Student Welfare

A culture of learning through Positive Behaviours for Learning

At Ngunnawal Primary School, we believe in our shared values of show your caring, honest, always do your best, respect and responsibility, what you give comes back to you. Through our shared values linking with PBL expectations. We promote expectations of be safe, be respectful and be a responsible learner. Our mascot names are indigenous words for lizards from the Wiradjuri, Ngunnawal and Yuen nations.

Our whole school expectations are:

  • We are Safe
  • We are Respectful
  • We are Responsible Learners

In 2020, all classes will establish classroom expectations and routines consistent with PBL.

The NPS Incentive Program ‘Yunggi Bengal’ means to give back. Students are recognised for positive behaviour you can give a ‘Yunggi Bengal’ token.

PBL Acknowledgment System

NPS Wellbeing Framework

Wellbeing Framework at NPS.pdf (1mb)

Refer to our wellbeing guide for further detail.

Disability Education and School Psychologist

ACT public schools are committed to meeting the needs of students with a disability. In partnership with the student, parents, carers and other professionals, we make reasonable adjustments for students with disability at the time of their enrolment and during the course of their education, supporting them to access and participate in the school curriculum, programs and activities on the same basis as their peers.

Students with special needs at Ngunnawal Primary School have a variety of support that ensures they have full access to curriculum and facilities. Support is coordinated by Ngunnawal Primary School Disability Education Coordinator (DECO) Erin Salleo in consultation with all appropriate personnel.

The DECO is also responsible for ensuring that the school is implementing and complying with the Students with a Disability Meeting their Educational Needs Policy

The wellbeing team at Ngunnawal Primary School consists of;

  • DECO – Erin Salleo
  • School Psychologist – Karen Oakley
  • Principal – Rebecca Turner
  • Deputy Principal – Arilia Abel (P-2) and Arianna Cansdell (3-6)

Individual Learning Plan process

All students with special needs or any students who are utilising an adjusted program require an Individual Learning Plan (ILP). The ILP outlines specific long and short-term goals agreed upon by the classroom teacher in conference with the parent/carer.

The four focus areas of an ILP are;

  • Communication and social needs
  • Living skills/personal care, motor skills
  • Cognitive needs
  • Transition needs

The ILP process runs throughout the year and is a working document. All ILPs will be written on and stored in Sentral.

Term 1

  • ILP drafted in consultation with the ILP team (classroom teacher, parent/carer and DECO), based on previous year’s ILP, supporting plans and end of year report
  • ILP and any supporting plans finalised by the end of the term
  • A copy is sent home before the end of term

Term 2

  • ILP’s annotated throughout the semester based on the achievements of the set goals
  • ILP reviewed by the ILP team in conjunction with Semester 1 school reports and the end of semester parent/carer teacher interviews

Terms 3 and 4

  • ILP’s annotated throughout the semester based on the achievements of the set goals
  • ILP reviewed by the ILP team in conjunction with Semester 2 school reports with consideration to transition planning

ILPs can be reviewed at any time if requested by any member of the team.

Playground Flowchart

Our playground flowchart shows our procedure when managing negative behaviour on the playground.