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Mission Statement

WE are a safe school that believes in creating a community for everyone. WE strive to develop self-confident, caring and respectful individuals by finding the talent within. WE believe that growing is learning through working together, sharing and being positive.

Our School

Westview School opened its doors in 1953. The teaching staff consists of the Principal, Classroom Teachers, specialists in Library, Music and Physical Education, a Resource Teacher, a Guidance Counsellor and many support staff. The size of the staff strongly encourages the collaborative approach. Conversely, the small population also helps students feel a sense of belonging to a school family.

The school also houses Prairie Nature Children's Centre which includes a 'Before and After' program. Many of the children who currently attend Westview School take part in this program. This is a definite benefit as the childcare workers often collaborate with the teachers to plan what is best for the children.

Westview School is a PBIS (Positive Behaviour Intervention Supports) residency school. It focuses on school-wide behaviours.

What is School-Wide PBIS?

One of the foremost advances in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviours to create positive school environments. Instead of using a piecemeal approach of individual behaviour management plans, a continuum of positive behaviour support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, buses and restrooms). Positive behaviour support is an application of behaviour-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom) and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviours less effective, efficient, and relevant, and desired behaviour more functional.