Wellbeing in our schools is not left to chance. It is planned, taught and supported intentionally through:

• system-wide policies and procedures that parents can expect to see lived out consistently
• evidence-informed wellbeing programs
• explicit teaching of social and emotional skills

These approaches help students:

• build strong relationships
• develop resilience and confidence
• understand and manage their emotions
• contribute positively to the school community

While the wellbeing, social and emotional programs taught in diocesan schools may differ, all are underpinned by Catholic Schools Maitland-Newcastle policies and procedures which are designed to:

• set out clear expectations for respectful behaviour
• eliminate unsafe practices
• establish a strong stance against bullying
• create fair, consistent and compassionate processes
• support reasonable adjustments for students with diverse needs.

Our foundation for care

Our Catholic Schools Pastoral Care, Wellbeing and Safe Behaviour Policy places student formation and relationships at the heart of schooling. It affirms the dignity of every person, names wellbeing as foundational to learning and expects every member of the community to contribute to a safe, inclusive environment where Christ’s love is made visible in daily practice.

The policy commits schools to using proportional, restorative responses and to procedural fairness for all involved, while partnering with families so that home and school support each child together.

It is the overarching document that guides all wellbeing, behaviour and safety procedures across our schools.

In summary, this policy aims to:

• ensure every child feels safe, respected and supported
• guide how schools build positive relationships and respond to behaviour with dignity and fairness
• shape all wellbeing, safety and behaviour practices across our schools.

Caring for the whole child

Our Wellbeing Together Framework explains how we support every child’s social, emotional, physical, academic and spiritual development.

“When we nurture a child’s whole being we open doors to endless possibilities” – Susan Wright

The framework describes how schools create welcoming environments where students feel safe, included and valued, and where positive relationships and clear expectations help them succeed.

The framework articulates how our schools care for the whole child and work closely with families to help every student grow with confidence and compassion.

In summary, this framework aims to:

• support the social, emotional, physical, academic and spiritual growth of all students
• build belonging through inclusive classrooms and strong connections to faith and community
• strengthen partnerships between home and school to help every student grow with confidence and reach their potential.

Across our system, we use Positive Behaviour for Learning (PB4L) — a proactive, evidence-based framework that supports our commitment to creating welcoming, safe, predictable, and supportive learning environments where every student can succeed.

In summary, Positive Behaviour for Learning:

• ensures schools develop systems to define behaviour expectations, explicitly teach key behaviours or social skills, acknowledge positive choices, and respond to behavioural errors consistently
• uses behavioural data to problem solve, identify areas to focus on within the environment, and to identify students who may require more support
• is built on a multi-tiered system of support model that provides extra support to students based on their needs.

Our Safe Behaviour and Planning Procedure explains how schools respond when unsafe behaviour occurs. It guides staff through clear steps to assess risk, choose the right supports and put safety plans in place so all students can feel secure and ready to learn again.

Plans follow a simple, consistent structure that helps staff and families work together to reduce risk and support the student’s return to positive behaviour. Whether the issue is minor or more serious, the goal is always the same — keeping every child safe and supported.

In summary, these procedures endeavour to:

• support schools to plan step-by-step supports when safety is at risk
• outline clear processes for schools to assess risk and create safety plans
• ensure families are informed and involved in safe behaviour planning.

Our schools are committed to providing safe, respectful and inclusive learning environments.

Catholic Schools Maitland-Newcastle is currently developing updated Anti-Bullying Procedures that will align with the NSW Anti-Bullying Framework (2025). These procedures will outline how our schools adopt a whole-school approach to preventing and responding to bullying.

A working party has been convened and will continue its work throughout 2026 to review the draft procedures. This process will ensure the procedures are clear, effective, informed by best practice, and reflective of feedback from our school communities.

The procedures will focus on four key areas:

• Partnering: Working with students, families and the wider community to foster a positive school culture.
• Preventing: Explicitly teaching respectful behaviour through Positive Behaviour for Learning (PBL) and Social and Emotional Learning (SEL).
• Responding: Establishing clear and consistent processes for reporting and responding to bullying behaviour.
• Implementing: Using evidence and data to guide monitoring and continuous improvement.

Following consultation and feedback, the procedures will be finalised, with full implementation planned for 2027.

Our Student Voice and Leadership Procedures ask schools to establish authentic avenues for student voice and leadership that foster responsibility, confidence and service.

In summary, these procedures endeavour to:

• provide students with meaningful and age-appropriate opportunities to share ideas and take part in decisions, ensuring they feel listened to, valued, respected and connected to their school community
• build student confidence, responsibility and a sense of belonging
• provide fair and inclusive processes for student leadership.

Parents and carers are a child’s first and most enduring educators, and you know your child better than anyone else.

When families and schools work in partnership, and when home and school send consistent, predictable messages about expectations, values and relationships, children and young people experience the safety and stability that supports both wellbeing and learning.

At the heart of this work is a simple belief: every young person has inherent dignity and worth. Your child is loved, they belong in our schools, and they deserve to feel safe, supported and known every day. When children feel known, valued and connected, they engage more confidently and are better able to navigate challenges.

Strong, trusting relationships between families and schools are central to this sense of belonging. Sharing insights, communicating openly and working together allows school staff to better understand each child’s strengths, interests and needs, and helps students develop confidence, connection and a deep sense that they are supported by the adults around them.

Show that you value learning and school life

Children feel more secure and confident when they know the important adults in their lives value their education. Speaking positively about school, asking about different parts of your child’s day, attending school events where possible, and maintaining consistent routines all reinforce the message that school is a safe and supportive place.

Create consistency between home and school When children receive the same messages about kindness, respect, effort and responsibility from both home and school, they are better able to understand expectations and make positive choices. Supporting school approaches at home and modelling the values you hope to see in your child helps create this sense of consistency.

Reach out early when worries arise You never need to wait for a concern to become “big” before contacting the school. Whether it is a friendship difficulty, a learning concern or a change in behaviour, early communication allows supports to be put in place gently and proactively. Staff are here to listen, work with you and guide next steps.

Work together through challenges All children experience ups and downs, and sometimes they need extra support. Approaching challenges with a collaborative spirit, focusing on what will help your child and how home and school can work together, helps young people feel surrounded by adults who care for them and believe in them.

Celebrate progress, not just outcomes Acknowledging effort, growth and small achievements helps build resilience and motivation. Sharing these moments with the school also strengthens connection and reminds students that the adults around them are united in supporting their success.

Partnership is strongest when families feel informed and connected. We encourage families to engage regularly with school communications such as newsletters, Compass posts, emails and social media updates.

These communications help you stay aware of learning experiences, wellbeing initiatives, important dates and opportunities for involvement. Being informed also supports meaningful conversations at home and helps families feel confident about what is happening at school.

Our schools are places where families are welcome and belong. We value family involvement in ways that suit your interests, availability and capacity. This may include attending school events, engaging in learning celebrations, participating in Family and Community Engagement (FACE) forums, or connecting with other families. Your presence and participation help shape strong, connected school communities.

Parent–teacher interviews, student‑led conferences, school reports and learning updates are important partnership opportunities. These moments help build shared understanding about your child’s progress, strengths and next steps for learning and wellbeing.

We encourage families to engage in these conversations and see them as collaborative. Your questions, observations and insights are welcomed and valued.

Our schools welcome communication from families and encourage you to reach out if you have questions or concerns. Small updates from home, such as changes in mood, friendship worries, behaviour shifts or family circumstances, help staff better understand how your child is feeling and how they can be supported.

Who to contact at your child’s school

In primary schools

• Classroom teacher for learning, behaviour, wellbeing or day‑to‑day concerns.
• Assistant Principal or Principal for sensitive matters or significant concerns.
• School office for general enquiries, financial queries, administrative questions, attendance, permissions or to request an appointment.

In secondary schools

• Leader of Wellbeing and Engagement (LOWE) for wellbeing, behaviour or pastoral matters.
• Subject teachers for questions about learning or progress in individual courses.
• Assistant Principal Wellbeing for sensitive matters or significant concerns.
• School office for general enquiries, financial queries, administrative questions, attendance permissions or to request an appointment.

Choosing the communication method that works best:

• Email is helpful for brief updates, non‑urgent questions or sharing information that may assist staff in supporting your child.
• Phone calls can be useful when a matter needs clarification, when you are unsure who to contact or, if you prefer verbal conversations.
• Meetings, in person or online, are helpful when concerns are more detailed or emotional. School staff will work with you to arrange a suitable time.

If a matter involves immediate risk to your child or someone else, please contact the school office directly so the appropriate staff can respond quickly.

We understand that sharing information about your child requires trust. Any personal information you provide will be treated confidentially and respectfully.

Information is shared only with those who need it to support your child’s learning, safety or wellbeing and is stored securely in line with diocesan policy and legal obligations.

A message for our families

Thank you for your partnership. Your involvement in your child’s learning and wellbeing is deeply valued and makes a meaningful difference in their growth and long‑term success.

We are here for you at every step. If you ever have questions or need support, please reach out to your child’s school. Your child’s success is not only a responsibility we share, but also a joy.

Safeguarding refers to the actions, structures and cultural practices that protect children from abuse or neglect, prevent harm to their health or development, and ensure they grow up with safe, effective care and the best possible life outcomes.

In the Diocese of Maitland-Newcastle, safeguarding is grounded in a zero-tolerance approach to abuse and a commitment to uphold the dignity, rights and safety of every child.

The Diocese’s safeguarding practices are guided by the Diocesan Safeguarding Framework Policy, which outlines the mandatory requirements for all diocesan ministries, including Catholic schools, to create safe, accountable and child-centred environments.

Our commitment to student safety and wellbeing Catholic Schools Maitland-Newcastle adopts a whole school approach to wellbeing, recognising that students learn best when they feel safe, connected and supported.

This commitment is reinforced by diocesan safeguarding principles that emphasise care, respect, children’s rights and the importance of early identification and response to safeguarding concerns. Accordingly, all staff working in Catholic schools must complete safeguarding training relevant to their role and follow strict procedures for responding to disclosures, reporting obligations, recordkeeping, and e-safety.

• Promoting safe environments – schools must establish conditions that reduce the likelihood of harm, increase the likelihood of identifying and reporting concerns, and ensure appropriate responses to disclosures.
• Following clear policies and procedures – these include processes for reporting concerns, managing complaints, and maintaining safe practices for all people involved in school life.
• Upholding children’s rights – the Diocese supports the Convention on the Rights of the Child, reinforcing every child’s right to safety, participation and protection.

Our schools actively help students understand safety, respectful relationships and their right to be heard by:

• using wellbeing and behavioural frameworks such as Positive Behaviour for Learning
• reinforcing student voice, connection and inclusion as core elements of wellbeing
• teaching students using the National Respectful Relationship Education Framework, which includes advice on how to seek help if they feel unsafe.

These practices align with diocesan expectations that children be empowered to have their say and be listened to.

Students are encouraged and supported to speak up through:

• safe, trusted adult relationships within the school
• access to qualified school counsellors skilled in mental health and child development
• opportunities for participation and feedback within school communities, consistent with diocesan
• expectations for inclusion and student voice
• teaching students using the curriculum and National Respectful Relationship Education Framework, which includes advice on how to seek help if they feel unsafe.

The Safeguarding Framework emphasises that disclosures must be handled supportively, respectfully and in a way that protects student wellbeing.

If a student or parent has a concern, they can contact:

• their child’s classroom teacher (primary school) or Leader of Wellbeing and Engagement (secondary school)
• wellbeing staff or school counsellors
• school leadership.

The Safeguarding Framework requires that staff discuss concerns only with authorised leaders, statutory agencies and the Office of Safeguarding to protect confidentiality.

When a safeguarding concern arises, schools follow diocesan processes that ensure:

• prompt communication with parents or carers where appropriate
• accurate documentation and reporting
• escalation to the Office of Safeguarding when required.

Schools must respond to concerns with transparency and in accordance with legislative and diocesan obligations.

