Supporting Wellbeing and Inclusion
Wellbeing
At Diamond Creek Primary School, we believe that student wellbeing is the foundation for learning. Students learn best when they feel safe, included, respected and connected to their school community.
We are committed to fostering a safe, positive, inclusive and supportive environment where every student feels valued, connected and empowered to achieve their personal best.
We recognise that every student has unique strengths, needs and aspirations. Our calm, safe and predictable learning environments foster student engagement, independence and positive learning outcomes for every child. Through high-quality teaching, evidence-informed wellbeing practices and strong partnerships with families and allied health professionals, we work collaboratively to provide the personalised support each student needs to engage in their learning and thrive both academically and socially.
Our approach to wellbeing is proactive, preventative and responsive. We promote positive mental health, resilience and engagement by explicitly teaching social and emotional skills, fostering positive relationships and creating safe, predictable learning environments where all students experience a strong sense of belonging.
Within classrooms, teachers implement inclusive practices and adjustments to ensure every student can successfully access learning. Supports may include differentiated teaching, flexible learning spaces, visual scaffolds, assistive technology, sensory tools, movement breaks and individualised adjustments, that respond to students' strengths and needs.
Beyond the classroom, students are supported through structured playground opportunities, social learning experiences and targeted wellbeing interventions that promote confidence, positive relationships and active participation in all aspects of school life.
Inclusion
Diamond Creek Primary School is an inclusive school where we actively support and celebrate diversity. We are committed to creating a school where diversity is valued, barriers to participation are reduced and every student can access, engage and succeed in learning.
Our Wellbeing Coordinator and Disability Inclusion Coordinator work collaboratively with teachers, families, allied health professionals and external agencies to identify students' strengths, develop personalised supports and implement reasonable adjustments that enable students to actively engage in both their academic and social and emotional learning.
Through inclusive teaching practices, differentiated learning, personalised learning plans and evidence-based wellbeing supports, we create learning environments where every student feels safe and respected.
By fostering a culture of belonging, high expectations and inclusion, we empower every student to develop confidence, independence and the skills to achieve success both at school and within the community.
Multi-Tiered System of Supports (MTSS)
At Diamond Creek Primary School, students wellbeing and inclusion is supported through a Multi-Tiered System of Supports (MTSS). This approach ensures that every student receive the level of support they need to succeed academically, socially and emotionally.
MTSS is a proactive, evidence-informed approach that provides a continuum of support, ranging from whole-school practices for all students through to targeted and intensive interventions for students with additional needs. Students move between levels of support as their needs change, ensuring the right support is provided at the right time.
Tier 1 – Universal Supports
Universal supports are provided for all students and establish the foundation for a safe, predictable, inclusive and positive learning environment. These whole-school practices promote engagement, wellbeing and positive behaviour while building the knowledge and skills that enable students to succeed.
Universal supports at Diamond Creek Primary School include:
-
School wide instructional model
-
School-Wide Positive Behaviour Support (SWPBS)
-
Whole school approach to Wellbeing
-
Mental Health and Wellbeing
-
Respectful Relationships
-
Social and Emotional Learning (SEL)
-
Zones of Regulation
-
High-quality teaching and differentiated classroom practice
-
Inclusive classroom adjustments and reasonable adjustments
-
Calm Corners and self-regulation strategies
-
Positive classroom management practices
-
Explicit teaching of behaviour expectations and routines
-
Positive acknowledgement and recognition of expected behaviours
-
Lunch clubs
Tier 2 – Targeted Supports
Some students require additional support beyond universal practices to strengthen their social, emotional or behavioural development.
Targeted supports provide short-term, evidence-informed interventions delivered in small groups or through targeted individual supports. These interventions focus on building specific skills, reducing barriers to learning and increasing student engagement and participation.
Examples of Tier 2 supports include:
-
Social Stencil small-group programs
-
Targeted Social and Emotional Learning (SEL) wellbeing groups
-
Happy Healthy Kids programs
-
Social skills and friendship groups
-
Check-in and Check-out processes
-
Goal-setting and progress monitoring
-
Wellbeing mentoring
-
Collaborative planning with teachers, families and wellbeing staff
These targeted interventions are regularly reviewed to monitor student progress and ensure supports remain responsive to individual needs.
Tier 3 – Intensive Supports
Students may require highly individualised and intensive supports to address complex learning, wellbeing or behavioural needs.
Tier 3 supports are personalised, coordinated and developed collaboratively with students, families, school staff and external professionals. They are designed to remove barriers to participation, strengthen engagement and improve student outcomes across learning and wellbeing.
Examples of Tier 3 supports include:
-
Individual Support Plans
-
Personalised Wellbeing and Safety Plans
-
Functional Behaviour Assessments and behaviour support strategies
-
Disability Inclusion supports and reasonable adjustments
-
Student Support Group (SSG) meetings
-
Collaboration with allied health professionals and external agencies
Through our Multi-Tiered System of Supports, Diamond Creek Primary School is committed to ensuring every student receives timely, responsive and evidence-informed support. By working in partnership with families and the wider community, we promote positive mental health, strengthen engagement and create the conditions for every student to learn, participate and flourish
School-Wide Positive Behaviour Support
(SWPBS)
Diamond Creek Primary School is excited to be implementing the School Wide Positive Behaviour Support framework, an evidence-based framework that brings together school communities to develop positive, safe and supportive learning cultures. SWPBS will assist schools to improve the social, emotional, behavioral and academic outcomes for children and young people.
