The vision statement “Nurturing the individual in community under Christ” underpins the student wellbeing structures, programs and relationships at St Andrew’s Cathedral School.
Our goal is to develop rounded students and that we are working with much more than what Dr Collier terms as, “Brains on sticks!“.
– Junior School and Gawura School
The growth and nurturing of each student’s sense of wellbeing has always been a vital element of who we are at St Andrew’s Cathedral School. We are intentional about providing students with opportunities across the Junior School to develop hearts that love, minds that grow and lives that give.
There are many ways in which we approach this including weekly classroom Social & Emotional Wellbeing (SEW) lessons. These lessons focus on the development of Character Strengths, emotional regulation, attention & awareness, positive relationships, coping & resilience, habits & goals. The content and concepts of these lessons are reinforced and integrated into the broader curriculum and across our wide range of Junior School activities. Our wellbeing program integrates a wide range of evidence-based programs such as Bounce Back, Zones of Regulation, Social Thinking, Grow Your Mind, Peacewise kids and URstrong.
In addition, our SACS character strengths will come to life with visual icons which you will see displayed across our classrooms and open spaces, and perhaps you may even notice “strength spotter” stickers stuck on our students and staff as we spot them living out our character strengths through everyday school life.
Individual care and student support continue to be primarily embraced by the classroom teachers who seek to have strong and nurturing relationships with their students. However, if additional support is required, we do have a wonderful network of pastoral care and counselling support available through our grade leaders, specialised and executive staff, as well as our school psychologists.
We look forward to journeying with you and your child in 2021 and our hope is throughout all that we do we recognise the importance of nurturing the whole child; with hearts that love, minds that grow, and lives that give.
Bronwyn Wake – Wellbeing Coordinator K – 6
General Rules and Discipline
Our school is a safe and happy environment and we are blessed with a school climate that is overtly tolerant, respectful and caring. High expectations are held for student behaviour in and out of the classroom.
- Students are encouraged to take particular care in the security of any electronic device or musical instrument they bring to school.. The school is not responsible for breakages due to inappropriate care and usage.
- Mobile phones and other electronic devices will be confiscated by teachers if brought into a class, on to the playground or into Before and After School Care. The confiscated phone/electronic device will be handed back to the student by the Head of Junior School or Gawura School at a later time. Repeated offences will result in the student being asked not to bring the item to school. Mobile phones, with the capacity to take photos, should not be used in an inappropriate way.
- Students are only permitted to play ball and chasing games such as handball, basketball, football, soccer and cricket on the Rooftop of SAH and in the Gymnasium.
- Chewing gum of any form is banned from the school and will not be tolerated.
- Skateboards and scooters are not permitted in the school at any time. Offenders will have their skateboard or scooter confiscated. Students are not to ride skateboards, bikes or scooters to and from school.
Time out Reflection and Restoration
If a student makes repeated poor choices following verbal warnings or engages in physically or psychologically harmful behaviour, they may be required to attend a Reflection and Restoration session (a time-out) at lunchtime. Repeated offences may result in playground suspension. An in-school suspension would be the next level of behaviour consequence following unsuccessful improvement in behaviour
Suspension and expulsion
The suspension of a student from school for a serious breach of discipline will be for a period to be determined by the Head of School. While suspended, a student may be required to stay at home or in a designated study area within the school building. No student will be re-admitted to classes until there has been a conference with the student, his/her parents and the school. Any student who is suspended more than once will be in jeopardy of being asked not to return to school. During a suspension, a student may not participate in any school activity.
– Middle School
We strive to grow whole people
Our commitment to nurturing students in the Middle School is built on the premise that young people learn best when they are healthy, safe and happy. Resilience, identity and connectedness will increase the individual’s wellbeing and decrease their chances of becoming ‘at risk’. Our aim is to be individual, cohesive and systematic in approach.
This is reflected in curriculum, teaching and learning strategies, school organisation, policy and service provision. We seek to build community links and partnerships.
Middle School Tutor groups
Each student in the school is a member of a small pastoral and academic support group, led by a member of the teaching staff. In the Middle School, the Tutor is the primary carer, working in partnership with the Year Coordinator and the Director of Learning. The pastoral period from 12noon to 12.30pm daily is used for whole school assemblies, Middle School assemblies, chapels, year meetings and tutorials.
