KPPS Wellbeing Model

Our KPPS wellbeing model encapsulates the important connection between wellbeing and learning and our commitment to promote and allow opportunities for student voice, agency and leadership. The other components of the jigsaw puzzle demonstrate featured elements of our whole school approach.

School Wide Positive Behaviour Support

What is SWPBS?

SWPBS is a broad range of systemic and individualised strategies for achieving important social, emotional and learning outcomes in schools.

The key attributes of SWPBS include preventive activities, data-based decision making, and a problem solving orientation. SWPBS uses a tiered intervention framework which invests in prevention (Tier I), identifies and provides targeted supports for individual students at risk for developing challenging behaviour (Tier II), and provides individualised and intensive interventions for students with significant support needs (Tier III).

Promoting Positive Behaviours

Token System

Our School Wide Positive Behaviour Support (SWPBS) values are to Be a Learner, Be Responsible, Be Respectful and Be Safe. All children can receive a Values Token for displaying any of the SWPBS values. In the junior school, these tokens are placed in a class jar. Once any value jar has 15 tokens in it, the class choose a whole class reward, as well as receiving a black token that contributes to a whole school reward.

From years 3-6 these tokens are placed in an individual jar that the children keep on their desks. Once a child receives 5, 10 or 15 tokens, they may choose an individual reward from a menu that was co-constructed by each class. Students in Years 5 and 6 can also receive white ‘Leadership’ tokens for displaying leadership traits. These individual rewards also contribute to the whole school reward.

Shared Agreements

At KPPS we have shared agreements about how to act within different areas of the school. Visual signage reminds the community of these expectations and acts as teaching points if an adult needs to remind a student of our shared expectations. In the same way we would teach a child to grasp a mathematical concept we also explicitly teach our children positive behaviours and skills.

Respectful Relationships

Respectful Relationships support schools and early childhood settings to promote and model respect, positive attitudes and behaviours. It teaches our children how to build healthy relationships, resilience and confidence. At KPPS, we utilise the Resilience, Rights and Respectful Relationships teaching materials from Foundation to Year Six, to ensure the consistent modelling of respectful relationships and gender equality practices takes place across the entire school community.

Wellbeing Site

Our Teachers have developed a KPPS wellbeing site to show a child’s wellbeing journey throughout their Primary Schooling. Our purpose is the development of a whole school language around wellbeing. Each year the children explore concepts from the following 8 topics of the Respectful Relationships teaching and learning resources which include emotional literacy; personal strengths; positive coping; problem solving; stress management; help seeking; gender and identity and positive gender relations. Explicit lessons are also taught based on the positive behaviours around SWPBS to reinforce these skills.

Restorative Practices

Restorative practices assist with teaching our children about responsibility, accountability and empathy, while taking care of the relationships they build with others. This is a powerful and effective method of promoting harmonious relationships and resolving conflict. The ability to complete a restorative conversation is explicitly taught to children with teachers as the facilitators. Specific questions are asked through a non judgemental and open conversation with the goal to acknowledge how all parties have been affected. The goal is for all participants to agree on ways to move forward to ensure the behaviour doesn’t occur again.

Student Voice, Agency & Leadership

At Knox Park Primary School we endeavour to empower our children by providing opportunities for them to develop their voice, agency and leadership. Our goal is for leadership to be inherent within all learners, particularly our Year 6 children as they have an important role to set the positive tone for the school. Trust, autonomy and relationships are enhanced through the development of leadership qualities along with the commitment to our school wide positive behaviours of being responsible; safe, respectful and a learner.

Current Student Leadership Positions (Year 6)


School Captain x2
SAT Captain x2
House Captain x2 per house (8 in total)


Arts Leader x2
Library Leader x2
eLearning Leader x2
Health & Wellbeing Leader x2

Figure 1: Voice, agency and leadership empower students

Buddies @ KPPS

The Buddy Program involves creating partnerships between Foundation and Year 5 students. In their kinder year, students visit KPPS throughout the second half of the year to participate in a range of transition programs, supported by the Year 4 students. During that time, Year 4 children are ‘matched’ to a preschool buddy. When the junior children start Foundation, they have a Year 5 buddy that they already have a connection to. The buddy relationship continues throughout the next 2 years where they meet regularly, both formally during class time and informally during break time.

Peer Mediation

KPPS uses the Peer Mediation Program to assist children to solve low-level incidents in the playground. The program teaches our children to resolve issues through the use of trained Peer Mediators (senior students) to support in resolving basic conflicts.

Student Action Team (SAT)

The Student Action Team (SAT) provides opportunities for all children to voice their ideas and concerns about school. This team of children will focus on school improvement and developing links with our wider community. A representative from each class is chosen at the beginning of the school year.

Child Safe Standards

Knox Park Primary School is committed to providing a child safe and child friendly environment, where students are safe and feel safe.

Our child safety and wellbeing policies outline the measures and strategies we have in place to support, promote and maintain the safety and wellbeing of our students:

As valuable partners in promoting and maintaining child safety and wellbeing at Knox Park Primary School we welcome and encourage your feedback.

If you have any suggestions, comments or questions in relation to our child safe policies and practices, please contact our office and ask to speak to our Assistant Principal.

Child Safety Policy and Code of Conduct

Statement of Commitment to Child Safety

Knox Park Primary School is committed to safety and wellbeing of all children and young people. This will be the primary focus of our care and decision-making.

Knox Park Primary School has zero tolerance for child abuse.

Knox Park Primary School is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.

Every person involved in Knox Park Primary School has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.

In its planning, decision-making and operations Knox Park Primary School will

  1. Take a preventative, proactive and participatory approach to child safety;
  2. Value and empower children to participate in decisions which affect their lives;
  3. Foster a culture of openness that supports all persons to safely disclose risks of harm to children
  4. Respect diversity in cultures and child rearing practices while keeping child safety paramount;
  5. Provide written guidance on appropriate conduct and behaviour towards children;
  6. Engage only the most suitable people to work with children and have high quality staff and volunteer supervision and professional development;
  7. Ensure children know who to talk with if they are worried or are feeling unsafe, and that they are comfortable and encouraged to raise such issues;
  8. Report suspected abuse, neglect or mistreatment promptly to the appropriate authorities;
  9. Share information appropriately and lawfully with other organisations where the safety and wellbeing of children is at risk; and
  10. Value the input of and communicate regularly with families and carers.

Record keeping obligations for schools and staff

Good records management practices are a critical element of child safety and wellbeing. Our school follows the Department’s Records Management – School Records Policy which addresses requirements for creating, storing and disposing of school records.

In line with our Child Safety Responding and Reporting Obligations policy and procedures, when responding to an incident, disclosure, allegation or suspicion of child abuse it is imperative that we maintain detailed notes using the Responding to Suspected Child Abuse: Template. These notes are to be retained and stored on the student’s file in Compass and a locked filing cabinet in the Assistant Principal’s office when applicable.