-
Through the implementation of SWPBS, teachers and students will have more time to focus on building strong relationships and classroom instruction.
Staff and students will benefit from;
-
Increased respectful behaviour and positive behaviour
-
Increased time focused on instruction
-
Improved social-emotional wellbeing
-
Positive and respectful relationships among staff and students
-
A predictable learning environment with improved perceptions of safety and increased attendance.
SWPBS focuses on explicitly teaching and reinforcing positive behaviours, just like we teach academic skills. By providing clear expectations, consistent language and positive recognition, we help students understand what respectful, responsible and safe behaviour looks like across all areas of our school. SWPBS will assist schools to improve the social, emotional, behavioural and academic outcomes for children and young people.
Mission statement
At Diamond Creek Primary School, we aim to create an inclusive, safe, predictable and supportive environment for all. We strive to inspire and challenge students to achieve their personal best. Our school community aims to promote and maintain high expectations using a positive and consistent approach to behaviour that strengthen student-teacher relationships.
Our School Values
Our SWPBS approach is built around our four school values:
-
Respect
-
Cooperation
-
Persistence
-
Striving for Excellence
The Behaviour Matrix
A key part of SWPBS is our Behaviour Matrix. The matrix clearly outlines what our school values look like in action across different areas of the school, such as:
-
All settings
-
Learning spaces
-
The playground
-
Toilets
-
Online and Digital Devices
-
Excursions/ In the Community
Rather than simply telling students what not to do, the matrix shows students exactly what the expected behaviour looks like in each setting. Our behaviour matrix is displayed in every classroom around the school.
How the Matrix is Used
Our staff explicitly teach the expectations from the Behaviour Matrix throughout the year. Students will participate in lessons, discussions and practice opportunities so they can understand and demonstrate these behaviours in all settings within our school.
Teachers also acknowledge and reinforce positive behaviours when they see students demonstrating our school values. This helps build a positive school culture where students feel recognised for doing the right thing. This is done through our recently launched Whole School GEM acknowledgement system, where students can earn GEMS as a class or as an individual when demonstrating our school values and desired behaviours.
GEM Acknowledgement System – Celebrating Positive Choices
Acknowledgement systems create a positive, consistent culture where expected behaviours are recognised and celebrated, supporting the success of SWPBS across the whole school
SWPBS focuses on explicitly teaching and reinforcing positive behaviours aligned with our school values.
The acknowledgement system is designed to recognise students when they demonstrate these values in their everyday learning and interactions. Throughout the term, students will be acknowledged for positive choices through our GEMS Acknowledgement system.
This system helps build strong relationships, a positive school climate and a sense of pride by recognising students when they demonstrate our values. These achievements are celebrated within their class and at school assemblies.
Our acknowledgement system has been launched in two exciting stages.
-
Classroom systems- Classroom GEM boards
Classes earn ‘GEMS’ together when demonstrating expected behaviour. Classes work towards a shared goal and target. Once the target is reached, students enjoy
2. Individual GEM Values
Students can also earn individual ‘GEM’ values when demonstrating our school values. These are tracked digitally and contribute towards their own personal totals. For every 50 GEM tokens earned, students are awarded a values certificate that will be presented at assembly, with a principal award for every 500 GEM values achieved.
Students can also redeem their gems from a classroom rewards menu for agreed incentives and rewards that they have co designed with their class.
This consistent, school-wide approach helps students clearly understand expectations while encouraging them to take pride in their actions.
Recognising positive behaviour strengthens engagement, wellbeing and learning outcomes, and we’re excited to be embedding this practice across our school community.
Social and Emotional Learning programs
Intervention Programs
Our Wellbeing Team provides targeted intervention programs for students who benefit from additional social and emotional support.
These small group programs are designed to explicitly teach social, emotional and self-regulation skills while building confidence, resilience and positive peer relationships.
Programs offered may include:
-
Social Stencil –a nuero affirming program that supports students to develop social understanding, communication and friendship skills.
-
Social and Emotional Learning (SEL) Programs – targeted small-group programs focusing on emotional regulation, resilience, problem-solving and relationship building.
-
Happy Healthy Kids – explicit instruction in resilience, emotional regulation and positive coping strategies. This proactive approach aims to reduce the short- and long-term impacts of stress and anxiety, enabling students to engage more confidently in their learning and school community.
Intervention programs are carefully selected based on individual student needs and are delivered in partnership with families, classroom teachers and allied health professionals where appropriate.
Respectful Relationships
Respectful Relationships is embedded across our curriculum and school culture. The Respectful Relationships program supports schools to promote and model respect, positive attitudes and behaviours. It teaches students the knowledge, skills and attitudes needed to build positive relationships, develop resilience and contribute to a respectful and inclusive community.
These learning experiences help students develop confidence, kindness and the skills needed to navigate social situations both at school and within the community.