Learning Environment- Goals, Targets, Strategies


  • NBPS provides an inclusive learning environment that supports every student to reach their full potential academically, socially and emotionally.
  • Staff are deliberate, purposeful and thoughtful in their preparation and planning to promote high levels of engagement and participation for improved attendance.
  • NBPS provides indoor and outdoor learning spaces that cultivate the optimal learning conditions for each child.
  • NBPS creates an inclusive learning environment that is culturally responsive to meet the needs of all students.
  • NBPS cultivates an environment that contributes to wellbeing, creativity and the developing independence of all students with an emphasis on early childhood development.
  • Staff engage Aboriginal students, families and community in developing an environment that reflects and respects their histories, cultures and languages. 
  • Students are equipped with a repertoire of skills and strategies to develop their social and emotional competencies.


These targets will be measured annually by Staff, the Executive Leadership Team and the School Board using evidence to identify if the targets are ‘being met’ or ‘working towards’.

  • Students at Educational Risk are identified via referrals to the SaER team each term for intervention.
  • Increase the percentage of students with regular attendance.
  • Decrease the percentage of students who are categorised as ‘at risk’ across each year level.
  • Reduce the percentage of students with unexplained absences across each year level.
  • Reduce the ‘severe’ attendance rate of Aboriginal Students across all year levels.
  • NBPS Wellbeing Policy is implemented and actioned.
  • PBS strategic plan is implemented with fidelity.
  • Staff provide explicit teaching and associated resources on Zones of Regulation
  • NBPS engages with external services to support students at educational risk.
  • NBPS staff action feedback received from their students and families to meet a range of culturally diverse needs.
  • Classroom learning environments, both indoor and outdoor, include flexible learning spaces and engaging learning opportunities.
  • Walkthrough visits are completed each term by the ELT or Senior Leaders; teachers implement feedback provided in Walkthroughs prior to subsequent Walkthroughs.
  • Examples of student agency in action are visible in each classroom.
  • Learning Journeys are timetabled once a year for students to share their learning with parents.
  • Purposeful and planned play experiences are embedded in the Plan Teach Assess cycle for early childhood classes.

Strategies 2022

  • Students at Educational Risk will be referred to the SaER team using the NBPS referral process.
  • Teachers will create Individual Education Plans and Individual Behaviour Plans for Students at Educational Risk.
  • PBS lessons will be explicitly taught to all students each week based on school priorities and classroom needs.
  • Behaviours of concern and actions taken by staff will be recorded on Integris in a timely manner.
  • Teachers will update Student Profiles on the shared drive each term.
  • A Reconciliation Action Plan steering committee will be established to ensure actions in the RAP are implemented in learning environments.
  • NCCD data will be collected from Classroom Teachers and evidence will be analysed by ELT to determine response to intervention.
  • Targeted transition processes will be developed to support individual students transitioning to pre-kindy, kindy, pre-primary, year 6.
  • School Chaplain services will be sought via the SaER referral process to support identified students requiring additional support.
  • Teachers and students periodically tidy the learning environment between lessons, modelling organisational skills.
  • Teachers will provide flexible learning spaces to reflect individual student needs.
  • PBS meetings will be scheduled fortnightly in Collab teams to review expected behaviours, celebrate successes and address operational needs of the cohort.
  • Attendance plans will be created for Students at Educational Risk using a Case Management approach.
  • A Case Management approach to support regular attendance for Aboriginal students by working in partnership with families to identify and address factors impacting on student engagement and attendance
  • Walkthrough templates will be developed to reflect the different phases of learning at NBPS, including an Early Childhood, Junior and Upper Primary template.
  • Teachers will gather regular feedback by developing collaborative partnerships with families and providing opportunities for sharing.
  • Teachers will record and document student attendance daily in the form of raffle tickets and incentives.