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Student wellbeing is integral to teaching and learning in the Primary Years Programme (PYP) and the Victorian Curriculum and is exemplified in the PYP Learner Profile which permeates the programme and represents the qualities of internationally minded students and effective lifelong learners, thereby equipping students for a challenging world.


Whole School Approach to Wellbeing

At Beaumaris North Primary School, we use a range of programs and strategies to encourage respectful relationships and promote positive connection. We adopt a Whole School Behaviour Management approach which is shared with our students and ensures Beaumaris North Primary School is a place students feel safe, valued and respected.

Beaumaris North Primary School has whole school wellbeing strategies and programs for students, staff and parents. Together these strategies create a harmonious, respectful and supportive school environment for all community members. We also understand that some students require targeted and individualised wellbeing support and strategies, in the way of Individual Education Plans (IEP’s) and Behaviour Support Plans.

Approaches to wellbeing:

  • PYP IB Learner Profile Attributes
  • Child Safe Organisation
  • The Zones of Regulation
  • The Resilience Project Curriculum
  • Respectful Relationships Curriculum
  • Therapy Dogs
  • eSmart Framework
  • Cyber Safety Project Curriculum
  • Circle Time
  • Restorative Practices
  • Lunch Time Clubs
  • Individual Education Plans (IEP’s)
  • The Bungalow “Chill out zone”
  • Behaviour Support Plans
  • Student Behaviour Reflection Sheet
  • Compass Chronicle entry for reporting and monitoring student behaviour

PYP IB Learner Profile Attributes

Students develop an understanding of the IB Learner Profile attributes that make great learners. Our whole learning community plays an important role in developing, valuing, appreciating and demonstrating these attributes in action. The IB Learner Profile represents the attributes valued by IB World Schools. Please refer here for more information on our Learner Profile.


Child Safe Organisation

Beaumaris North Primary School’s Child Safety Policy sets out the school’s commitment and approach to creating and maintaining a child safe organisation where children and young people are safe and feel safe, and provides the policy framework for the school’s approach to the Child Safe Standards. Please click here to view our policies: Child Safety – BNPS (

 The Zones of Regulation

Across the school we have introduced the Zones of Regulation approach to encourage students to develop the skills to regulate their emotions. This approach to wellbeing supports the students developing their understanding of how they look, feel or act, what they need to do and what helps them to respond to different feelings and emotions in the body. Our staff support students to identify feelings and responses in the body and developing strategies to help them to bring themselves back to a state of calm in the “green zone”. More information can be found here: THE ZONES OF REGULATION: A SOCIAL EMOTIONAL LEARNING PATHWAY TO REGULATION – Welcome

The Resilience Project Curriculum

In the classroom, our students engage in social and emotional learning curriculum through their participation in the Resilience Project. The Resilience Project delivers emotionally engaging programs to schools, sports clubs and businesses, providing practical, evidence-based, positive mental health strategies to build resilience and happiness. The Resilience Project focuses on four key strategies: Gratitude, Empathy, Mindfulness (GEM) and Emotional Literacy. More information can be found:


Respectful Relationships Curriculum

At Beaumaris North Primary School (BNPS), we are implementing the Respectful Relationship Initiative, it is a whole school approach to modelling and promoting respectful attitudes and behaviours, promoting gender equality, and preventing violence against woman.


The initiative follows recommendations from the Royal Commission into Family Violence which recognises schools as key settings to focus on prevention and create positive change. At BNPS, we are working towards providing opportune environments where positive attitudes and behaviours can be modelled, shaped and transformed, and where limiting gender stereotypes and gender-based discrimination can be challenged and addressed. Over time, these efforts can generate a positive cultural shift and lead to a new (and better) story for the next generation.

Click here for more information from the Victorian Government website.

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Therapy Dogs

Trained Therapy dog(s) are part of our wellbeing and engagement approach at BNPS. In previous years, we have had Archie and Sid as Therapy Dogs at our school and they were a valued part of our school community.

In 2022, we welcome our trained Therapy Dogs, Wally and Frankie.

You can read our Animal Therapy Policy here.





Bullying Prevention

As part of our commitment to Bullying Prevention, we encourage our students to develop an understanding of what it means to be a ‘Great Mate’ and what a respectful relationship looks like. We teach students what constitutes bullying and how to respond to bullying behaviour assertively through role plays and social scenarios. This promotes resilience, assertiveness, conflict resolution and problem solving. We discuss strategies and safe adults to talk to if they are feeling unhappy or unsafe. Please refer here for more information on our Bullying Prevention Policy.

eSmart Framework 

Our eSmart Framework provides a guiding framework for schools to promote smart, safe and responsible use of digital technologies. eSmart aims to help teachers, students and the whole school community embrace the benefits of technology and reduce exposure to cyber safe risks such as cyberbullying, identity theft, online predators and inappropriate images and content.

eSmart Logo

Cyber Safety Project Curriculum

Our students participate in the Cyber Safety Project Curriculum. The Cyber Safety Project’s mission is to provide a whole community approach focused on developing future skills, lifelong habits and self-regulation when innovating and using digital technologies for work, life and play. The educational programs and proactive teaching strategies engage the whole community with learning how to participate safety and responsibly in a digitally-engaged world. Click here for more information.


