students collaborating

Philosophy and values

We act with trust, honesty, integrity and courage
  • Student safety and wellbeing is paramount in all aspects of our school. It informs our values, policies, programs and everyday actions.
  • Students are empowered to have real responsibility. They are involved in decision-making and their ideas and views will be actively sought and considered during this process.
  • All interactions within the community are grounded in Non-Violent Communication principles and children are explicitly taught these practices.
  • Staff are encouraged and supported to listen to the needs and feelings of their students and to share their own to develop connections whereby children are willing to cooperate.
  • Each student’s self-worth, self-awareness and personal identity is fostered to assist them to manage their physical, mental, emotional, and spiritual wellbeing.
  • We minimise comparison and competition and avoid the use of rewards and punishments, including isolation; we use role modelling to demonstrate and encourage desired behaviour. Encouragement is given for effort and improvement to develop self-esteem and motivation.
  • We encourage individuals to take personal responsibility for their actions.
  • Individuals are encouraged to follow tasks through to completion.
  • Complaints are managed utilising the established complaints procedure in a timely manner.

We encourage excellence and foster the growth of wonder and wisdom

  • We aim for students to feel safe and cared for, to have fun, to learn and be able to demonstrate that learning, to be empowered, expressive, creative, resourceful and independent.
  • We have a holistic approach, seeing each child as a whole person with prior knowledge and experience.
  • We actively assist with the development of the whole child by covering the social, cognitive, creative and physical domains of learning.
  • Respect for the individuality of each chlid is considered in the development of their full potential. A range of experiences and programs cater to their strengths and interests.
  • Learning programs are differentiated and developed with regard to ability, rather than age.
  • The curriculum is broad and encompasses the Western Australian Curriculum and SCSA requirements. It is implemented in a flexible way, recognising that learning areas are interrelated, and learning occurs in various formats.
  • General capabilities of the Western Australian Curriculum, cross curriculum priorities as well as achievement standards are covered to provide opportunities to develop knowledge, behaviours and dispositions to be successful learners.
  • Curriculum will be delivered, as much as is practical, within authentic learning experiences where students are empowered to action personally relevant projects.
  • We recognise the importance of building strong relationships and employ caring and dedicated staff.
  • Teachers engage in professional development to provide evidence-based strategies and instruction that best supports student learning.
  • We value the small size of our school and have low student/teacher ratios.

We are a community that contributes to the daily life and future of our school

  • We are a community; a group of families and individuals working together as a caring, vibrant and dynamic independent non-government school.
  • We provide an environment that encourages each individual to learn naturally, creatively and joyfully, to grow and develop to their full potential and to flourish as a whole person.
  • Parental involvement, at all levels, is an integral component of the day-to-day running of the school.
  • Parental involvement takes on many forms such as the contribution of time, specific skills and assistance with supervision.
  • Extended family and community members are welcome at our school.
  • We develop a sense of belonging to a community and encourage students to work as individuals and as part of a group.
  • Community member interaction is encouraged through participating in school events and programs.
  • Parent workshops and education is facilitated to provide support with parenting strategies, children’s development and insight into learning programs at school.
  • In the governance of our school, the Board actively seeks input from the whole school community.
  • The Board endeavours to reach consensus in its decision-making process and works in the interests of the whole school community.

We act with care and love, mindful of our place in the wider world

  • We provide a safe, warm and loving environment with the space for children to learn and grow.
  • We create an atmosphere of curiosity, participation, cooperation, trust, respect, warmth and friendship.
  • We encourage the development of self-esteem and self-confidence while simultaneously promoting respect for others.
  • Children are encouraged to think beyond the purely personal and the opportunity to explore values and attitudes held by others is provided.
  • Meaningful service-learning programs in the wider community are facilitated and support classroom-based learning.
  • Relationships are fostered within the wider community through participation in, and attendance at, local events.
  • Opportunities to utilise local resources are actively sought and the appropriate use of our school by the wider community is supported.
  • Individual diversity is appreciated and respected and we provide an environment where all community members are welcome. All individuals are expected to extend this respect to others.
  • We acknowledge Australia’s Aboriginal and Torres Strait Islander peoples and we are committed to building our cultural competence within our whole school community and to celebrating and incorporating Aboriginal and Torres Strait Islander cultural richness in our teaching and learning.
  • In particular, Kerry Street Community School acknowledges the land of the Wadjuk Noongar people on which we live and learn each day. We pay our respects to Elders past and present, and to the young leaders of tomorrow.