The tutorial program incorporates wellbeing, study skills, social and community education, leadership and wellbeing activities. These sessions are age-appropriate and tailored for the experience and knowledge of the students at their various levels of development.
Classroom teachers, Tutors, Year Coordinators, Heads of Divisions and the Chaplaincy team monitor and track the academic progress and wellbeing of each student. This ensures that the students are known and cared for throughout the school. To access our staff list click here.
The Tutor group programs include:
- Peer Support Program (Terms 1 and 2) with Year 11 leaders
- Transition to high school
- ‘CitySafe’ program
- Being a responsible digital citizen
- Approaches to bullying and relationships
- Getting organised, knowing the school, knowing each other
- Positive Mental Health
- Developing Character Strengths and positive attitudes towards school
- Character and Leadership
- Cybersafety, bullying and the bystander
- Study skills and academic organisation
- Personal best – motivation and engagement
The House system
In addition to Year-based Tutor groups, students at St Andrew’s belong to a House and wear the appropriate badge.
This enables students to participate in and contribute to a comprehensive range of activities. Students are awarded House points for both participation and success in the Swimming and Athletics Carnivals, Inter-House Debating, SACS Factor, The Big City Bake-off and Gala Day. Points go towards The Dean Pitt Shield, which is awarded to the winning House at the annual Evening of Celebration and Prize-giving at the end of the year. In Senior College, Tutor groups become House-based.
The Middle School Counsellors are based in St Andrew’s House and are registered psychologists. They work as part of the team of counsellors who provide advice and support on pastoral and academic issues affecting the wellbeing of students at the school.
Please contact your child’s Year Coordinator if you would like to request support from one of our Counsellors.
– Senior College
Tutor groups and the House system
There is a tradition at the school of staff caring for the individual students and an acknowledgement of the need to develop in students a strong sense of identity, resilience and connectedness through all areas of school life, from the classroom to the playing fields.
The school recognises that each student is entitled to individual care and attention and that continuity of that care throughout the student’s time at the school will help to achieve this sense of identity, resilience and connectedness.
Every Senior College student is a member of a House and Year-level based Tutor Group. Students meet as a Tutor Group in tutorial periods five times per fortnight, two pastoral and three academic. The Houses meet on a regular basis and sit together during Chapel and Cathedral gatherings each week. These regular gatherings allow Tutors and the Head of House to develop a sound relationship with the students in their care. In addition, student lockers are located in House areas in close proximity to the office of their Head of House.
The tutorial program incorporates study skills, social and community education, leadership and life skills.
As such, sessions are structured and planned, based on the experience and knowledge of students at their various levels of development.
The Tutor is an important part of every student’s life at St Andrew’s. The Tutor will know the student well and should be the first port of call for any welfare inquiries regarding a student. In most cases, Tutors remain with the students through to Year 12 and they will follow their progress through the senior years.
Peer Support takes place during tutorial periods throughout Terms 1 and 2. Year 11 Peer Support leaders take the Year 7 students in their House through an inclusive program, addressing issues such as friendships, bullying, decision-making and self-awareness.
The House system enables students at St Andrew’s Cathedral School to participate in and contribute to a comprehensive range of activities. Students are awarded House points for both participation and success in the swimming and athletics carnivals, Inter-House debating, SACS Factor, Big City Bake Off and Gala Day. Points go towards The Dean Pitt Shield, which is awarded to the winning House at the end-of-year Evening of Celebration and Prize-giving.
Classroom teachers, tutors, Heads of House, Heads of Divisions and Directors of Learning monitor the academic progress and wellbeing of each student. This ensures that the students are known and cared for throughout the school. To access our staff list click here.
In the Senior College there are two counsellors who are experienced in providing advice and support on pastoral and academic issues affecting students at the school. The counsellors are able to provide further advice regarding specialist help in cases where it is required.
The student wellbeing philosophy at St Andrew’s Cathedral School provides a comprehensive approach built on the premise that young people learn best when they are healthy, safe and happy. Resilience and connectedness will increase the individual’s wellbeing and decrease their chances of becoming ‘at risk’. The structure aims to be a holistic, cohesive and systematic approach to health and student wellbeing, which will be reflected in curriculum, teaching and learning strategies, school organisation, policy, culture and service provision.