Student Wellbeing at Port Noarlunga Primary

Student Wellbeing at Port Noarlunga Primary

At Port Noarlunga Primary School, we believe that student wellbeing underpins learning. Our vision is to enable all students to achieve their full potential by providing the time, space and learning opportunities that stretch and support them in all learning endeavours.

We aim to create opportunities for growth and development in social and emotional capabilities, building resilient and capable learners who can interact with and support one another in a range of settings.

At PNPS, wellbeing is not separate from learning. It is woven through our classrooms, relationships, routines and expectations. When students feel safe, connected and understood, they are better able to engage, learn and thrive.

Our Approach to Student Wellbeing
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Our Approach

We take a proactive, inclusive and trauma-informed approach to student wellbeing. Our focus is on strong relationships, supportive environments and understanding that wellbeing may look different for different learners at different times.

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We take a proactive, inclusive and trauma-informed approach to student wellbeing. We recognise that every child is unique and that wellbeing can look different for different learners, at different times.

Our approach focuses on:

  • strong, positive relationships between students and adults
  • predictable and supportive environments
  • understanding behaviour as communication
  • supporting students to build emotional awareness, regulation and resilience

We are a neuro-affirming school community. We recognise and value neurodiversity, understanding that students experience and respond to the world in different ways. Wellbeing support at PNPS is guided by individual needs and strengths.

Student wellbeing is a shared responsibility across our school. All staff play a role in supporting students to feel safe, included and ready to learn, working together to create a calm and supportive environment where students can flourish.
Frameworks That Guide Our Work
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Frameworks / Programs

Our wellbeing practices are informed by evidence-based frameworks and curriculum requirements. These frameworks guide our work while still allowing us to respond flexibly to the needs of students and families.

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Our wellbeing practices are informed by a range of evidence-based frameworks and curriculum requirements. These frameworks guide and influence our practice, rather than define it, allowing us to respond flexibly to the needs of our students and community.

Open Parachute

Open Parachute is our whole-school wellbeing program, supporting students to build emotional literacy, self-awareness and coping skills. Lessons are delivered across year levels and provide students with a shared language to understand emotions, relationships and wellbeing. Parent resources are also available to support conversations at home.

Berry Street Education Model

Principles from the Berry Street Education Model inform our approach to teaching and wellbeing. These principles support us to prioritise:

  • strong relationships
  • emotional regulation
  • readiness to learn
  • predictable and supportive learning environments

This framework helps staff understand how wellbeing, behaviour and learning are closely connected.

Child Protection Curriculum (CPC)

The Child Protection Curriculum is a South Australian curriculum requirement that supports students to develop knowledge and skills related to safety, respectful relationships, help-seeking and understanding their rights and responsibilities. CPC is delivered in age-appropriate ways and forms part of our commitment to supporting students to feel safe, empowered and supported at school.
How We Support Student Wellbeing
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Supports in Action

Wellbeing support at PNPS is proactive, inclusive and responsive. It includes whole-school supports, positive transition programs, and targeted strategies for students who need additional support at different times.

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At Port Noarlunga Primary School, student wellbeing is supported through a range of proactive, inclusive and responsive practices. Support is available to all students and is shaped by individual strengths, needs and circumstances.

Wellbeing support at PNPS occurs at different levels and may include:

Whole-School Supports

All students benefit from:

  • consistent routines and expectations
  • a focus on positive relationships and connection
  • explicit teaching of social and emotional skills through programs such as Open Parachute
  • inclusive classroom practices that support regulation, engagement and belonging

These supports help create a predictable and supportive environment where students feel safe and ready to learn.

Supporting Positive Transitions

Transitions can be a significant time for students and families. Our Starting School Program supports students entering Reception and Mid-Year Reception to develop familiarity with the school environment, routines and key staff. This program plays an important role in supporting positive transitions, reducing anxiety and helping students feel settled and connected as they begin their learning journey at PNPS.

Targeted and Individual Support

Some students may benefit from additional or more targeted wellbeing support at different times. This support is flexible and responsive, and may include:

  • small group or individual check-ins
  • additional support during transitions or periods of change
  • personalised strategies to support regulation and engagement

Decisions about support are guided by observation, collaboration and an understanding of each student’s context. Support is based on need and function, rather than diagnosis or labels.
Neurodiversity, Inclusion and Wellbeing
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Inclusion / Neurodiversity

We recognise and value neurodiversity. Our wellbeing approach is inclusive, strengths-based and guided by the needs, contexts and functional experiences of individual students.

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At Port Noarlunga Primary School, we recognise and value neurodiversity. Students experience, understand and respond to the world in different ways, and these differences are a natural and important part of our school community.

Our approach to wellbeing is inclusive and strengths-based. We understand that students may need different types of support at different times to feel safe, engaged and ready to learn. Wellbeing support is guided by individual needs, learning contexts and functional impact.

Inclusive practices at PNPS focus on:

  • creating environments that support a range of sensory, emotional and learning needs
  • building student agency and self-understanding
  • supporting regulation, communication and participation
  • ensuring students can access learning and feel a sense of belonging

We are supported by an Autism Inclusion Teacher, who works collaboratively with staff to strengthen inclusive practices across the school. This role supports understanding, planning and adjustments that enable students to engage positively in learning and school life.

