Principal's Report
Term 4 Week 4
Dear families,
We have had a busy start to Term 4. Students participated in the Walk-a-thon last fortnight, as well as Loud Shirt Day. Currently, our Walk-a-thon fundraiser has reached $11,000.
The Prep Spooky Pizza Party was held last night, and our Year One and Year Two Big Night In took place last Friday evening – all events were thoroughly enjoyed and were successful.
Today, all students took part in our whole school incursion, ‘Backflips Against Bullying’, as part of our Wellbeing Program.
Staffing for 2026 is well underway, with recruitment and contract renewals in their final stages. I would like to congratulate the following staff who have been re-appointed to the following roles:
Shevani Moodley – Deputy Principal
Jonathon Skipworth – Acting Assistant Principal
Kaitlyn Hayes – Literacy Leading Teacher
Bronwyn Murray – Numeracy Leading Teacher
Matthew Feeley – Wellbeing Leading Teacher
Crissy Samaras – Inclusion Leading Teacher
Hannah Wilkinson – Acting Learning Specialist
Tahlia Zannoni – Acting Learning Specialist
Neil Marshall-Inns – Generalist Teacher
Rachel Wilson – Generalist Teacher
Zach Schmidt – Generalist Teacher
Judith Lawler – Generalist Teacher
Abigail Taphouse – Generalist Teacher
Chelsea Adams – Performing Arts Teacher
Max Marioli – Education Support
Jimmy Johnston – Education Support
Taya Grigg – Education Support
On day one of Term 4, all staff undertook continued professional learning with Mark Corrie, recapping Perceptual Positioning and the initial stages of developing our Cultural Action Plan. Mark also worked alongside our Middle Leaders, strengthening their understanding of their roles and place within the organisation, and the broader Department of Education system. He will continue working with the leadership team and all staff in 2026, and is also working with the Hobsons Bay network in a similar capacity at a network level.
Staff also undertook professional learning with Dr Nathaniel Swain, upskilling them in VTLM 2.0 implementation, and consolidating the vast work we have already put in place in the Science of Learning. Nathaniel will continue working with the school in 2026. WNPS is well placed (even well ahead) in this area of education reform.
All Victorian schools are in the process of implementing the updated Victorian Teaching and Learning Model 2.0 (VTLM 2.0). This updated framework for Victorian schools is designed to improve teaching practices based on the latest research in neuroscience and education. The goal is to ensure every student has the best chance to succeed by focusing on two core components: how students learn (Elements of Learning) and how teachers teach (Elements of Teaching). As a school, we are in the fortunate position of having many of our current practices already in close alignment with this model.
This year, we have begun our implementation by focusing on the Elements of Learning to build a shared understanding of current research into how all students learn. Recently, staff participated in an inspiring professional learning session with Dr Nathaniel Swain, deepening our shared understanding of how attention, regulation, and memory play a role in effective learning.
One of the key ideas we explored was Cognitive Load Theory (Sweller, 2011). At its core, this theory helps us understand how the brain processes new information, why we remember some things and forget others, and the importance of reducing unnecessary distractions so students can focus on what really matters. In a classroom, this means ensuring that students’ attention is directed towards learning, not competing with visual clutter, noise, or overstimulation.
Collectively, we have been reflecting on how our classroom design can support focus and memory for all our learners. As a result, you may notice some subtle changes to classroom layouts and displays, as teachers explore how to make their learning spaces calmer, clearer and more purposeful. For example:
Reducing displays, and only displaying important learning prompts at the front of the room or on the whiteboard.
Displaying student work proudly towards the back of the classroom, so that it can be celebrated without causing distraction.
Arranging classroom seating in a way that facilitates student attention, fosters a quieter, more engaged working environment, and creates an easy line of sight to the teacher.
These shifts are part of a broader effort to create learning environments that are predictable, safe, engaging and supportive of every child’s attention and thinking. By thoughtfully designing our classrooms, we aim to make it easier for students to concentrate, participate, and retain what they learn.
Throughout our implementation of VTLM 2.0, we will continue to keep families informed about our learning, and the enhancements we are making to our programs, practices, and school.
In additional news, the Year 1/2 bathroom renovation is well on its way, and due for handover back to us next Friday. The gym/Year 3-6 bathrooms will commence prior to the end of the school year, and we thank Belinda for all of her work co-ordinating this project.
We are in the final preparation stages for our upcoming school review, which will be occurring between the 18th and 24th of November. Our school policies have been updated in line with VRQA requirements and will be published on our school website in the coming weeks. During the school review we will be liaising with parents, school council members, staff and students throughout the process.
A reminder that next Monday 3rd of November is a student-free curriculum day, where staff will be working on their reports. OSH Club can be booked for those families requiring the service. Tuesday 4th of November is the Melbourne Cup public holiday, and is also student and staff free.
2026 Classes
We will shortly begin the process of creating grades for 2026. We will be running straight grades as well as one Year 5/6 composite class, which serves as a wonderful opportunity to extend Year 5 students’ learning, as well as provide additional support for Year 6 students who require it.
As this process begins, we invite student and parent/carer input, which will be taken into consideration alongside teachers’ professional judgements, to ensure a fair and equitable distribution of students into classes, including academic abilities, social/emotional needs, friendships, and students requiring additional support.
Next week, students will be asked to choose 3 learning buddies, at least one of whom they would like to have in their 2026 class. Learning buddies will not only be a great friend, but also encourage and be supportive of classroom learning.
Parents/carers are encouraged to please put in writing any requests for student placements based on social and academic relationships, as well as previous experiences for consideration. We have a very capable teaching team, and are therefore not seeking requests for specific teachers. Parents/carers can rest assured that all of our teachers are well equipped to meet your child/ren’s needs. We are also seeking requests to OPT IN to the Year 5/6 composite class.
Once class placements are finalised, further movement will only be possible under extenuating circumstances. Please email me at richard.buckingham@education.vic.gov.au no later than Friday 3rd November with any requests that meet the above criteria.
Teachers will commence placing students into 2026 grades next week. This process will continue throughout November. We expect student placements to be communicated to students and parents by Monday 1st of December. This will allow plenty of time for any adjustments, and for us to prepare children for the state-wide Whole School Transition Day on Tuesday 9th December.
Have a wonderful long weekend.
Richard Buckingham
Principal