Thomas Mitchell Primary School is committed to providing a child safe and child friendly environment, where students are safe and feel safe.
Our child safety and wellbeing policies outline the measures and strategies we have in place to support, promote and maintain the safety and wellbeing of our students.
As valuable partners in promoting and maintaining child safety and wellbeing at Thomas Mitchell Primary School we welcome and encourage your feedback.
If you have any suggestions, comments or questions in relation to our child safe policies and practices, please contact our Principal, Kathie Arnold.
When we feel well, we can learn well.
At Thomas Mitchell, Wellbeing is at the core of everything we do. We believe that everyone can be successful with the right support and time.
Across our whole school we use a range of trauma-informed practices that support every student to be ready to learn and feel calm, present and centred.
Orderly, safe, and calm learning environments lie at the heart of our learning and teaching. As part of our whole school approach to wellbeing and learning, our school uses Berry Street Education Model and Resilience Rights and Respectful Relationships as cornerstones to our learning, teaching, and wellbeing programs across our whole school.
We have a dedicated highly trained Wellbeing Coordinator who works with our students, staff, and families to best support our students every day.
To get more of a feel for what our approach to wellbeing can look like, here are some examples of our whole school approaches that help every child feel and achieve success.
It’s always good to start the day with a circle; a great way to check in and out, frame expectations for the day or session and nurture meaningful relationships within the community.
An opportunity to
To allow our students to get the most out of each and every lesson we offer regular ‘brain breaks’ throughout the day. Brain breaks are a fun way to keep our students motivated, engaged, and stimulated. They are also used to help our students self-regulate or ‘re-set’ in a productive and enjoyable way.
Some examples of our brain breaks include:
A Ready to Learn Plan is a pre-arranged deal between students and their teacher to provide a student with de-escalating and self-regulating strategies.
Ready to Learn Plan strategies are used to assist students to return to the “learn zone” if they become distracted or need a break. All classes and students have personalised Ready to Learn plans to use when and if needed.
Some examples of these strategies are:
