At Epping Primary School we strive to provide a positive, safe and secure learning environment which promotes mutual respect, trust and relationship building, to enable students to reach their full potential. We are committed to prioritising student wellbeing and we actively work to provide support and learning for our students, staff and school community.

The implementation of programs and processes that promote positive relationships across all year levels and educate students about health and wellbeing, are key elements of this. For further brief explanations about these programs, procedures, projects and processes please continue reading!

Berry Street Educational Model (BSEM) provides strategies that enables educators to increase engagement of students and to successfully improve students’ self-regulation, relationships, wellbeing, growth and academic achievement.

The domains within the BSEM are Body, Stamina, Engagement and Character, all anchored by Relationship.  These five areas are pedagogical lenses: each domain reflects the durable understandings and evidence-based practice that inform daily classroom learning.  Although there is no single recipe for classroom success, Epping Primary School will utilise the BSEM to unify our language, modelling and relationships to meet the needs of all students.

Over the coming years (some even now), you will see many aspects of the BSEM visible in each and every classroom at Epping Primary School.  This includes, but is not limited to:

• Supporting students to identify their character strengths
• Providing brain breaks and positive primers as student-centred regulatory activities to ready the brain for learning
• Promoting mindfulness to establish calm in the classroom
• Working with students to develop Ready to Learn Scales that require them to identify self-regulation tools to help create a sense of ownership and responsibility
• Developing a Growth Mindset
• Engaging in Daily Morning Circles to create a routine rich opportunity for students to check-in with their teacher and peers in regards to their social and emotional wellbeing.

We can’t wait for our next 3 sessions which all staff will be completing after school this year and look forward to sharing our journey of implementing the BSEM with YOU, a valued member of our school community.

Speech Therapy Assistant Program (STA)

We have had very positive feedback to The Speech Therapy Assistant Program launched in our school last year.  Our first year was spent training our assistants and screening students to see if they would be suitable and benefit from the program.  This year, we have commenced sessions held with our fabulous Education Support Speech Therapy Assistant – Tina Berkley under the guidance and expertise of our Speech Therapist, Ludmilla.

Based on assessments, Ludmilla prepares an Individual Therapy Plan, Tina then delivers the lessons to the students. Students receive three 30-40 minute therapy sessions per week, which generally results in rapid progress towards speech-language goals. The STA program supports Speech Pathologists, who often have very large therapy caseloads and long waitlists, to deliver an effective school-based therapy service.

At the end of each term, the Speech Pathologist reviews the student’s progress and prepares a report. The report is provided to teachers and parents/carers. Currently, we have approximately 17 students ranging from grades 1 to 3 in the program. This will fluctuate as we add students to the program and remove students as they achieve their goals. You would have been notified if your child was selected to participate in this current intake of students.

Other intervention and supports offered at Epping Primary School:

• Tutoring with Naomi Woollacott  (Grades 3 and 4)

• Little Learners Love Literacy Intervention with Kerri Kelly

• English as an Additional Language (EAL) Program with Daniela Mitreska (Prep to 6)

• School Counsellor – Diana Makarian

• Psychologist onsite 1 day a week

• Targeted teaching and learning addressing individual needs – all students

• External Allied Health welcome onsite for sessions (please arrange with Rebecca Szeremeta prior to commencing to ensure room availability)

Mental Health in Primary Schools (MHiPS)

This year, the school will continue to strengthen student wellbeing by building on our existing programs and preparing for the introduction of the Mental Health in Primary Schools (MHiPS) initiative in 2026.

MHiPS takes a whole school approach, providing training and support to help mental health and wellbeing become part of everyday school life. As part of this program, schools have a Mental Health and Wellbeing Leader, a trained teacher who helps guide and coordinate wellbeing initiatives across the school.

As this role will be introduced over time and become part of everyday school practice, the Mental Health and Wellbeing Leader will be able to work closely with students, staff and families to:

• Support positive wellbeing and emotional development
• Help teachers recognise and respond to emerging wellbeing needs
• Ensure clear pathways for support when needed
• Promote student voice and agency in wellbeing initiatives

This role is not a clinical or counselling role, but instead focuses on prevention, early support and building strong foundations for wellbeing.

MHiPS is based on strong evidence showing that early support makes a big difference to children’s long-term mental health. Primary schools are an ideal place to nurture wellbeing, identify concerns early, and support children and families.

We look forward to developing this program in 2026, building on the great work already happening at our school by bringing together the Berry Street Education Model, Respectful Relationships, and Zones of Regulation — all working together in the best interests of our students.