At the heart of our education lies a sense of belonging, of safety, of family, of home. We celebrate what we build together, our identity, our purpose and our self-acceptance.
A school is not just a place where your child gains academic skills. It’s a place where your child will learn to be more resilient, feel more connected to the people around them and grow into a confident, caring and well-balanced adult.
Student wellbeing is incorporated throughout the fibre of the everyday workings of the school as a community. It is both implicit in the way we operate and interact as well as explicit in our structures, scheduled programs and expectations.
Wellbeing is an increasing priority and is a stand-alone focus area of the School's strategic plan, Striving for Excellence 2021-25.
Whole school programs and structures focus on interpersonal skills, resilience and leadership in a continuum from Kindergarten to Year 12. Age appropriate programs and specialists focus on the developmental needs of students at each stage of their school life. CCGS's Wellbeing Framework embraces the whole community - students, parents and staff. Our vision is to ensure CCGS is a learning community that promotes student wellbeing, safety and positive relationships so our students can thrive.
We want our students to realise their own abilities and be empowered and supported to meet the challenges ahead and make positive contributions to our community.
Teachers K to12 are trained to note any concerns they have for their students’ wellbeing in our central student support system. This creates a holistic picture of each child’s wellbeing that can be shared efficiently with appropriate staff so concerns are not overlooked. Age appropriate student support teams include heads and deputies of sub schools, school psychologists and wellbeing staff. They meet weekly to review cases and develop support plans.
Three on-campus psychologists are available to assist students K to12, parents and staff, as required. The experienced psychology team provide short-term therapy adopting evidenced-based practice across a broad range of service areas including grief and separation, anxiety and mood-based concerns.
Student wellbeing, morale, commitment and satisfaction is enhanced by the connections they make through the House system.
Each student is allocated to one of five Houses: Acacia, Banksia, Grevillea, Ironbark and Nicholii. Every week students gather for half-an-hour in House Families of fifteen or so children from K to 12, reflecting the notion of school as a family where every child is known and valued. Older students mentor younger ones and the younger ones get advice from older role models.
A framework of inclusive wellbeing activities delivers a variety of practical learning experiences during House Family sessions. The framework incorporates the wellbeing principles of:
- Student Voice
A tutor oversees each group and students and tutor stay together throughout their CCGS years. After House Family meetings the whole school assembles to celebrate our school spirit.
Students connect through House and interschool sport, debating, performing arts, community service and school outdoor education camps where they learn participation, enthusiasm, teamwork and leadership.
A community of respect
Our most essential standard of behaviour is that all members of the CCGS community will treat one another with kindness, honour and respect. This encompasses self-respect, respect for others and respect for the school.
Our positive school climate minimises incidences of bullying. Any cases of bullying, including cyber bullying, that are brought to the school’s attention are fully investigated and appropriate disciplinary action taken.
School diaries help students K to 12 to organise themselves and are an informal way for teachers and parents to communicate.
Be You School
CCGS is proud to be a registered Be You school. Be You is about creating mentally healthy learning communities for everyone – staff, families, children and young people and beyond.