Neurodiversity-affirming practice benefits all students. By designing learning environments that are flexible, responsive and inclusive, we support every child to feel understood, valued and capable.
Wellbeing in Action at PNPS
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The Cocoon / Wellbeing Wagons

Our wellbeing approach is visible in everyday practice. Spaces and supports like The Cocoon and Wellbeing Wagons help students feel calm, connected and ready to participate in school life.

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At Port Noarlunga Primary School, our wellbeing approach is visible in the everyday practices, spaces and supports that help students feel safe, calm and connected throughout the school day.

The Cocoon

The Cocoon is a calm, supportive regulation space available to students before and after school. It provides a predictable environment where students can settle into the day or gently transition home, supporting emotional regulation and a sense of safety.

The Cocoon is part of our proactive approach to wellbeing, recognising that some students benefit from additional support during transition times. Access to the Cocoon is guided by individual need and supported by staff, helping students feel ready to engage in learning and school life.

Wellbeing Wagons

Wellbeing Wagons are an initiative created to support students who are finding navigation of the school yard during breaks difficult. The wagons are supported by some of our amazing SSOs and provide students with access to simple, supportive resources that encourage calm, creativity and connection. These may include drawing materials, quiet activities and tools that support emotional regulation.

The wagons are used flexibly across the school and support students to take a moment, reset and re-engage. By embedding these supports into the school environment, we normalise wellbeing strategies as part of everyday learning and play.
Working Together with Families
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Families / Partnerships

Strong partnerships with families help us understand students more deeply and respond with care and consistency. Open communication between home and school supports positive wellbeing and learning outcomes.

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At Port Noarlunga Primary School, we value strong partnerships with families. We recognise that families know their children best, and that working together supports positive wellbeing and learning outcomes.

Open communication between home and school helps us to better understand each student’s strengths, needs and experiences. Sharing information, particularly during times of change or challenge, supports us to respond thoughtfully and consistently.

We encourage families to:

  • talk with their child about school and wellbeing
  • share relevant information that may impact their child’s day at school
  • engage in conversations with the school when questions or concerns arise

Supporting student wellbeing is a shared responsibility. When families and school staff work together, students are better supported to feel safe, understood and ready to learn.
If You’re Concerned About Your Child
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Support / Contact

It is normal for families to have questions or concerns from time to time. Your child’s class teacher is the best first point of contact, and concerns are best addressed through open communication and collaboration.

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It is normal for families to have questions or concerns about their child’s wellbeing from time to time. Changes in behaviour, emotions or engagement can be part of a child’s development, particularly during periods of growth, transition or change.

We encourage families to start a conversation with the school if they have concerns about their child. Your child’s class teacher is a helpful first point of contact, as they know your child in the classroom context and can work with you to explore next steps if needed.

Concerns are best addressed through open communication and collaboration. In some cases, this may involve further observation, shared problem-solving or additional support to help your child feel settled, supported and ready to learn.

We recognise that families may be navigating a range of circumstances outside of school. Sharing information, where you feel comfortable, can help us better understand your child’s context and support them consistently during the school day.
Frequently Asked Questions
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FAQ / Parent Info

Families often ask what wellbeing support looks like, who to contact with concerns, and how to support children at home. This section gathers those common questions together in one place.

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Who should I talk to if I’m worried about my child?

We encourage families to start a conversation with the school if they have concerns about their child’s wellbeing. Your child’s class teacher is a helpful first point of contact, as they know your child in the classroom context and can work with you to explore next steps if needed. Open communication helps us work together to support your child.

What does wellbeing support look like day to day?

Wellbeing support at PNPS is woven into everyday school life. This includes predictable routines, positive relationships, inclusive classroom practices and explicit teaching of social and emotional skills. Some students may also access additional supports at different times, depending on their needs and circumstances. Support is flexible and responsive, recognising that wellbeing can change over time.

Why does my child seem to fall apart after school?

Many children work very hard to manage emotions, expectations and sensory demands during the school day. For some, this means holding things together at school and releasing big emotions once they are back in a safe and familiar environment.

This kind of after-school emotional release is common and does not necessarily mean that school has been a negative experience. Often, it reflects that home is a place where children feel secure enough to express how they are feeling. If you have ongoing concerns, we encourage you to reach out to the school so we can support your child together.

What if things are happening at home that may affect my child at school?

We understand that children’s wellbeing is influenced by what is happening in their world both in and out of school. Sharing information, where you feel comfortable, can help us better understand your child’s context and support them with care and consistency during the school day.

How can I support my child’s wellbeing alongside the school?

Families play an important role in supporting student wellbeing. Talking with your child about their day, maintaining routines, and reinforcing strategies used at school can all support a child’s sense of safety and connection. We also encourage families to access parent resources and supports where helpful, and to communicate with the school if questions or concerns arise.
Parent Resources and Helpful Links
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Resources / Helpful Links

Families may seek extra support or information at different times. These optional resources can help support wellbeing conversations at home alongside the work happening at school.

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We recognise that families may seek additional information or support at different times. The following resources are available to support families in understanding and supporting their child’s wellbeing.

These resources are optional and are provided to support families alongside the work happening at school.

Wellbeing and Social–Emotional Learning Parenting and Family Support Supporting Children’s Wellbeing
We encourage families to engage with resources that feel helpful and relevant to their circumstances. If you would like guidance about wellbeing supports at school, or have questions about your child, we encourage you to reach out and start a conversation with the school.