Principal's Report

Welcome to our second newsletter of the term at the conclusion of a beautifully warm and sunny week. We have finished the week with a ‘sliming’, with thanks to the many families who have already begun raising funds for our ‘build the inside’ initiative. These crucial funds will ensure that our gymnasium, library and music centre will be fitted out with the best furniture, equipment and technology possible when it is opened early in 2027.

On the following page, I have posted a final reminder regarding the class placement process. Please note that the process for parent requests closes on Monday 26th October and no late submissions will be considered. 

Please also note that this is a critical time of year for us to plan for 2027, particularly around workforce and enrolment planning. We continue to run school tours for families that are looking at joining our school for 2027 and beyond. Please share the following link to book attendance at an upcoming tour. If your child/ren are not returning to our school in 2027, please inform me as soon as is practicable (email link here). 

Earlier this week, I communicated directly to a class regarding a student behaviour incident and its impact on student learning. Whilst I do not provide commentary on student behavioural incidents, I firmly believe in the importance of hearing from the school if learning has been disrupted. Historically, we have not done this with regularity, however I strongly feel that it is beneficial to do so in specific scenarios. 

Whilst we can see children of primary school age experience friendship difficulties, disagreements, moments of poor judgement and challenges regulating their emotions, we do need to be cognisant of communicating regarding incidents that are more significant, repeated, unsafe or substantially disruptive to the learning and wellbeing of others.

We are fortunate at our school that incidents of significance are not a regular occurrence. When incidents of significance do occur, our school leaders provide immediate support to manage the situation and appropriate consequences and follow-up actions are determined according to the circumstances. 

Our responsibility is to support every child in our care. That includes supporting a child who may be experiencing behavioural or emotional difficulties, while also ensuring that other students feel safe, supported and able to learn without unreasonable disruption.

Our approach to wellbeing and behaviour is woven into the everyday life of the school rather than something that occurs only when there is a problem. Through Respectful Relationships, our School-Wide Positive Behaviour Support framework, restorative practices, circle time and age-appropriate mindfulness strategies, students are consistently taught the skills and expectations that underpin respectful relationships, emotional regulation and positive behaviour.

We are also fortunate to have a broader wellbeing team supporting our classroom teachers. This team is led by Assistant Principal Georgia Despotellis and Labreni Pappas, our Mental Health in Primary Schools Practitioner, and is supported by Liz Sadler and our Education Support team. The school also employs social worker Kaela Grummisch and occupational therapist Isabelle Turner, with further support available through the Department's Student Support Services.

Whilst I hope that you do not hear from me regarding student behavioural incidences, know that on occasion, when the scenario necessitates it, I may reach out to a class to ensure you have awareness of an incident in your child’s classroom. This gives you context for discussion at home and, as you know, I will support this by being available for a chat on the gates in the morning and afternoon, or you can email me here with any questions. 

Thanks for your ongoing support and keep doing your best.

Rohan Cooper

Principal