At Central Coast Grammar School we understand that a school environment that cares for every child is crucial. Our Wellbeing programs nurture self-esteem, resilience, appropriate behaviour and positive management of conflict to create a supportive, respectful and inclusive school community.
Every classroom teacher at CCGS has the primary responsibility for the wellbeing of students in their care. At the same time all staff have a collective responsibility for the wellbeing of our school community through active participation in our extensive support systems. Most importantly, CCGS recognises the vital role a supportive family plays in the wellbeing of each student. We therefore encourage active participation by parents, grandparents and friends in our school community.
Wellbeing and the House System
CCGS has a unique House System that operates across K-12 and supports the total wellbeing of every student while at the same time providing opportunities for sporting and cultural competitions to promote school spirit. This system has the structures, philosophy and practice to effectively support age appropriate practices for students in K-2, 3-6, 7-9 and 10-12. Each new student entering the school is assigned to one of our 4 Houses – Acacia, Grevillea, Ironbark and Nicholii – each led by a Senior House Coordinator, who has the overall responsibility for all students and staff in their respective Houses. The House System promotes the notion of a school as a family, where every child is known and valued.
House Coordinators are the most important link to the school for both parents and students. They care for each student by working together with Class Teachers, House Family Tutors and Roll Call teachers to monitor student development, both academically and personally. They do everything possible to help ensure that any problems or difficulties that may arise are managed successfully. Students are encouraged to get to know their House Coordinator and talk to them if they have a problem. House Coordinators know their students well and communicate with parents frequently and openly to support students. The same House Coordinator stays with students throughout their Middle School years (7-9) then changes for their time in the Senior College (10-12), offering a fresh perspective and specific support to see them through their senior years.
‘Family’ groups consist of 20 or so students ranging from K-12 and meet once a week, getting to know one another through House activities. These groups work like families, with older students taking a personal interest in the wellbeing of the younger members.
A House Family Tutor oversees each ‘family’ group, monitoring the development and wellbeing of each student as they progress through school. Should any student issues arise, the House Family Tutors work in close association with the student’s class teachers, other staff and parents. Students remain in the same House Family throughout their time at CCGS building a K-12 network of friendship and support.
Two on-campus clinical psychologists are available to assist students, staff and parents, as required. Referral to the Counsellors is usually by teacher request and the service is confidential, within the limits of legal requirements for the protection of children.
Children of all ages may make mistakes or errors in judgement at times. We prefer to view such misdemeanours as learning opportunities. Any misdemeanour that impacts on others however is regarded as totally unacceptable. Where behaviour is deemed to go beyond the management of the classroom teacher, the Wellbeing Team talks through the issues with those involved, while also acting as a representative and guide to the student. Our approach to discipline is sensitive to the age and needs of all parties, and includes strategies to ensure students learn to take responsibility for their actions and make wiser choices in future.