Wellbeing

Bridgewood Expectations & Levels of Consequences

At Bridgewood Primary School, we foster a positive and respectful learning environment where students are encouraged to demonstrate good behaviour and take responsibility for their actions. To maintain this environment, we use clear school-wide Expectations and a Levels of Consequences procedure to guide students in making positive choices and supporting their growth.

  1. We follow all staff instructions with good grace.
  2. We use good manners when speaking and listening.
  3. We allow others to learn and play without interference.
  4. We solve problems calmly, fairly and sensibly.
  5. We keep hands, feet and objects to ourselves.
  6. We take care of our own and the property of others.
  7. We play fairly in the correct areas.
  8. We come to school organised and ready to learn.

Positive Learning Time

Students at Bridgewood have the right to be safe, respected and in the very best place for their learning.

Remind

You will be reminded of the Bridgewood Expectations.

Refocus

You will be moved within your learning space to reflect
on your behaviour and refocus on your work.

Relocate

You will be relocated to another space within your
Learning Community to reflect upon your behaviour and continue your work. A Compass post is written.

Remove

You will be removed to Principal’s Office.
A Compass post will be written and parents contacted.

Zones of Regulation

The Zones of Regulation program uses four coloured Zones to help students identify how they are feeling and when they are beginning to become overwhelmed, providing students with verbal phrases and a visual representation of their emotional state.

The Blue Zone is used to describe low states of alertness, such as when one feels sad, tired, sick, or bored. This is when one’s body and/or brain is moving slowly or sluggishly.

The Green Zone is used to describe a regulated state of alertness. A person may be described as calm, happy, focused, or content when in the Green Zone. This is the Zone students generally need to be in for schoolwork and for being social.

The Yellow Zone is used to describe a heightened state of alertness; however, a person has some control when in the Yellow Zone. A person may be experiencing stress, frustration, anxiety, excitement, silliness, nervousness, confusion, and many more slightly elevated emotions and states when in the Yellow Zone (such as wiggly, squirmy, or sensory seeking. The Yellow Zone is starting to lose some control.

Red Zone is used to describe extremely heightened states of alertness or very intense feelings. A person may be experiencing anger, panic, terror, devastation, or elation when in the Red Zone. Being in the Red Zone can be explained by being overwhelmed by one’s feelings and having a loss of control.

Onsite Allied Health Services

At Bridgewood, we recognise the importance of holistic support for our students’ well-being, which is why we are proud to offer allied health services through our partners. This collaboration enhances our ability to provide comprehensive care and resources to address the diverse needs of our students, ensuring they have the support necessary for their academic and personal development.

Bridgewood provides a range of allied health services, including access to occupational therapy, speech therapy, and psychological support. These services, which are privately or NDIS funded, are designed to assist students facing challenges that may impact their learning and overall well-being. By working closely with our educators, allied health professionals can tailor interventions to meet individual student needs, fostering a supportive environment that encourages growth and success.

Through regular assessments and personalised support plans, allied health professionals help students develop essential skills that enhance their learning experiences. Whether it’s improving communication abilities through speech therapy or developing strategies to manage emotional well-being with psychological support, these services play a vital role in promoting resilience and confidence.

Additionally, partnerships allow for ongoing collaboration and training for our staff, ensuring that they are equipped with the knowledge and tools to support students effectively. This commitment to professional development fosters a comprehensive understanding of health and well-being within our school community.