Learning - Student Wellbeing

At Upper Ferntree Gully Primary School we believe in educating the whole child. A child who comes to school feeling healthy and safe will be ready to learn. A student who feels connected to peers, teachers and school will be ready to succeed. Students who have access to engaging and challenging academic programs will be better prepared for life after school. All of these things work together not in isolation. This is our goal to assist students to be members of society who are happy, successful and giving.

Our school values underpin everything that we do at Upper Gully. We talk to students about the values and we work with them to develop their understandings of how these values apply to school and their life outside school.


  • We respect ourselves by valuing who we are and doing our personal best. 
  • We respect others by treating them fairly and in the way we would like to be treated. 
  • We respect our community by being inclusive/friendly to others and taking care of our environment.


  • We are honest with each other. 
  • We are accountable for the decisions we make. 
  • We own up to our mistakes.


  • We accept feedback and use it for improvement. 
  • We bounce back when things just don?t seem to be going right. 
  • We make an effort to make things right again. 


  • We make sure that we contribute. 
  • We make sure that we encourage and give others the opportunity to contribute. 
  • We work together to achieve the best we possibly can. 

We use School Wide Positive Behaviour strategies to focus on making the environment of our school happy, healthy and safe. We use explicit expectations that are developed with the students so that they understand what is expected of them during their days at school. This includes being positive in language and behaviour, rewarding students for making the right choices, and ensuring they understand the consequences of inappropriate behaviours.

Our teachers are training in the Berry Street Education Model.

The Berry Street Education Model provides schools with the training, curriculum and strategies to engage all students. This education initiative is different because it is research-informed, multifaceted and systemic. It is unique because it educates schools and their leaders to reinforce and sustain cognitive and behavioural change, thereby re-engaging the young person in learning and progressing their academic achievement. The Berry Street Education Model is designed to improve a school?s capacity to address school engagement of vulnerable or disadvantaged young people so that they can achieve their personal and social potential through educational achievement. The approach combines a top down and ground up strategy.

As well as using school focussed programs to assist with wellbeing we identify individual needs of students and offer supports whether it be with learning, mental health or social skills. We utilise school and outside resources to help students be the best they can be.

We provide opportunities for students to develop themselves and their interests through lunchtime clubs including, drama and dance, coding, sports and others. These lunchtime clubs arise through students interests.

We provide opportunities for students to further develop their leadership skills by being involved in school groups.

These include:

  • Junior School Council - made up of class representatives
  • Enviro Club - student with resonsibilities for promoting sustainability
  • School Captains - represent the students and run school assemblies
  • House Captains - sport captains