Wellbeing

At our school, student wellbeing and learning go hand in hand. We want every student to feel safe, included and ready to learn. Whether your child needs help with their mental, emotional, social or physical wellbeing, we are here to help them thrive at school and in daily life.

Our wellbeing and support staff guide student wellbeing, learning needs and inclusion. They work with teachers to make personalised adjustments. This means each child can take part fully in school life. We make our school welcoming and accessible to every child.

WELLBEING TEAM 2025

Head Teachers

Year 7, 9 & 11       Ms Sarah Thornton

Year 8, 10 & 12     Mrs Emma Basedow

Student Support Officer:

Mrs Karlie Burgess

Year Advisers

Year 7                 Ms Samantha McConnell & Mrs Monique Hannigan

Year 8                 Mrs Anna Petrovski & Mr Tarran Cooper

Year 9                 Mr Zac Sneddon & Ms Nicole Grundy

Year 10                Mr David Connaughton & Mrs Jade Petersen

Year 11                 Ms Paige Simpson

Year 12                Ms Erin Withers

Information for Students and Parents

The underlying philosophy of the wellbeing structures of Rutherford Technology High School is contained in the following set of principles and beliefs.

All members of the school:

• deserve to be treated respectfully
• value and accept cultural, academic, social and individual differences
• work to maximise learning experiences
• support and encourage effective learning
• take pride in personal and school achievements
• strive for personal excellence
• work to develop an environment in which individuals can express individuality
• believe in tolerance
• respect others and value differences
• value our multi-cultural perspectives
• are responsible for student wellbeing
• have the right to feel safe

On the basis of these principles Student Wellbeing in Rutherford Technology High School:

• encompasses everything the school community does to meet the personal, social and learning needs of students.

• creates a safe, caring school environment in which students are nurtured as they learn.

• is achieved through the total school curriculum and the way it is delivered.

• incorporates effective discipline.

• incorporates preventative health and social skills programs.

• stresses the value of collaborative early intervention when problems are identified.

• provides ongoing educational services to support students.

• recognises the diversity within the school community and provides programs and support that acknowledge difference and promote harmony.

• recognises the role that the school plays as a resource to link families with community support services.

• provides opportunities for students to:

  -enjoy success and recognition

  -make a useful contribution to the life of the school

  -derive enjoyment from their learning

  -recognises the relationship between student and staff wellbeing and ensures that staff wellbeing is also a priority

To achieve the above, Rutherford Technology High School has strong wellbeing structures, which include:

• Support from classroom teachers. While each of the people below has a specific role, individual teachers play a major role in Student Wellbeing. Often trust and rapport are established with a particular teacher. Therefore individual classroom teachers may provide social and academic support, resolve matters of inappropriate behaviour and refer pupils in need to another member of the school care network.
• Each year has a Year Adviser assigned to support the students in that year. Year Advisers play a central role in the school’s wellbeing structure. They advocate and support students, monitor student progress and often act as the link between parents and the school.
• For Years 7-10 the year group is allocated an Assistant Year Advisor who supports the year advisor, steps into their role when they are absent and looks at student attendance.
• The Head Teacher of Wellbeing deal with wellbeing needs that have progressed beyond the level of the Year Adviser and deal with large group or whole school wellbeing issues.
• There are three Deputy Principals (Year 7 & Year 10; Year 8 & Year 11 and Year 9 & Year 12).  The Deputy Principal deal with wellbeing needs that have progressed beyond the level of the Head Teachers of Wellbeing.

School Counsellors respond to referrals of individual students from teachers or parents or to pupils who refer themselves directly.

What to do if you have a Concern?

Students

If something is concerning you, either personally or because of something happening in the school, talk it over with someone you feel comfortable talking with. Generally, the best place to start is with your Year Adviser, although you may want to speak to one of your class teachers, with a Head Teacher of Wellbeing or with the Deputy Principal. You may also refer yourself to the school counsellor. There are lots of people to help with all kinds of problems, so most importantly, don’t hesitate to talk to someone.

Parents

If your concern is subject based (eg about an assignment in a particular subject) it is best to make contact with the classroom teacher or the Head Teacher of that faculty. If your concern is broader it is best to contact the Year Adviser or Head Teacher Wellbeing. As teachers are unable to leave classes unattended please either make contact by phone, or if you require an interview, organise an appointment time. You might also contact the Deputy Principals or the Principal if you feel your needs have not been met.

Useful links:

https://au.reachout.com/

https://antibullying.nsw.gov.au/

https://www.esafety.gov.au/

https://bullyingnoway.gov.au/

https://kidshelpline.com.au/

Positive Behaviour for Learning

At our school, we use  Positive Behaviour for Learning  – a whole-school approach for creating a positive, safe and supportive school climate where students can learn and develop. Our whole school community works together to establish expected behaviours and teach them to all students.

Information from the Department

We support your child’s health and safety through a range of strategies including:

• the  behaviour code for students, which outlines the standards of behaviour expected in all NSW public schools
• anti-racism  education
• anti-bullying  programs
• conflict resolution and mediation training
• peer support
• road safety education
• the  Healthy School Canteen Strategy.

For more information, visit the  student wellbeing section  of the department’s website.

Behaviour Code for Students NSW Public Schools

Like all NSW public schools, we provide safe learning and teaching environments to encourage healthy, happy, successful and productive students. We promote the healthy development of students through:

• school programs and practices that protect and promote health and safety
• supporting individual students who need help with health issues
• providing first aid and temporary care of students who become unwell or who have an accident at school.

The department is committed to creating quality learning opportunities for children and young people. These opportunities support wellbeing through positive and respectful relationships and fostering a sense of belonging to the school and community.

The  Wellbeing Framework for Schools  helps schools support the cognitive, physical, social, emotional and spiritual development of students and allows them to connect, succeed and thrive throughout their education.