Support Programmes

Pastoral Care

Our vision at St Therese's Catholic School is that, as an integral part of the Catholic Church, we are a vital expression of the Parish faith community.

To develop our vision, we as a School community strive to promote the total development of each child whilst respecting his/her dignity and individuality. We support parents in their role as primary educators of their children, and create a secure and happy school environment where Christian values are witnessed through service, celebration and relationships. Our Pastoral Care and Discipline Policy incorporates all members of the School community and includes our anti-bullying program. Other programmes running within the School include "Circle of Life" Family Life Education, and education regarding drugs, alcohol and smoking.

We offer the Rainbows Programme at St Therese's for those children who have suffered a major loss through divorce or death within the family. Some taff are trained to be a facilitator of this programme. At the commencement of the 2018 school year, St Therese’s introduced a new program titled ‘Peaceful Kids’ to assist social and emotional development for our students.

Positive Behaviour Support

We encourage a whole-school approach to behaviour management through our 'Positive Behaviour Support' (PBS). PBS is assisting the School to generate strategies and systems for developing positive, effective and caring school environments.

The programme commenced with collaborative sessions between both teachers and the student leadership group engaged in collaborative sessions to document some beliefs that are associated with positive behaviour at St Therese’s. They came up with what we now call the ‘Our Golden Rules’. These are: Learn, Respect and Belong. These beliefs are vibrantly displayed across the school in banners and student made posters, demonstrating how this positive behaviour is recognisable. St Therese’s Catholic School is identified as a PBS school in the following ways:

  • Behavioural expectations are clearly displayed;
  • Students are able to state the behavioural expectations;
  • Students are recognised for appropriate behaviour;
  • All staff know the expectations;
  • Data is collected and used for decision-making:
  • It is a team-based program, where families are actively included.