We know children learn best with encouragement, support and security. As a school, we provide guidelines and expectations which provide a framework for their behaviour and assist in developing a world view.
Our School commitment to “Empowering Young Minds” articulates the values, which shape our Student Wellbeing policies and practices.
When students are engaged in the learning process they are less likely to present poor behaviour than when they are disenchanted or bored. At Oakleigh Grammar we strive to ensure that the curriculum is able to meet the needs of every student so that success and pride in achievement helps bring about positive behaviour.
In the Junior School, a Peer Mediation team, consisting of peer-nominated student leaders, exists to support children who may be having difficulties socially. They work to assist in solving friendship conflicts and restoring the peace in the playground.
The School has a Behaviour Management Policy and Procedure which provides students with clear guidelines regarding expected behaviour. The document promotes positive behaviour and provides clear expectations and consequences allowing students to self-reflect upon their behaviour. The seriousness of consequences are reflective of the nature and frequency of misdemeanours.
Where relationships break down temporarily, restorative practices are engaged to help heal and repair the harm to people and make amends for hurt or insult.
Bullying of any kind is a serious breach of the right of all to a safe learning environment and will not be tolerated. The School works in partnership with parents and students in order to provide a safe and happy environment.
The School has a Charter of Rights and Responsibilities which all students are required to accept and promote.
Respect for each other and for staff and parents grow as students grow in self- awareness and self- respect. We are committed to building strong, positive and resilient young people.
Oakleigh Grammar is committed to the pastoral care of our students offering personalised counselling with our Student Counsellors. Counselling provides an opportunity for students to confidentially discuss challenges which may be interfering with their learning and general wellbeing. Counselling is also available to parents, for matters relating to their children. Through counselling students gain perspective, identify their inherent strengths to overcome challenges, learn to find solutions to problems and build resilience skills, essential for their on-going well-being.
Students from Year 6 to Year 12 are able to self-refer by emailing counsellor@oakleighgrammar.vic.edu.au. They may also be referred by a teacher, through a Year Level Leader or Head of Learning Enhancement. Students from Prep to Year 5 are required to gain parent permission, then referred by the class teacher, Deputy Principal – Professional Culture and Junior School, or parent.
Parents of any student, can email or call the school to arrange bookings for themselves. The sessions are free and continue for as many weeks as required. Occasionally, the Counsellor will refer students to an external provider for further care, which is organised in consultation with the parent. As counselling is confidential, information is only passed on to parents or teachers if the student requests, or if it falls within counselling mandatory reporting requirements. Parents of younger students will be emailed after the initial session and thereafter as required.
The School First Aid Officer is available to deal with health issues or minor accidents.
Our house system provides a sense of belonging and promotes cross-year friendships and collaboration. We have three houses named after prominent Australian sports people.
Rose – red house is named after Lionel Rose, the first Indigenous Australian to win a World Boxing title.
Fraser – blue house is named after Dawn Frazer, the first woman swimmer to win gold medals in three consecutive Olympic Games (winning eight overall)
Bradman – green house is named after arguably the greatest cricketer, Sir Donald Bradman.
Mrs Sarah Boardman
Head of Early Learning
As an educational leader, I feel privileged to be able to work alongside children as they build their knowledge and understanding of the world around them at school. Celebrating the diverse range of “Wow” moments that occur with our students each day, brings great joy to me both personally and professionally. I strongly believe in the importance of building solid foundations for children’s ongoing learning, focussing on developing thinking and inquiry skills in partnership with literacy and numeracy skills, in a meaningful, rigorous and authentic way for all children. Furthermore, I value the opportunity to build beneficial, ongoing partnerships with families, working together with them to encourage all children to consistently challenge themselves, as they holistically develop a solid understanding of how they learn best.
I studied a Bachelor of Education at the University of Tasmania, before working in a range of different school settings, both nationally and overseas. This hands-on experience with a range of educational approaches, supported by my ongoing work at the University of Tasmania as a Unit Coordinator as part of the Bachelor of Education degree, has given me the opportunity to continually reflect upon evolving current best practice in education, based upon relevant, research. I have been part of Oakleigh Grammar since 2014, working as the Early Learning Centre Coordinator before becoming the Acting Head of Junior School in 2018. Within these educational leadership roles, I have developed in many ways whilst working within Oakleigh Grammar’s dynamic and collaborative community of learners.
Mr Peter Cummins
Deputy Principal – Teaching & Learning
Peter Cummins took up his position as Deputy Principal in 2012. Prior to this he was Deputy Principal (Curriculum) at Leibler Yavneh College (2008-12) and Head of Curriculum at Mentone Grammar (2004-08). He began his career at Scotch College Adelaide and later returned as a boarding housemaster after teaching in the UK at Bromsgrove School and Wellington College.
Peter is passionate about developing the learner in every child and giving them a sense of responsibility to play an active part in making the world a better place for all human beings. He believes that the focus must be on our students developing the agility and imagination needed for living productively in a complex world.
Peter is married to Sharon (Kindergarten Director) and has three adult sons: Andrew who is a senior project manager in construction; Tom who works at Michigan State University in communications; and Alex an industrial designer.
Mr Luke Preston
Business Manager
Luke Preston is an experienced business and finance manager with a background in Not for Profit, specifically Education and Sport. Luke has most recently been the Finance manager at Melbourne Grammar School (2016-2019) and prior to that, the Business Operations manager at Tennis Victoria (2012-2016).
Before moving into the education sector in 2016, Luke worked in sport for 7 years – at Tennis Victoria and Cricket Australia – in financial and operational roles.
He worked in the corporate sector for 15 years prior to that, at major organisations across multiple sectors in both Australia and the UK, covering banking, consulting, retail and logistics.
Luke is passionate about the Education sector and the important community role played by schools and not for profit organisations.
Luke is a CPA and a UK ACMA and also holds a BSc (Social Science) from the University of Southampton.
Outside of work, Luke enjoys spending time with family and friends, and is alway kept busy with his two school age children: Alex and Jessica, and his lovely wife Kellie.
