Wellbeing - Whole School

With the commencement of the academic year, we warmly welcome both new and returning students, and their parents/carers, to the College. The Year Coordinators, homeroom teachers, counsellors, the Director of Senior School and I are looking forward to working with you over the course of the year as we continue assisting in the growth of the young men through addressing all dimensions of their wellbeing.  

As outlined in the respective introductory letters being distributed by the Year Coordinators, if at any stage you have concerns, please feel free to contact your son’s homeroom teacher in the first instance and their Year Coordinator after that.  

This year, we are launching a range of new initiatives in Wellbeing across both the Middle and Senior School:

Shining the St Patrick’s Way

An explicit behaviour curriculum is crucial because it provides a structured, clear framework for teaching and reinforcing positive behaviours. During Semester 2 of 2024, a working party of staff was established to review our current structures and “Shining the St Patrick’s Way” has been designed with an explicit tier system which captures appropriate and consistent processes and procedures as we manage and foster positive and respectful relationships. This will be launched to students and families over the coming weeks and will be on various platforms accessible to our community.

Here are a few key reasons why such a curriculum is important:

1. Clarity and Consistency: It helps students know exactly what behaviours are expected of them and what is not acceptable. This creates a more predictable environment where our students can feel secure and focused.

2. Prevents Misunderstanding: Explicit instruction avoids ambiguity. Without it, students may struggle to interpret what is expected or fail to see the connection between their actions and consequences. With it, it allows for clarity and consistency as mentioned above.

3. Reduces Behaviour Problems: Teaching students specific, positive behaviours helps prevent the emergence of disruptive behaviours. When students know how to interact appropriately, there's less room for misbehaviour or confusion. An important cornerstone in boys’ education is routine, rigour, relationships, and relational trust, and we have an unrelenting focus in this area.

4. Empowers Students: Our behaviour curriculum teaches self-regulation, which gives students the tools to manage their actions and decisions. This is a lifelong skill that can positively impact their academic and social success.

5. Improves Learning Environment: Having a well-structured behaviour curriculum with our expectations posted in each classroom on Vivi boards and monitors contributes to a more positive, focused classroom atmosphere. 

Track One Initiatives

TrackOne is a feature on TASS (our central management system) that we will use more extensively this year. It is a student wellbeing and mental health platform designed to support the staff at the College in monitoring many aspects of health of students. Its key focus is on creating a proactive and data-informed approach to enable the College to provide tailored support for students' mental health needs.

Homeroom teachers are central to the daily experience of students and often serve as the first point of contact between students, parents/carers, and other members of the College’s Wellbeing Team. Thereby, using evidence-based insights that inform decisions regarding wellbeing initiatives, resource allocation, and the effectiveness of current interventions.

We have taken on key learnings from the data received from questions posed in the recent AISNSW Surveys conducted in 2024, and after discernment, there are some areas that students, parents/carers, and teachers have identified as further development and as such, have informed below initiatives.

Student Home background Survey

This student home background survey is a crucial tool for homeroom teachers and Year Coordinators to gain insights into various factors that may influence a student’s learning experience. It can help to work with students and families to identify potential barriers to academic success and fosters a more holistic approach to pastoral care and teaching practices. Understanding these factors then allows teachers to tailor the support and ensure that every student has the resources they need to thrive.

Wellbeing Pulse Surveys

Frequent surveys help track students mental and emotional wellbeing, identifying those who may be struggling with particular issues related to schooling and broader issues. Early identification can lead to timely support and interventions. These surveys which will be administered at various times across the year can provide insights into individual students’ needs, allowing teachers to tailor their support strategies accordingly. By collecting data over time, we can identify emerging trends or recurring issues. This allows them to implement targeted programs or address specific challenges that may be affecting multiple students. These will be conducted at various points across the year at the direction of your homeroom teacher.

Academic Goal Setting

The pre-existing goals section that students would complete in the College diary, will now be moved online. This will ensure students are accountable and set goals and strategies for each subject. From there, their homeroom teacher will review and you, as parents/carers, will acknowledge. Instructions will be sent to you on how this will be completed as the term begins. Students will receive a template of suggested goals that they can adapt according to their year level and course.

Child Safeguarding 

Edmund Rice Education Australia (EREA) has developed the EREA Child Safeguarding Standards to enhance the way that each EREA school creates and maintains a child safe environment. The Standards aim to develop further a culture within each EREA school wherein protecting children and young people from abuse and other harm, and the promotion of child safety, participation, empowerment, and wellbeing, is embedded in the everyday thinking and practice of our College’s leaders, staff, and volunteers. Furthermore, Child Safeguarding is everyone’s responsibility. All adults in the College community have a shared responsibility for contributing to the safety and protection of students​.  

The following senior staff members are listed as nominated Child Safeguarding Officers at the College:​ 

• Principal - Dr Lavorato​                                                 

• Deputy Principal - Mr Byrne​ 

• Director of Senior School - Mr Simpson          

• Director of Middle School - Mr Sinadinos 

They are a point of contact for raising child safety concerns within the College and are also responsible for championing child safeguarding within the College and assisting in coordinating responses to child safety incidents with respect to child safety and protection issues such as Physical Abuse or Harm​, Sexual Abuse​, Grooming, Serious Emotional of Psychological Harm, Neglect​ and Family Violence​. 

Applications for Leave 

Parents/carers are reminded that ordinarily the College requires at least four weeks’ notice of Applications for Leave; this includes requests for the final day of the term. Unless prior approved leave has been granted, it is an expectation that all students be present for key College events such as Opening Mass and High Achievers’ Assembly (Friday 7 February), College Swimming and Athletics Carnivals, Founder’s Day, and Parent/Teacher interviews in June. If a student does not have a valid reason for being absent from these events, there will be a consequence applied. 

In past years, the NSW Oz-Tag and Touch Football Championships have been held in February at times that have coincided with key College events. Requests for Leave to attend these events will need to be submitted as soon as possible so they can be processed, and notification provided to parents/carers. 

Parents/carers are asked to contact their son’s Year Coordinator prior to a requested absence such as family situations, attending funerals, special or religious events. Once approved, the absence will be added to the student’s attendance record in TASS. 

For requests of three days or more, the Application for Leave and Exemption from Attendance Forms are available on the College’s website for parents/carers to download, complete and return to Mr Sinadinos, Director of Middle School or Mr Simpson, Director of Senior School. 

Information Evenings 

Further to any information provided by the 2025 Year Coordinators in their introductory letters, parents/carers are advised of the dates and start times for the Annual Information Evenings:  

The Middle and Senior School Wellbeing Teams wish families the very best for a productive and memorable 2025. 

Alexandros Sinadinos                                                                      Robert Simpson    

Director of Middle School                                                            Director of Senior School