Student Wellbeing


School Values
At Frankston Primary School we strongly promote values relating to student wellbeing.
We strive in developing a positive culture that promotes inclusive learning programs, student engagement and positive behaviours throughout our school. All students are catered for in a calm, caring environment where students’ emotional and social development is a major focus. 

Our school values are:
Community
To unite, work and connect together as students, teachers, parents and carers to ensure a happy and safe learning environment – We are Friends Learning Together.

Achievement
To achieve and accomplish something special through setting goals, effort, commitment and focus.

Optimism
Positive Mind Set – approaching all activities with self-confidence and to try our best at all times.

Respect
To show care and concern for other people and property.
Developing a sense of pride, self-esteem and personal identity.

Resilience
The ability to cope and thrive in the face of difficulties, challenges or adversity.

Empathy
Establishing relationships and friendships based on respect, trust and understanding.
Understanding and being considerate of other people’s thoughts and feelings.

 

Positive School Culture and Restorative Practice
We foster a positive relational school culture through building positive relationships and seeking to repair and restore relationships.
Our school takes a restorative approach to resolving conflict and preventing harm and is our fundamental platform for developing positive classroom climates, building positive relationships, maximising student engagement, resolving conflict and addressing bullying.
Through the use of a whole school Restorative Practice approach relationships that have been damaged including through bullying, are restored through conferencing, reflection, acceptance of responsibility, self-regulation of behaviour, restorative action and consequence and forgiveness. 
This approach promotes school-wide healthy relationships and contributes to the improvement of learning outcomes. 

 

Zones of Regulation
The Zones of Regulation, or Zones, is a systematic social-emotional learning approach we use to assist our students in learning about self-regulation, the different ways we feel, and how to become more aware of independent approaches in controlling emotions, impulses and sensory needs.

The Zones are divided into four colours, and are used to categorise the complex feelings and states of alertness children may experience. We support students to recognise and communicate their emotions in a safe, non-judgmental way.

 


The Blue Zone
is used to describe low states of alertness, such as when one feels sad, tired, sick, or bored. This is when one's body and/or brain is moving slowly or sluggishly and is hard to get ‘started’ ready to learn.

The Green Zone is used to describe a regulated state of alertness. A person may be described as calm, happy, focused, or content when in the Green Zone. This is the zone students generally need to be in to be ready to learn at school and to enable successful positive relationships.

The Yellow Zone is used to describe a heightened state of alertness; however, a person has some control when in the Yellow Zone. A student may be experiencing stress, frustration, anxiety, excitement, silliness, nervousness, confusion, and many more slightly elevated emotions and states when in the Yellow Zone (such as wiggly, squirmy, or sensory seeking). The Yellow Zone is starting to lose some control.

The Red Zone is used to describe extremely heightened states of alertness or very intense feelings. A person may be experiencing anger, rage, explosive behaviour, panic, terror or elation when in the Red Zone. Being in the Red Zone can best be explained by not being in control of one's body.

 

There are no “bad zones”! It is natural to experience each zone at different times.

By helping our students become conscious of their emotional state, we can assist them in developing strategies that support self-management and self-regulation.

 

Student Engagement Program
Our school prides itself on our Student Engagement Program, known as ‘Smiley Hour’, that runs each week for our P – 2 students and 3 – 6 students. Our Student Engagement Program focuses on building students’ skills in a variety of areas including resilience, self-esteem, friendship, social tolerance, self-regulation, cooperation, managing conflict, making friends and attendance. 
‘Smiley Hour’ provides opportunities for our students to be in a supportive environment and explore and face challenges that help promote positive engagement at school. A variety of activities are included in this program including Yoga, Calm Boxes, Nature Walks, Cooking, Zumba, Environmental Awareness, Harmony, Social Circles, Celebrations, Inspirational Speakers, Animal Engagement and a host of other exciting and engaging activities.

School Therapy Dog
Rooney is our school therapy dog who has successfully completed his school therapy dog certification course with his teacher handler. Rooney works gently across our school most days and helps to reduce student stress and anxiety and provides social and emotional support for students in a variety of different school-based environments. Rooney is a much-loved ‘staff member’ of our school!

 

Respectful Relationships
Frankston Primary School has successfully applied for a Department of Education and Training grant to assist in the development and implementation of the Respectful Relationships initiative.
This initiative will support our teachers to teach our students how to build healthy relationships, resilience and confidence.
Respectful Relationships is a core component of the Victorian Curriculum, designed to support schools to promote respect and equality.   
The Resilience, Rights and Respectful Relationships program is assessed in the Victorian Curriculum in the areas of Personal and Social Capability and Health and Physical Education.

The topics covered each year are:

  1. Emotional Literacy                   5. Stress Management
  2. Personal Strengths                  6. Help-Seeking
  3. Positive Coping                       7. Gender and Identity
  4. Problem Solving                      8. Positive Gender Relations.