Leading Teacher

What is our Leading Teacher’s role?

Our leading teacher Grace Searl has time allocated each week to overseeing the implementation of our proactive wellbeing supports to create an inclusive, positive climate for learning. These include things like SWPBS, Smiling Minds, the wellbeing space and our whole school events.

What support groups are offered at Fleetwood PS?

Our Leading Teacher is working on many different levels to support our school. These include:

Social Skills / Anger Management / Emotional Regulation / Inclusion

What do the different tiers of support mean?

There are three tiers of support offered for children in school: Tier 1, 2 and 3 support. Our Leading Teacher leads the Tier 1 work.

  • Tier 1: Positive mental health promotion – Universal interventions to help schools to create a positive, inclusive and supporting school climate, building the preconditions for optimal student learning, development and wellbeing.
  • Tier 2: Early intervention / cohort specific – Early interventions and those for specific cohorts of students complement universal interventions and provide essential additional support for students with specific needs or vulnerabilities.
  • Tier 3: Targeted support– Interventions for individuals or small groups of students requiring intensive tailored mental health support to engage positively in education.

School Wide Positive Behaviour Support

What is SWPBS?

School Wide Positive Behaviour Support is an approach our school uses to support our students to learn positive social and communication skills. These skills are based on Fleetwood Primary School’s core values of being Responsible, Safe and Respectful learners.

Evidence shows that teaching, recognising, acknowledging and rewarding positive behaviour helps reinforce these social skills and is an important step in our student’s education.

What is the purpose of SWPBS?

The purpose of SWPBS is to increase our student’s learning opportunities, and prevent or decrease problem behaviours. We can do this by all working as a team using problem solving strategies. We also can’t assume that students know these social skills so students must be explicitly taught the behaviours we want them to demonstrate.

What does SWPBS look like at Fleetwood Primary School?

All students will be explicitly taught the positive behaviours the school expects students to demonstrate (see Matrix below). This can be done during morning meetings, house time activities, assemblies and incidentally throughout each day.

  • Staff teach the behaviours as they would teach academics or any other skill.
  • Staff talk about the expected behaviours and discuss why it is important.
  • Staff demonstrate and model the social skills.
  • Staff acknowledge, pre correct, supervise and provide positive feedback.
  • Staff reflect on what they need to change to ensure the student is successful?

Behaviour Expectation Matrix

The Matrix translates our CORE values (Responsible, Safe and Respectful) into behaviours being taught.

It is displayed in each classroom around the school and is referred to and discussed regularly with students.

How can families help?

Teaching behaviours that we expect to see works best when there is a consistency across home and school settings.

SWPBS is an approach to help all students learn to self-manage behaviour. Family involvement is a key feature and important in all aspects of SWPBS. A strong partnership between school and family is important because when families are involved, outcomes for students are better.

You can be involved in SWPBS in many ways;

  • read materials offered by the school through compass and various school communications
  • make yourself familiar with the Matrix – perhaps put it on your fridge for easy reference?
  • teach behaviour expectations to your children, use and reinforce SWPBS strategies at home for example:
  1. Teach your child what behaviour you want to see
  2. Verbally acknowledge and recognise when they meet the expected behaviour
  3. Respond consistently and with meaningful consequences when problem behaviour occurs

Smiling Mind

What is Smiling Mind?

Smiling Minds is a program based around the social and emotional learning of children through guided meditations. It assists them in establishing the skills they need to thrive in life by building healthy minds and engaging classrooms. Using the Smiling Mind meditations can help children to develop resilience, recognise emotions in themselves and others and assist them in maintaining focus and concentration.

What is the purpose of Smiling Mind?
Mindfulness is the awareness that arises from paying attention to the present moment with openness, curiosity, and without judgement.

There are two parts to this definition:

  1. Attention – practising directing your attention to your immediate experience allows for increased recognition of internal and external events unfolding in the present moment. It’s the opposite of being on auto-pilot or being mindless.
  2. Attitude – adopting a particular attitude toward one’s experiences in the present moment. This orientation is cultivated in mindfulness meditation practices and is characterised by curiosity, openness and acceptance.

Mindfulness is a state of being, it’s an awareness and a mindset that we can bring to our daily life. This state can be developed, built upon and enhanced through meditation or mindfulness practice.

How can you support this practice at home?
Smiling Minds is free! They are a not-for-profit organisation, which means they are driven by the impact they make. Visit the website for a range of information and meditations to support your child’s mindfulness practice.


It is also an app that you can download to use on any device

House Time

What is House Time?

House Time is a chance for our children and staff to collaborate in their house groups Nelson, Buchanan, Montague and Rothfield. This time together promotes connectedness, teamwork and school spirit.

What is the purpose of House Time?

The purpose of House Time is to build a community sense within our school. School connectedness is something that can be achieved through shared experiences. The additional benefit of House Time is that the multi-age groupings allow younger children to grow comfortable around their older peers and likewise it creates authentic opportunities for older children to display leadership qualities.

How does House Time work at Fleetwood Primary School?

Each week the school gets sorted into our four houses and spends time participating in fun activities. All staff members (Prin class, admin, teachers, specialists, integration aides) are allocated a house and participate in the fun. We begin by sharing the current Power Up leader board (points given to acknowledge children displaying our values of safety, responsibility and respect) and then each house moves to a different space in the school to enjoy their planned activities. These are often small, simple games that allow for high levels of energy, enthusiasm, socialising and building team spirit.

Morning Meetings

What are Morning Meetings?

An engaging way to start each day, building a strong sense of community that sets children up for success socially and academically.

What is the purpose of Morning Meetings?

The purpose is to provide children with opportunities to check-in with their emotional state by labelling or naming feelings. Establishing this psychological safety and trust among children and staff a crucial process of the meetings. There is also plenty of opportunity for children to express their views, opinions and passions. Social skills are also explicitly taught in these meetings, especially in the junior school. Overall a Morning Meeting creates a classroom culture where children feel safe, supported and ready to learn.

What do Morning Meetings look like at Fleetwood Primary School?

All meetings include some variation of the following:

  • Greeting – Children and teachers greet and welcome each other.
  • Sharing – Children share something about themselves or their lives, and the rest of their peers listen, then follow-up questions or offer comments.
  • Activity – The class completes an activity that encourages teamwork while re-emphasising social or academic skills.
  • Morning message – Children read or listen to a short message from their teacher, usually describing what is to come in the day ahead.