Principal Class Report

Tm 1, Week 5, 2026

Why Roblox is in the headlines....again 

by Safe on Social Expert Educator Anna Hayes

After being excluded from Australia’s under-16 Social Media Age Delay law, the platform has now been formally put on notice by the eSafety Commission over ongoing child safety concerns.

A common question I’ve seen: “Why wasn’t Roblox included in the ban?”

The answer lies in how the legislation defines social media, not in any suggestion that the platform is considered risk-free.

In this article, Anna unpacks:

• Why Roblox wasn’t captured under the Age Delay law
• What enforcement powers eSafety can still use under the Online Safety Act
• How the new Phase 2 Online Safety Codes apply to gaming platforms
• The broader global shift toward tighter regulation of digital services used by children

Roblox may sit outside the Social Media Age Delay law, but it does not sit outside the eSafety Industry Codes

Full article below by Anna Hayes is here:  https://hayesanna.substack.com/p/roblox-sits-outside-australias-age

Respectful Behaviours within the School Community 

Respectful behaviours are important in building strong, healthy and thriving school communities.

Positive school environments are important so everyone has the right to be safe and play a shared role in being respectful.

Everyone at school, particularly staff and parents/carers, play a role in making school a better place for learning and work.

I would like to remind parent/carers of the importance of behaving and speaking respectfully to and about staff. 

This begins at the office.  The Office staff are the first port of call for questions and queries.  They are here to help in providing a smooth transition for your child into school and to support parents/carers.  It is important that we are respectful on the telephone and in person.

At LPS, we ask all parents/carers to treat teachers and education staff with respect and trust. Constructive communication and collaboration helps us work together to achieve the best outcomes for every child, and we ask that families engage in a way that reflects our school values.

Relative to the Complaints Policy, LPS will acknowledge receipt of a complaint within TWO school days, and will seek to resolve complaints within TEN school days. Depending on the complexity of the complaint, some complaints may take more than ten school days. We will endeavour to complete any necessary information gathering and hold a resolution meeting where appropriate. In situations where further time is required, LPS will consult with you and discuss any interim solutions to the dispute that can be put in place.

The importance of predictable routines in Learning

At our school, predictable routines play an important role in creating a calm, safe, and supportive learning environment for all students. When children know what to expect throughout the day, they feel more confident, settled, and ready to learn. Clear and consistent routines help students transition smoothly between activities, understand expectations, and focus on their learning rather than worrying about what comes next.

Predictable routines support both wellbeing and academic success. They help students develop independence, build positive learning habits, and strengthen their ability to manage themselves in the classroom. 

At LPS simple routines such as how we:

• start the day (welcome circle),
• move between lessons,
• line up, or
• gain the class’s attention 

All contribute to a shared understanding across the school. This consistency helps students feel secure and allows teachers to maximise learning time.

Families can support this at home by encouraging regular routines for mornings, homework, and bedtime. When school and home routines work together, students are better prepared to engage, participate, and thrive in their learning. By maintaining clear and consistent routines, we are helping every student feel confident, connected, and 

Predictable Routines at LPS: The Pedagogy Behind Our Practice

At LPS, predictable routines are a key part of our pedagogical approach to teaching and learning. The Victorian Teaching and Learning Model (VTLM) believes that when classrooms are structured and consistent, students are better able to focus on their learning. Clear routines reduce uncertainty, support positive behaviour, and create an environment where every student knows what is expected and feels safe to participate.

The Victorian Department of Education approach (VTLM) is also informed by Cognitive Load Theory, which tells us that students have a limited amount of working memory available for learning new information. When classrooms are unpredictable or unclear, students must spend extra mental effort trying to understand what to do next. Predictable routines reduce this unnecessary cognitive load, allowing students to focus their attention on the learning itself.

New school vision statement

Throughout the School Review process (Term 4, 2025), the school vision was reviewed to ensure it is clear, concise, inspiring, and future-focused, with simple language.  The School Vision should be student-centered, reflect the school’s core values, provide clear direction, and be distinctive to the school community.

As such, we proudly present to the school community the newly revised School Vision:  For our students to achieve their highest academic, creative, and social potential, to make positive and meaningful contributions to the world around them.

Would you like to be a parent/carer helper?

At LPS, parents are an integral part of our community, and we truly value the time, skills, and support you bring to our school. We encourage a high level of parental involvement because we know that when families and schools work together, children benefit. 

Whether you are helping in the classroom, attending events, or supporting learning at home, your involvement makes a meaningful difference to your child’s education and our wider school community.

To ensure the safety and wellbeing of all students, we ask that all parent helpers complete the OHS induction and hold a valid Working With Children’s Check before volunteering. We also require all visitors, including parents, to sign in and out using the Compass Kiosk each time they are on site. These processes help us maintain a safe and well-organised environment for everyone. We appreciate your cooperation and look forward to continuing to work together to support our students’ success.

Every celebration counts

In our school assemblies, we use both traditional clapping and deaf hand sign clapping (raising and waving hands in the air) which shows respect for diversity and inclusion. Not all students experience sound in the same way, and some may be deaf or hard of hearing. Deaf hand sign clapping allows everyone to participate in showing appreciation in a way that is accessible and meaningful to all members of the school community.

Using the two forms interchangeably also helps raise awareness and teach empathy. It encourages students to recognise different communication styles and understand that inclusion matters. By adopting both methods of applause, we create a welcoming environment where every student feels seen, valued, and included.

In our learning spaces, we still clap to celebrate achievements and special moments, as recognition and encouragement are important parts of our community. However, we are also mindful of the auditory needs of all students. By being aware of volume and considering alternative forms of applause when needed, we ensure that celebrations remain joyful while also being inclusive and comfortable for everyone.