Come and join us for a Learning Walk
Our Wellbeing Philosophy
Students thrive at school when they feel happy, confident and secure. Your child’s wellbeing is our first priority.
‘The mission, and privilege, of the Catholic school is to build a community, where authentic relationships based on love provide the means and the support for all students to flourish and grow into the fullness of life. (Archbishop Denis Hart, Catholic Education Melbourne)
At the heart of our school is our commitment to each student’s wellbeing. We understand that the wellbeing of each individual is intrinsically linked to their personal and academic success.
At Our Lady of Fatima, we work with parents, carers and guardians to strengthen the wellbeing and learning outcomes of all children within a safe, inclusive and respectful environment. Our approach to student wellbeing supports children to reach their full potential in all areas – spiritual, cognitive, physical, emotional and social, by focussing on the development of strong and healthy relationships between students, teachers and parents. Our staff are responsible for creating a classroom environment where each student’s rights and responsibilities are heard, understood, respected and reflected upon. Positive behaviours and relationships are explicitly taught as part our Social Emotional Learning program and Personal and Social Capabilities curriculum.
"Well-being ‘Promotes positive, authentic relationships, based on the development of social and emotional skills, to enable the young person to grow, learn and flourish.” (Horizons of hope CEM)
Positive Education and Anti-Bullying
With a deep commitment to the safety and protection of all children in our care, we take instances of bullying very seriously, and seek to work together with parents to ensure an effective approach to both preventing and responding to bullying.
Learning what bullying is and what it is not is the first step in talking about how to prevent or respond to bullying with your child. ‘Bullying’ is a word that is sometimes used for a range of incidents and quarrels that may not be bullying. These other behaviours may be just as serious, but require different responses.
We understand that bullying and cyberbullying can make people feel unsafe at school and miserable when they get home. We believe it is important that all children and young people know they are being heard, their feelings matter and their issue will be investigated respectfully.
We typically find that the best outcomes to bullying are achieved when parents and teachers work together to help resolve ongoing conflicts at school. This may include teachers working with parents of other students who may be involved in a particular instance of bullying. With a focus on positive and lasting solutions, we seek to ensure a shared understanding of bullying across the entire school community.
Copies of our ‘Student behaviour Policy, 'Pastoral Care of Students Policy’ and ‘Anti-Bullying and Cyberbullying Policy’ can be found on the 'Our School' section of our school website: www.fatimarosebud.catholic.edu.au.
Social Emotional Learning
At OLOF social and emotional learning (SEL) is woven into every learning opportunity and interaction with each other. Through daily dedicated brain breaks students are allowed the time to reflect, transition and prepare for their next learning session.
We all know that social and emotional factors play a huge role in your child’s academic performance. That’s why our SEL program plays an important role in preventing problems and promoting the wellbeing and success of our students by focusing on the social and emotional climate of the school. Our SEL program is designed to help students enjoy:
● Academic success;
● Mental and physical health;
● Positive social relationships; and
● Responsible social engagement.
Our focus on SEL empowers students to recognise and manage their emotions in a constructive way that supports their overall academic performance.
Our Hub is an amazing resource centre that offers a range of alternative learning spaces and pedagogical approaches to meet a wide range of educational and social emotional needs.
The Hub has seven different zones which have different purposes and features to suit many different learning and teaching situations and to provide differentiated support for all students.
A Hub Break in the ‘Take-a-Break’ zone is a proactive strategy that was implemented into our school over four years ago and it has been successfully embedded in our well being practices and classroom routines to ensure that students feel safe, engaged, supported and that their wellbeing is paramount for successful learning.
Having a Hub Break or ‘re-setting our brain’ - is a very normal part of our Fatima day.
Some wellbeing support programs offered through our Hub include:
Wellbeing sessions with our own school counselled (chaplain) available every day for individual and group therapies including art therapy.
Seasons for Growth and Change Program
Resilience programs such as Berry St, Mpower and Rock and Water.
Transition to learning programs.
School transition and readiness.
Fine motor skills program.
Senior group collaborative space.
Child Safe School
At Our Lady of Fatima, we hold the care, safety and wellbeing of children and young people as a central and fundamental responsibility of our school.
Our commitment is drawn from and inherent to the teaching and mission of Jesus Christ, with love, justice and the sanctity of each human person at the heart of the gospel (CECV Commitment Statement to Child Safety).
Our Lady of Fatima is a community where the teachings of Jesus Christ are reflected and practised, where all children are empowered to develop to their full potential. Our curriculum aims to meet the challenges of a changing world both locally and globally. We take our school motto “Dream, Believe, Achieve” along with our faith as our inspiration.
We have a suite of Policies under the 'Our School' section of our website that guide the importance of this work with School, Parish and Students.
Play-Coaching and Supported Play
At OLOF we are always re-thinking how to teach young children to tap their enormous learning potential. Play is one of the most important ways in which young children gain essential knowledge and skills. For this reason, play opportunities and environments that promote play, exploration and hands-on learning are at the core of our playtime structures.
Nature Play - Sensory Learning
At OLOF we believe that outdoor play in natural environments has clear benefits for developing children including helping children to acquire gross motor skills, eye-hand coordination and helping to stay healthy. Sensory stimulation derived from interacting with natural environments allows children to learn with all of their senses. We have beautiful natural and passive play spaces enabling children to dig, build with sand, make potions, design with found materials and enjoy imaginative play.
Learning through play, collaboration and initiative
The POD is a unique feature of our playground. We have a large shipping container that is full of clean industrial scrap that is suitable for playground games and construction. It is a major feature of our "Learning through play" philosophy and a much valued part of play in our school yard.
Students play, create and construct in groups and are explicitly taught how to use the materials safely. Students are also taught how to set up and pack away safely with the ‘Pod Squad’ level 4 students leading this strategy. It is constantly renewed and topped up with new materials and a highlight for many of our students at lunchtimes.
Indoor and Outdoor Lunchtime Activities
Joy through play
Every lunchtime our students have the choice of a range of toys and facilitated play resources under our hall verandah or in our school library. Our school counsellor works with student leaders and asks them what they would like to play with on any particular day. Student leaders help to set up the play. Lego club is a very popular lunchtime activity every Friday.
Student Leadership Initiative Activities
An important aspect of play is children’s agency and control over the experience. Agency refers to children’s initiative, decision-making and self-choice in work or play. Ultimately, play should involve some degree of agency, enabling children to take on an active role and ownership in their experiences, as well as recognizing and trusting children to be capable, autonomous, and agents of their own playful learning journeys. Our student leaders take on an important role in designing play experiences during lunchtimes and facilitate modelling of play. Student leaders are also invited to take on play projects through their Fatima Star work.