Belmore School is committed to providing a safe, secure and stimulating learning environment for all students.  Belmore School advocates for all students to reach their full wellbeing through a variety of mental health and wellbeing initiatives aligned with the Victorian Curriculum Personal and Social Capability.

Our health and wellbeing initiatives includes (but not limited to) Zones of Regulations to support healthy emotional regulations, School-Wide Positive Behaviour Support to promote a regulated behaviour and self-reflection of emotions, Sex Education to promote an understanding of self-care and healthy relationships, Independent Living Skills to promote basic life skills such as cooking, gardening, shopping, budget planning and more.  

Our school uses creative and innovative approaches to support students’ wellbeing to ensure optimal wellbeing including coordination of and referrals to community based support systems to ensure all families and students are linked with services within their own local community.

Belmore School is committed to providing a safe, secure and stimulating learning environment for all students. Belmore School advocates for all students to reach their full educational potential when they feel safe, secure and happy in a positive school culture that promotes students engagement and participation in all educational programs to their best of ability.

At Belmore School we promote student engagement and learning outcomes through a collaborative model of practice The Team Around The Learner model is based on our belief that working together as a committed multi-disciplinary professional team alongside the families we can achieve best engagement and learning outcomes for our students.

Our work as a collaborative team to promote students engagement and inclusion in Education is aligned with the Department of Education and Training Health and Wellbeing Principles:

Principle 1 – Maximise access and inclusion
Quality universal services for all, with extra effort directed to ensuring education, health and wellbeing services are accessible to, and inclusive of, the most vulnerable and disadvantaged.

Principle 2 – Focus on outcomes
Health, learning, development and wellbeing outcomes are the focus when designing, delivering, evaluating and improving education, health and wellbeing services.

Principle 3 – Evidence-informed and reflective practice
Current and relevant evidence known to be effective in improving outcomes informs policy making and professional practice. Research and evaluation is undertaken to generate evidence and enable effective and reflective practice.

Principle 4 – Holistic Approach
Collaboration between services and multi-disciplinary professional practice is pursued to meet the needs of children, young people, families and their health, wellbeing and learning goals.

Principle 5 – Person-centred and family sensitive practice
People are seen in the context of their families and environment and are supported and empowered to lead and sustain healthy life.

Principle 6 – Partnerships with families and communities
Partnerships are forged with children, young people, families and communities, who are seen as partners in the creation of healthy environments, good health and wellbeing

Principle 7 – Cultural Competence
Effort is made to understand and effectively communicate with people across cultures and to recognise one’s own world view. Cultural connection is recognised as playing an integral part in healthy development and wellbeing.

Principle 8 – Commitment to excellence
High expectations are held for every child and young person. Professionals continually assess their own work and practices to find opportunities for improvement.

Belmore School is currently implementing the Department of Education and Training endorsed School-Wide Positive Behaviour Support (SWPBS) framework to provide a positive, safe and supportive learning culture. SWPBS is an internationally recognised educational framework implementing an evidence-based approach to improve our students’ social, emotional, behavioural and academic outcomes.

Through implementation of SWPBS our focus is to develop relationships and increase classroom instruction, resulting in a range of benefits for both students and staff:

• increased respectful and positive behaviour
• increased time focused on teaching and learning
• improved social-emotional wellbeing
• improved positive and respectful relationships between students and staff
• increased adoption of evidence-based instructional practices
• provision of a predictable and safe learning environment
• increased school attendance