Kindon State School commitment to learning and wellbeing

Wellbeing is both central to learning and an outcome of learning at Kindon State School. It is characterised by every child feeling well and functioning well.
LEARNING ENVIRONMENT
The core business of Kindon State School is to provide all students with a diverse learning environment that is open, respectful, caring and safe.
This ideal learning environment reflects a positive school ethos that makes our school an exciting, stimulating and welcoming place.
Kindon State School does this by:
·  promoting a positive and respectful school culture in our Newsletter, other official communications, meetings with parents including the P&C Meetings and at School Assembly.
·  acknowledging individual differences and providing opportunities for all our students to learn and succeed.
·  applying consistent school-wide rules and consequences that are:
–  collaboratively developed with and understood by all students.
–  clearly explained.
–  positively and consistently enforced.
·  tracking individual student data to be inclusive of student needs.
·  supporting staff wellbeing through a commitment to professional development through staff development plans aligned to staff and student needs. / CURRICULUM AND PEDAGOGY
Quality classroom teaching at Kindon State School has a profound influence on our students’ learning and wellbeing. Our implementation of curriculum entrenches the foundations for wellbeing by:
·  explicitly teaching social and emotional capabilities
·  equipping students with the knowledge, skills, attitudes and strategies to understand and manage themselves and their relationships.
Kindon State School does this by:
·  consistently implementing multi-age C2C curriculum in English, Maths, Science and History, aligning curriculum plans and pedagogical practices across whole of school.
·  understanding individual student’s needs and ensuring that they are catered for by differentiation in teaching and learning.
·  providing opportunities for students to:
–  build on their strengths.
–  use their preferred learning styles.
–  work cooperatively in groups.
–  negotiate what they learn.
·  building positive relationships between teacher and students through trust and mutual respect.
·  providing a range of extracurricular activities for students. These activities may be combined with other schools in our Small Schools Cluster and include camps, Extended Learning Programs, interschool sports, competitions and challenges
POLICIES AND PROCEDURES
Our policy intentions are transformed into action by school staff, students and the wider community.
Our policies and procedures enable Kindon State School to make good decisions that optimise wellbeing.
Kindon State School does this by:
·  acknowledging individual differences and providing opportunities for all our students to learn and succeed.
·  involving students in school decision-making through the Student Council.
·  providing students and parents the opportunity to review school policies and procedures, and to have input into policies on computer use, class and playground rules.
·  encouraging students to take active steps in tackling bullying, prejudice and other behaviours that have a negative impact on wellbeing.
·  communicating throughout the school community our explicit commitment to wellbeing. / PARTNERSHIPS
Productive partnerships expand the knowledge, skills and resources available in the school.
At Kindon State School this expands our capacity to support the wellbeing of students by nurturing partnerships with and between students, teachers, parents and community groups.
Kindon State School does this by:
·  sharing learning activities and teaching plans and practices between the classroom and the home environments through the Newsletter and other written and verbal communications.
·  facilitating productive partnerships between teachers, parents and students by inviting the school community to all school celebrations.
·  recognising that parents play an integral role in the education of their children, supporting both learning and wellbeing.
·  engaging a range of school-based services and external agencies to support students and their families, such as speech-language pathology and student guidance services.
·  supporting partnerships with all schools particularly in our Small School Cluster to share and optimise resources and opportunities.

*The mention of specific organisation, programs or resources does not imply that they
are endorsed by the Department of Education and Training.