Restorative Practices

We adopt a Restorative Practices approach to conflict resolution which is intended to move the focus away from a punitive consequence that is based on the establishment of wrongdoing. Rather it seeks to value and support those involved so that they feel empowered to take positive action to address the situation and move forward. Restorative Practice is about being respectful of every member of our school community, encouraging responsible behaviour and actions and ensuring that personal pride and dignity are maintained.

Lunch Time Clubs

Lunch Clubs provide an opportunity for our students who may feel overwhelmed in the yard or who may require more structured and supported play experiences, to attend and build connections with other staff and students in our BNPS community. The Bungalow “Chill Out” Zone has been utilised as a space for students to access during some lunch times if they want to participate in quiet activities outside of the yard, or in warmer times, outdoor play. We also offer Library, Drawing and Lego play for our younger students.  In the past of had a range of Speciality Lunch Clubs, for example, Mandala Art Class, Chess Club, Maths Club, Japanese MANGA Anime Drawing Club, Media Club and Fitness Club.

Meet Our Wellbeing Team

Mrs Jessica Patane – Wellbeing Officer (left) and Mrs Sheridan Duffy-Fainu’u – Disability and Inclusion Leader (right)
Mrs Jessica Patane – Wellbeing Officer (left) and Mrs Sheridan Duffy-Fainu’u – Disability and Inclusion Leader (right)

Our Wellbeing Officer – Mrs Jessica Patane

Jessica Patane is passionate about student wellbeing and engagement and has worked at BNPS as part of the Wellbeing Team for over 12 years. She works in the school in a part-time capacity (currently working Tuesday, Wednesday and Friday).

The role involves working with the Disability and Inclusion Leader, Sheridan, to oversee the implementation of our whole school, evidence based wellbeing programs, in particular The Resilience Project and Respectful Relationships. This includes reviewing our annual wellbeing survey and co-ordinating, sourcing and exploring funding options for new and innovative incursion programs based on the most up-to-date information for our students.

The Wellbeing Team work very closely with our whole school staff to discuss any of their wellbeing concerns about their students and discussing whether any further follow up would be helpful. Each year level in our school meet on a weekly basis to discuss their grades and wellbeing is discussed as a matter of priority at these weekly meetings. They provide support to individual children who have had a tough morning and arrive at school distressed or upset or who become distressed or upset. This may involve a walk or check-in chat with the child or their class teacher.

  • Liaising with external agencies, including Bayside Council, Kingston Council, SYFS.
  • The Wellbeing Team meets regularly with the Leadership Team, and more specifically the Principal Mrs Duffy and Assistant Principals, to discuss the wellbeing needs of students in the school to ensure a whole school collaborative approach is maintained.

Disability and Inclusion Leader – Mrs Sheridan Duffy-Fainu’u

Our Disability Inclusion Leader, Sheridan Duffy-Fainu’u has a great passion for wellbeing and providing strategies to support students to grow and thrive, despite any barriers. Sheridan has completed further studies in the area of Disability and in Wellbeing.

Sheridan ensures our students with additional needs are engaged in education and meeting their learning goals. To do this, she works collaboratively with the school’s leadership, wellbeing staff and allied health team and other services involved with a student outside of school. Sheridan will play a key role in coordinating the team around the learner.

The Disability Inclusion Leader can play a key role in the school’s transition to Disability Inclusion, which can include supporting the organisation of Disability Inclusion Profile meetings, supporting teachers to identify students who may benefit from a profile meeting, and supporting school leadership to use Disability Inclusion funding to resource evidence based reasonable adjustments, for individual students and cohorts of students.

BNPS Approach To Wellbeing

What to do if I have a health and wellbeing concern for my child or family?
  • All the staff, teaching and non-teaching, are committed to looking after the health and wellbeing of the children and we believe that the health and wellbeing of your child should be prioritised.
  • As always, if you have wellbeing concerns, your first point of call is always your child’s teacher who has a range of skills and strategies to implement to promote wellbeing. Your child’s teacher will then be able to determine if any external support is required for your child to continue to thrive and grow. If appropriate the teacher will also talk to others on the wellbeing team to gain further advice to support you.