Star Room
Artefact 1
Artefact 2
Annotation
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The artefacts are our Star Room rules and a video of Star Room in operation. What and When: Star Room is an open classroom that is operational during the second half of lunch time 1:30-1:55 for targeted students to visit if they require some time away from the busy playground. There are strict behavioural expectations for Star Room, which are displayed on the wall. These are referred to and upheld by staff. How: Star Room is designed as a quiet place with resources and toys that encourage quiet and collaborative play between students. The staff rostered onto Star Room are either on the Learning and Support team or are teachers that have the ability and experience working with students that may struggle in social situations and require a more structured play environment with clear boundaries and adult support. Why: Star Room came about through the Learning Support Team identifying that some students were finding the unstructured nature of lunchtime play in such a busy school challenging. The same students were continually getting into trouble with peers or making poor decisions that resulted with them ending up either being given time out from play sitting on a bench or time with one of our DPs. These incidents were recorded in Sentral and monitored. Teachers were contacting Learning and Support and asking for solutions and it was clear that students also needed additional support in some form.
The Significant Impact
Star Room has provided a three fold solution to a school wide issue. Students are given a safe place with support during lunchtime. The generous teacher-student ratio during Star Room allows the teacher on duty to work through social issues that arise so students are also receiving instruction in social skills relevant to their needs and in a real life context. Due to the fact that visiting Star Room is voluntary, students are given an opportunity to develop self regulation and self care. Teachers on playground duty know there is a place available if they need to redirect a child. Redirection and recognition of individual students needs can replace reprimand and discipline. Teachers then have more time on the playground to meet the needs of the whole student body, rather than have their attention taken up by the same students on a regular basis. The school’s Senior Executive likewise have to be less involved in regular playground discipline issues and they can spend their time more constructively.
Analysis
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In our self-assessment process the leadership team analysed a range of evidence to support our judgement.
SEF Connections
Learning Element
Learning Culture - Excelling
Star Room supports positive and respectful relationships across the school community through students being provided with a learning environment that meets their individual needs. Student need was identified through the use of Sentral incident data so a program was designed and implemented to meet these needs.
Wellbeing - Sustaining and Growing
Star Room is staffed specifically by teachers that can meet the specialist needs of the students attending, this provides an environment where teachers can instruct in valuable social skills specific to the students individual needs and stage of development. By students coming to Star Room on a voluntary basis, they develop a sense of care for self and learn to self regulate, skills central to a sense of wellbeing.
Teaching Element
Data Skills and Use - Sustaining and Growing
Sentral data was analysed and monitored that showed a negative pattern of behaviour and increased incidents during lunchtime for a number of students. This data analysis formed the basis of the Star Room design.
Collaborative Practice - Sustaining and Growing
Teachers rostered onto Star Room work together as a multi stage team to support the students that visit Star Room on a regular basis.
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Please check the link below re: School Excellence Framework