Heart - Positive Approach to Wellbeing
At Holy Family, we foster a positive, safe environment where students are at the HEART of learning.
Research indicates that schools with a consistent whole-school approach to wellbeing and the management of student behaviour enhance the learning culture as well as the social and emotional development of students. At Holy Family, the primary method of managing behaviour is based on the Positive Behaviour for Learning framework.
Through this framework we:
use clear shared expectations for behaviour
explicitly teach the expected behaviours that help students develop personal and social capabilities
provide a range of strategies in response to students who do not follow the established expectations
collect and use data for decision making.
Our HEART matrix outlines a clear set of behaviour expectations developed around our 5 key school values.
Honesty: Be truthful
Empathy: I feel with you
Acceptance: Understand the person inside
Respect: Treat others as you like to be treated
Trust: Belief in yourself
Each value outlines a set of expected behaviours. Behaviours are worded positively to convey expectations clearly and respectfully.
Staff recognise that their own behavioural choices must model the behavioural expectations that help to create and maintain a positive, safe learning environment. Staff work collaboratively to establish calm and consistent approaches to managing behaviour when inappropriate choices have been made. Opportunities for students to understand the impact of their choices through education, reflection and discussion are crucial elements of Positive Behaviour for Learning at Holy Family.
Students are taught that everyone is accountable for their behaviour. Whenever possible, logical consequences are given to help students develop responsibility for their behavioural choices and actions.
Staff at Holy Family understand that learning socially acceptable behaviours is developmental as well as a process that students may move through in different ways. They appreciate that at times, some students may require assistance in understanding and developing appropriate social behaviour. Therefore, Tier 2 targeted interventions and Tier 3 intensive interventions, in addition to Tier 1 universal supports, are provided to support the wellbeing of all students.