Welcome to Our Learning Centre
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The Beafield Education Centre operates by the principles of inclusive practise, recognising the potential for growth in each student and establishing the learning environments necessary to support that growth in all areas of learning.
We develop restorative opportunities to collaborate with students, carers, families, school personnel, the Department of Education, and outside organisations to innovatively design personalised interventions that offer the best opportunities for all students to succeed against clearly defined learning and behaviour goals, supporting their re-inclusion back into their enrolled school.
We are preoccupied with implementing quality interventions based on current research and ensuring that our interactions with students and the development of learning programs are relationally safe, solution-focused, intentional and restorative.
Success looks different for each student and is celebrated as such, regardless of how big or small. We recognise and build on students' strengths to achieve outcomes in personal and social capabilities and key curriculum areas.
I look forward to meeting with you and warmly welcome you to our Beafield Education Centre community.
Kind regards,
Andrew Hanrahan
Manager
Trauma Responsive Practice
Beafield Education Centre embeds trauma-responsive strategies and practices in all our programs. Central to this has been the investment in training all staff in the Berry Street Educational Model as well as the completion by the Manager in the Graduate Certificate of Developmental Trauma.
This has afforded our team insights from ongoing research on childhood trauma, emphasising the crucial roles of neurobiology and relational models in interventions that acknowledge safety and healing through relational repair. We recognise the profound impact of adverse childhood experiences on development and prioritise the rights and agency of children and young people in our approaches.
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Restorative Education- Relational Connection
We employ restorative interventions sensitive to the dynamics of rupture and repair within relationships. We emphasise the significance of repairing relational disruptions, acknowledging that conflicts and ruptures are inevitable in any relationship. By restoring trust, safety, and connection, our interventions aim to strengthen relationships and promote resilience across different contexts and experiences for our students returning to their home-school contexts. By creating environments that promote feelings of safety and security on a neurological level, we enhance the effectiveness of our restorative relational connections. Our staff are trained to recognise and respond to cues that signal feelings of safety or distress, ensuring that interactions with students are nurturing and supportive. This focus on the neuroceptive sense of safety enhances our efforts in fostering relational repair and strengthening connections.
P.A.C.E.
At our learning centre, we implement the PACE approach developed by Dr. Dan Hughes to support children and young people. PACE stands for Playfulness, Acceptance, Curiosity, and Empathy, and it serves as a guiding framework for our staff in building positive relationships and promoting emotional well-being. By incorporating PACE principles into our interactions, we create an atmosphere that encourages playful engagement, fosters acceptance of each individual, cultivates curiosity about their experiences, and demonstrates empathy in understanding their feelings.