Why don’t the children wear uniforms?

The school aims to cultivate the individual in each child and considers that this would not be supported by all children wearing the same clothes. There is a school dress code that limits the sorts of clothing worn by children so that it is safe, practical and age appropriate. Children can identify with their school community through other ways, such as caring and preparing for their learning and environment.

What is your approach to discipline?

We follow Dr Louise Porter’s “Guiding Children’s Behaviour” and restorative justice process. The school provides students with a set of expectations which requires them to behave in a way that respects all members of the school community, is safe and allows the educator and the rest of group to work together effectively. When an expectation is breached by a student the discipline strategy arises out of the human understanding between the educator and the student. Because educators spend a number of years with their students the ongoing relationship allows time for this understanding to develop. Discipline should be both constructive and therapeutic.

do you follow the curriculum ?

Yes. The difference is that Child Side School teaches children the curriculum rather than teaching the curriculum to children. We start with the child and our knowledge of the brain, physical and social development to meaningfully scaffold and engage with the following curriculum:
• the WA Curriculum and Assessment Outlines K-10 encompassing the scope and sequence of the required learning areas,
• The 7 WA Curriculum General Capabilities and cross curricula priorities
• The Early Years Learning Framework EYLF
• The Keeping Safe Protective Behaviours Curriculum
• Big Picture Education 5 learning goals
• Child Side Life Skills focusing on resiliency, tenacity and connection
The curriculum is taught through an integrated approach made meaningful to children and children have access and support to many different resources and ways of learning.

how many kids are at the school?

We are intentionally ‘small by design’ and work within three learning clusters across the school based around the developmental aspects of children from early childhood to early adolescents. Each cluster has capped numbers in order maintain the high adult to child ratio and focus on being known and valued as an individual. This also ensures personal accountability as ‘no-one can slip through the cracks un-noticed’ and the Goldilocks conditions around our small size are created for everyone (children, staff, parents) to the A.B. C of Act Belong Commit as ‘crew’ rather than passengers within our community. Our vision is to interact and engage personally with each and every child, family and staff member rather than manage, herd and direct.

why are different aged children grouped together ?

Multi-aged grouping is an intentional well researched design principle based around real life, teaching children interactional skills and creating authentic opportunities to really learn how to operate in the world they live in. Traditional schools are one of the few places in the world where people are separated by age based on the industrial model of schooling born around economics and convenience of the last century rather than around current education knowledge, knowledge of the brain and society. Families, neighbourhoods, work places, clubs and recreation activities all have mixed ages and interactions are not restricted to narrow age bands.

Multi-age groups foster real tolerance, understanding and skills of engagement and communication necessary in real life, across all ages and stages. See Ken Robinson: Changing Education Paradigms. Having a multi aged structure also supports each child to grow along their own trajectory rather than being forced to operate on benchmarks externally determined purely by birth date and age which, as parents know, defies nature and personal differences. ‘One size fits all’ does not necessarily work with children. Mentoring between children of different ages and knowledges is part of them developing a sense of citizenship and responsibility to community.

do you use technology such as computers and i-pads ?

Yes. We teach children how to operate in the world they live in and technology is an integral part of that. It is also part of the WA Curriculum and we approach technology as a tool fit for purpose. We utilise STEM (Science, Technology, Engineering and Maths) projects and resources across all clusters. YACs bring their own device (BYOD) and learn to take care of their own devices and cyber safety, using technology as a valuable communication and research tool connecting them to the wider world. This does not replace face to face teaching and learning and active hands on learning.

Based on research and experience, technology is used in a different capacity in the ECC and MCC with children being taught through a whole range of strategies, resources and experiences. Technology in the MCC and YAC is used to: practice skills (Touch Typing, times tables etc), become ICT literate, to investigate in order to produce work for their projects, to share work on shared platforms such as See Saw, to engage in levelled skill builders for Maths and English practice and revision such as Mathletics and IXL, to access real world, real time expertise… Children do not have access to social media during the day and use of technology is deliberate and supervised. We take this very seriously and children are very accountable for their time and choices with parents and educators sharing the responsibility for protective behaviours.

How do you handle challenging behaviours over the long term?

An educator will spend a number of years with their student. Because of the length of time they stay with their students they have a long-term perspective; it is more like a family dynamic where difficulties can be dealt with in a loving and understanding way. Additionally a real partnership develops between the educator and the families of children, again providing a strong base for resolving difficulties.

How do your students survive in a competitive world if you don’t encourage competition amongst students?

The question is not so much whether or not you are better than another but rather whether you are the best you can be. Many fields of work such as medicine, rely on people co-operating and working as part of a team. If students leave school with an inner confidence in their ability to grow to meet the demands of a situation, they will be able to live their lives positively and constructively. Our environment encourages each student to be the best that they can be.

Why is there no school bus?

Families choose Child Side School because of its unique design principles and practices fostering real and meaningful engagement with their child’s place of work and their growth and development. Families choose Child Side to be part of the community and their child’s education opportunities. Schools help families raise their children and so trusting working relationships are developed when families and staff are frequently connected and children learn how essential families are to their growth and well-being with families being their first and long lasting teachers over and beyond the school day and years. Staff help children respect, value and engage with their families as real educators and real people with interesting lives and skills. Big Picture Schools value what families and children bring and share beyond the school gate and school hours. Having a school bus means we would see less and less of parents and have reduced opportunities to engage, share and thrive as a real learning community. Whilst a bus would logistically help parents, it creates a ‘convenience’ vacuum in the social and educational fabric of our school. Families create their own networks and solutions to arrangements for pick up and drop off when necessary and demonstrate true community values to their own children through supporting each other and create the village to help raise children WELL.

Why do you close at 2pm on Wednesday?

We have intentionally designed the shape of each day and our week to optimise opportunities and interactions between children, families and staff. We complete the required hours of operation over the week and close at 2pm each Wednesday to enable:
• staff to meet, share and respond to curriculum ideas, initiatives, children’s learning needs…
• families the opportunity to book an LTD- Learning Team Debrief- about their child’s progress with educators and their child
• families enough time to engage with their child mid-week for activities such as swimming lessons, sport, walks on the beach/bush, accessing the library, visiting grandparents, music and drama lessons, book any appointments, access work experience…. Wednesday Early Close enables families the regular weekly opportunity to access the wider community when children are not so tired and full from a day at school.