SWPBS: House Tokens @ WPS

House Tokens are a part of Whittlesea Primary School’s Tier 1 positive reinforcement systems. Staff give house tokens to students who demonstrate positive school behaviour.

The idea is that house tokens are handed out ‘free and frequent’ for all positive behaviours that don’t require a Golden Ticket, e.g. lining up safely, following teacher instructions, picking up rubbish off the floor or speaking respectfully to your peers.

House tokens are collated each week by our House Captains and recorded on an ongoing sheet. At the end of each Term, the house with the most tokens is part of a ‘House Reward’ to be decided by House Captains and the Wellbeing Team.

Here is the current total for House Points at the end of Week 9, Term 3:

Dugat	Korangorangeet	Dhulin	Bunjil
2038	1993	1817	1826

Disability Inclusion - Understanding Sensory Processing Differences

Children experience and respond to the world around them in different ways. Most of us notice sensory information—such as sounds, sights, smells, textures and movement—without giving it much thought. For some children, however, sensory information can feel much stronger, weaker or more difficult to organise. These differences are often referred to as sensory processing difficulties.

You may also hear the term Sensory Processing Disorder (SPD) used to describe significant difficulties with processing sensory information. Sensory processing differences can occur on their own or alongside other developmental differences. Every child's sensory profile is unique.

What Is Sensory Processing?

Sensory processing is the way our brain receives, interprets and responds to information from our senses. This includes the senses we are familiar with, such as:

Sight (Visual) – what we see
Sound (Auditory) – what we hear
Touch (Tactile) – what we feel on our skin
Taste (Gustatory)
Smell (Olfactory)

It also includes senses that help us understand:

Movement and balance (Vestibular)
Body awareness and pressure (Proprioception)
Internal body signals (Introception) – such as hunger, thirst, temperature and the need to use the toilet

For some children, the brain may have difficulty organising or responding to this sensory information. This can affect how they feel, behave, participate and cope with everyday activities.

What Might Sensory Processing Differences Look Like?

Some children may be particularly sensitive to sensory input. They may find certain sounds, textures, smells or environments overwhelming. For example, a child might:

Cover their ears in response to everyday sounds
Find busy or noisy environments overwhelming
Dislike particular clothing, seams, socks or tags
Avoid messy play or certain food textures
Be particularly sensitive to smells
Become overwhelmed by bright lights or visually busy spaces

Other children may appear to seek out sensory experiences. They may:

Constantly move, jump, spin or climb
Enjoy crashing into cushions or people
Chew on clothing or objects
Touch objects and surfaces frequently
Seek tight hugs or deep pressure
Have difficulty sitting still for extended periods

Some children may also have difficulty noticing sensory information. For example, they may not notice when they are hungry, cold, hurt or need to use the toilet, or they may seek very intense sensory experiences.

Signs to Look For

Sensory processing difficulties can look different from one child to another and can also change depending on the environment. Some signs that a child may benefit from further support include:

Becoming overwhelmed or distressed in busy environments
Avoiding particular textures, sounds, foods or activities
Frequently seeking movement or physical pressure
Having difficulty calming after exciting or overwhelming experiences
Appearing unusually sensitive to clothing, noise or touch
Becoming tired or dysregulated after sensory-heavy activities
Finding transitions or unfamiliar environments difficult
Having strong emotional reactions that seem connected to their surroundings
Avoiding activities that other children enjoy because of the sensory experience involved

It is important to remember that many children have sensory preferences. Having a strong preference or dislike does not necessarily mean that a child has a sensory processing difficulty. Concerns are more significant when sensory differences consistently affect a child's daily life, learning, relationships or ability to participate in everyday activities.

Who Can You Speak To If You Are Concerned?

If you have concerns about your child's sensory needs, a good first step is to speak with their classroom teacher. Teachers can share observations about how your child responds to different environments and activities at school.

Depending on your child's needs, further advice may be provided by professionals such as:

A GP or paediatrician, who can discuss developmental concerns and provide referrals where appropriate
An occupational therapist, who can assess how sensory and motor differences may be affecting everyday activities and participation
Other relevant health or developmental professionals

An assessment can help build a clearer picture of a child's sensory profile and identify strategies that may support them.

How Can Children Be Supported?

There is no single approach that works for every child. Support is most effective when it is based on an individual child's sensory needs and the situations they find challenging.

Helpful strategies may include:

Providing access to a quiet or calm space when needed
Preparing children for busy, noisy or unfamiliar environments
Using visual schedules and predictable routines
Allowing regular movement breaks
Providing appropriate sensory tools or fidgets
Considering clothing, seating and environmental preferences
Reducing unnecessary noise or visual distractions where possible
Building in opportunities for physical activity
Allowing extra time to transition between activities
Teaching children to recognise when they are becoming overwhelmed and identify strategies that help them regulate
Working with relevant professionals to develop strategies tailored to the child's individual needs

Most importantly, children benefit when adults are curious about the reasons behind their behaviour. What may look like avoidance, inattention or challenging behaviour can sometimes be a child's way of communicating that an environment or experience feels overwhelming or difficult to manage.

With understanding, appropriate adjustments and the right support, children can learn to recognise their sensory needs and develop strategies that help them feel comfortable, regulated and ready to participate.

If you have concerns about your child, please don't hesitate to speak with their classroom teacher or a member of the school's wellbeing or diverse learners team.

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