How parents and carers can contribute to safeguarding

Parents and carers play an essential role in school safety by:

• sharing concerns early with school staff
• modelling respectful behaviour and positive communication
• participating in school activities and engagement opportunities
• reinforcing help-seeking behaviours at home
• partnering with the school on wellbeing or safety plans as needed.

The Diocese emphasises the importance of open communication with families and informed communities in decisions relating to children’s safety.

• School Counsellor or School Psychologist – Our qualified counselling staff provide sensitive, confidential support for students’ social, emotional and mental health needs. They work closely with families and teachers to ensure students feel heard, supported and equipped with strategies to navigate challenges and thrive at school.
• Learning Support Teacher/Coordinator – Learning Support Teachers/Coordinators work with students, teachers and families to identify and support students with additional learning needs. They collaborate with classroom teachers to develop reasonable adjustments, provide targeted support and interventions, coordinate personalised planning, monitor student progress and guide classroom practice to foster inclusive classrooms. This enables all students to access, engage with and succeed in their learning.
• Learning Support Assistant – Learning Support Assistants work with teachers to assist students who need additional learning or wellbeing support. They assist with classroom routines, guided learning, personalised adjustments and practical tasks, helping students feel confident, included and able to participate fully in school life.
• EAL/D (English as an Additional Language or Dialect) Teacher – EAL/D teachers support students who are learning English as an additional language, ensuring they develop the language skills and confidence needed to demonstrate and engage in learning. These teachers support each student’s needs and collaborate with fellow educators to ensure teaching and learning strategies support the English language learners and create inclusive and culturally responsive classrooms.
• Aboriginal and Torres Strait Islander Education Worker – The Aboriginal Education Worker supports Aboriginal and Torres Strait Islander students’ wellbeing, engagement and participation in learning. They work closely with students, families, teachers and school staff to strengthen relationships between home, school and community. They are a key point of contact for Aboriginal families and play an important role in supporting communication, trust and collaboration.
• Pastoral Care Worker (Primary Schools Only) – Pastoral Care Workers nurture students’ emotional, social and spiritual wellbeing, helping them feel safe, supported and connected. They provide wellbeing programs, pastoral support and guidance during challenging times, while working with families and staff to foster resilience, belonging and care across the school community.
• Catholic Schools Maitland-Newcastle’s central office – Led by the Leader of School Learning and Wellbeing, the Catholic Schools Maitland-Newcastle central office team includes roles dedicated to speech pathology, student wellbeing, behaviour support, developmental disabilities, learning difficulties and culturally inclusive practices that partner with the School to give additional advice and support.

• Pastoral Care Worker – Pastoral Care Workers nurture students’ emotional, social and spiritual wellbeing, helping them feel safe, supported and connected. They provide wellbeing programs, pastoral support and guidance during challenging times, while working with families and staff to foster resilience, belonging and care across the school community.

• Assistant Principal – The Assistant Principal Wellbeing leads the whole-school approach to wellbeing, ensuring that students feel supported, respected and safe throughout their secondary schooling. This role coordinates wellbeing programs, works with other staff to support students with complex needs and helps shape a positive school culture where all young people can thrive.
• Beyond the Gates Caseworker – Beyond the Gates Caseworkers provide extra support to young people experiencing vulnerability by building strong connections between school, home and community services. Their outreach ensures students remain engaged in learning and feel supported during times of challenge.
• Careers Advisor – Careers Advisors guide students through subject selection, future pathways and postschool options. They help young people understand their strengths, explore opportunities and make confident, informed decisions about their future study or employment.

There is no cost for families to access school-based supports, including school counselling. However, it is important to also keep in mind that these supports are only available to students during school hours and access to these supports will vary, dependent on your child’s needs and the staff available to support them.

Families can access school-based support services by contacting:

• Primary schools: your child’s classroom teacher.
• Secondary schools: the Leader of Wellbeing and Engagement, Learning Support Teacher/ Co-ordinator, Leader of Learning, Leader of Wellbeing.
• For sensitive matters: the Principal or Assistant Principal.

If in doubt, families can contact the school’s administration, who can direct them to the relevant school role.