclusion Update

Building Safe and Predictable Learning Spaces

In 2026, a continued focus across our school has been aligning the Department of Education’s Positive Classroom Management Strategies (PCMS) with our existing Berry Street Education Model practices. This work supports the creation of safe, respectful, predictable, and inclusive learning environments where all students feel supported and ready to learn.

A key focus has been on strengthening consistent Learning Space Expectations, procedures, and routines across the school. Teachers and students have co-constructed Learning Space Expectations that align with our school values and agreed whole school expectations. These expectations are clearly displayed within all learning spaces and explicitly taught through Morning Circles, Social Emotional Learning (SEL)lessons, and regular learning space discussions. Staff consistently refer to these expectations throughout the day, positively reinforcing expected behaviours and supporting students to reflect on their choices.

Another important focus has been developing consistent learning space procedures and routines, including the use of chimes as a whole school ‘call to attention’. The use of chimes provides students with a calm, predictable, and non-threatening cue to pause, regulate, refocus, and prepare for learning. This aligns strongly with the Berry Street Education Model, where predictable routines and regulation strategies help students feel safe, connected, and engaged within the learning environment.

Alongside this work, staff have also continued strengthening the use of Tier One supports such as sensory and fidget tools, ensuring students are explicitly taught how to use these tools safely and effectively to support attention, regulation, and learning.

This work forms an important part of our ongoing commitment to student wellbeing. When students feel safe, regulated, and connected within their learning environment, they are better able to engage, participate, and learn at their best.

Connected, supported, thriving. 

Rachel Gathercole

Assistant Principal – Wellbeing and Inclusion