Phone: (03) 5721 4431    PAM



At St. Bernard's we recognise that the wellbeing of our students is vital for success at school and in life.  

Our strong pastoral wellbeing begins in the foundation area.  We support our youngest children on their entry in to school by creating a support team led by our Wellbeing Leader, Colleen McIntosh.  This team works with our Foundation teachers to ensure we cater for the individual needs of each Foundation child.  The team includes a Speech Therapist, Occupational Therapist, Literacy and Numeracy Coach, and our Literacy Leader / Reading Recovery Teacher. We plan for and teach our students to be resilient, resourceful and compassionate to others.  

We proudly acknowledge the efforts of our students through our posiitive behaviour program.  



St. Bernard’s aims to:

-       enable students to be resilient, confident, responsible and have self-respect

-       support a positive culture to create strong relationships between staff, students, parents and community groups

-       support and maintain effective whole school approaches to wellbeing and intervention that provide age-appropriate behavioural education and skilling of students

-       manage student behavior, through processes focused on both individual and community wellbeing

-       support the areas of integration, management of referrals to support agencies, supporting students at risk and supporting teachers and staff with students

The Wellbeing Leader and Wellbeing Pastoral Care Team:

The team provides leadership in the area of Wellbeing and Pastoral Care. One of the major tasks of the Wellbeing / Pastoral Care team is to inform and enthuse members of the school community about the Pastoral Care agenda.

Positive Behaviour Interventions Support (PBIS)

St. Bernard’s Positive Behaviour Interventions Support (PBIS) framework continues to contribute positively to student wellbeing, confidence and self-esteem. PBIS is a positive, proactive approach to dealing with behaviour. At St. Bernard’s students are taught positive and preventive strategies. The emphasis is on the use of the most effective and most positive approach to addressing even the most severe problem behaviours. PBIS is an approach for assisting St. Bernard’s staff in adopting and organising evidence-based behavioural interventions into an integrated continuum that enhances academic and social behaviour outcomes for all students thus enhancing wellbeing.

Parent Support Groups (PSGs): The Parent Support Group represents a partnership in the educational planning process between: the parents/guardians/carers of the student, the teacher/s, the Wellbeing and Intervention Leader and when appropriate the student. They include establishing shared goals, planning adjustments to the curriculum and monitor student’s progress.


BridggarBrigidine Garden - a place to relax with friendsOur Wellbeing initiatives and policies:

  • Compassionate Cooks - meals provided for families experiencing illness or difficult times
  • Brigidine Garden - a quiet place to relax and talk with friends
  • Library time at lunch break - time to relax with a book, draw, or relax with a friend
  • Second Hand Uniforms provided at a reduced cost or at no cost for families in need
  • Recess and lunch supplies for students when required
  • Sustainability and Environmental Education - Embedding sustainability in everything that we do to create awareness and take action to minimise waste, save energy and water, promote biodiversity and reduce greenhouse gas emissions, which directly links to our responsibility as caretakers of the world and environment God provided for us
  • Professional Leaning Teams in all unit areas of the school develop teacher capacity, ensure quality teaching and learning practices throughout the school, monitor student achievement and foster strong links between the school and the parent community.
  • School Wide Positive Behaviour Intervention Support (SWPBIS)
  • Educating for resilience
  • Grief and loss support - 'Seasons For Growth Program'
  • Mandatory Reporting
  • Bullying
  • Supporting Relationships
  • Sun smart and first aid
  • Pastoral outreach
  • Occupational Health & Safety
  • Discrimination and Harassment
  • Crisis Management
  • Students at risk
  • Child safety
  • Critical Incidents
  • Emergency Management Plan (including evacuation / lockdown drills)
  • Professional Development for staff - anaphylaxis, asthma, diabetes, epilepsy


Occupational Health and Safety (OH&S)

St. Bernard’s Primary School is committed to providing employees, students, contractors and visitors with a healthy and safe environment. St. Bernard’s will, so far as is reasonably practicable, take action to improve and promote health, safety and wellbeing and prevent workplace injuries and illnesses.

St. Bernard’s Primary School will meet its commitment to Health & Safety by:

  • Providing appropriate information and training for all staff to enable them to perform their OHS roles and responsibilities;
  • Holding the Principal accountable for the health & safety of employees under their management;
  • Consistently applying OHS procedures, practices and other relevant policies in accordance with statutory requirements and accepted health and safety standards;
  • Reporting, recording and investigating accidents and incidents in a timely manner and acting to prevent re-occurrence;
  • Reducing health, safety and wellbeing risks through a documented process of hazard identification, selection, implementation and review of risk controls; and
  • monitoring, reviewing and improving health, safety and wellbeing management systems.


Social Emotional Learning (SEL)

Social Emotional Learning programs, such as Circle Time and Tribal Council (the equivalent to Circle Time) take place several times a week in classrooms. Circle Time / Tribal Council is an autonomous approach used to consider a wide range of issues affecting the whole school community. The strength of Circle Time provides opportunities for students and teachers to address values, attitudes and skills within a structured, safe and supportive framework.


Dr. Evelyn Ferris - Occupational Therapist

Occupational therapists assess people’s functional, emotional, psychological, developmental and physical capabilities and then plan and support an appropriate therapeutic program. A student’s occupational performance may be impaired by physical, developmental, sensory, attentional and/or learning challenges. The goal of occupational therapy is to improve the student’s performance of tasks and activities important for successful school functioning. Evelyn is concerned with ensuring an understanding of, and match between the student’s skills and abilities and the expectations placed on him/her in the school setting. Recommendations of task adaptations, task modifications and assistive devices (e.g. mechanical lift, writing aid) may be necessary to optimise the child’s performance in the school setting. Direct intervention to improve, restore, maintain or prevent deterioration in the skills required for functioning in the school environment is often necessary; for example, therapy to develop the motor coordination, visual-motor coordination and/or visual perceptual skills supporting school performance.