Inclusion & Wellbeing

Inclusion and Wellbeing at Rose Park Primary School

At Rose Park Primary School, inclusion and wellbeing are at the heart of everything we do. We are committed to creating a safe, welcoming and equitable environment where every student feels valued and supported to thrive. Through strong partnerships with families and access to specialist services provided, we ensure students receive targeted academic, social and emotional support when required. Our proactive whole-school wellbeing approaches, including Interoception, Bucket Filling and the Zones of Regulation help students build self-awareness, resilience and positive relationships. Combined with a strong focus on student agency and leadership opportunities, we empower every child to participate fully, develop independence and flourish within our inclusive school community.

Wellbeing at Rose Park Primary School

Wellbeing at Rose Park Primary School is about balance, belonging and optimism, creating an environment where every student has the opportunity to flourish.

This is achieved through a wide variety of proactive classroom-based strategies, including:

• Pastoral Care Support
• Zones of Regulation
• Student agency
• Interoception
• Bucket Filling

Pastoral Care Program

Denby Tamms is our Pastoral Care Worker and offers an additional dimension of care and support to students, staff and the wider community. Denby is onsite Tuesdays and Fridays and is visible in the yard at break times, supporting students and working alongside staff.

Pastoral Care Workers are positive role models who bring compassion, understanding and practical support, complementing existing welfare and wellbeing structures.

Pastoral Care Workers support:

Students

• Listening and building positive relationships
• Facilitating small group programs and activities
• Supporting social and emotional development
• Modelling positive behaviour

Staff

• Providing encouragement and wellbeing support
• Acting as a listening resource

Families

• Acting as a contact person
• Providing support during challenging times
• Assisting with referrals to additional services

Community

• Strengthening links between the school and wider community networks

If you would like to know more about the program, or believe your child may benefit from support, please contact the school via dl.0169.info@schools.sa.edu.au.

Students face increasingly complex environments, and the support of a Pastoral Care Worker is a valued asset within our school community.

Zones of Regulation

Regulation is something we all work on continually, often without conscious awareness. Recognising when we are becoming dysregulated enables us to manage emotions effectively and return to a balanced state.

The Zones of Regulation supports students to understand and regulate their emotions by organising feelings and levels of alertness into four coloured zones:

• Blue
• Green
• Yellow
• Red

This shared language and visual structure helps students develop emotional awareness, self-regulation strategies and overall wellbeing.

Student Agency

Student Agency refers to the ability to take meaningful and intentional action in learning. It recognises students’ rights and responsibilities, supporting voice, choice and ownership.

At Rose Park Primary School, students are provided with opportunities to:

• Set personal learning goals
• Select differentiated activities
• Reflect on progress and achievement
• Co-design projects and inquiries
• Take leadership roles within the school

In learner-centred classrooms, teachers act as facilitators, guiding learning and monitoring progress while encouraging independence and responsibility.

Interoception

Interoception is often described as the eighth human sense. It enables individuals to recognise and interpret internal body signals such as hunger, thirst, temperature, or emotional states.

As students strengthen interoceptive awareness, they become more self-aware and better able to regulate emotions and behaviour. For students requiring additional support with self-regulation, we provide access to a designated interoception space.

Bucket Filling

Bucket Filling is a positive wellbeing approach based on the idea that everyone carries an invisible bucket that holds their feelings.

When our bucket is full, we feel happy and content. When it is empty, we may feel upset or disconnected.

The concept originates from the book How Full Is Your Bucket? by Tom Rath and Donald O. Clifton.

Examples of bucket-filling behaviours include:

• Showing kindness
• Offering help
• Giving compliments
• Demonstrating respect
• Showing care and empathy

This approach encourages positive relationships and a supportive school culture.

Student Agency

Student Agency refers to the ability to take meaningful and intentional action in learning. It recognises students’ rights and responsibilities, supporting voice, choice and ownership.

At Rose Park Primary School, students are provided with opportunities to:

• Set personal learning goals
• Select differentiated activities
• Reflect on progress and achievement
• Co-design projects and inquiries
• Take leadership roles within the school

In learner-centred classrooms, teachers act as facilitators, guiding learning and monitoring progress while encouraging independence and responsibility.

Inclusion Support at Rose Park Primary School

The Department for Education provides a range of professional support services which the school accesses for diagnostic and professional advice, including:

• Speech
• Behaviour
• Psychology
• Disability Support
• Hearing and Vision
• Attendance and Engagement

Access to student support services involves referral, observation and consultation to determine how best to support each student. This process is coordinated by classroom teachers and the Senior Leader: Student Services and Wellbeing, in close collaboration with support services personnel and families.

Student Intervention & Engagement Services (SIES)

Student Intervention & Engagement Services (SIES) is a specialist service of the Department for Education.

SIES provides targeted, multidisciplinary support for children and young people who require additional assistance to engage successfully in learning.

SIES works in partnership with schools and families to enhance learning, wellbeing and participation outcomes for students with disability, learning difficulties and complex needs.

Core services provided by SIES include:

• Specialist advice and support (learning difficulties, disability and inclusion)
• Behaviour and engagement support
• Early intervention services
• Disability and complex needs consultancy
• Access to assistive technology and equipment
• Classroom adjustments and environmental recommendations
• Hearing and vision advisory support
• Collaborative case management and planning

These services are accessed through consultation and referral processes in partnership with school leadership and families.