Assistant Principal's Report

A heartfelt thank you to the amazing parents who will be helping to make our upcoming disco a fun and memorable experience for our students.

I'd also like to acknowledge the dedication of our staff, who have been working hard to complete reports and collaborate within teams and across the school to ensure consistency in teacher judgements. Semester One Reports are now available for you to read. You can access them from the home page in Compass.

The Department have provided all schools with the following statement regarding student report comments:

We will be providing student achievement reports for Semester 1 this year as usual. The reports will be distributed on Friday 19th June. The reports will continue to provide important details about student learning attainment, but full descriptive comments will not be included as a result of industrial action taken earlier this term by the Australian Education Union. We will of course be pleased to discuss with you your child’s progress at our next parent-teacher interviews, scheduled later in Term 3, or, as always, you can contact us with any questions via email here.

As in previous years our students have been engaging in thoughtful reflection on their learning in relation to our school values. As part of this process, they have completed a self-reflection.

Self-reflections for students in Prep to Year 2 will be sent home today. For students in Years 3 to 6, self-reflections will be sent home on Monday and will form part of their homework for the week.

We encourage you to take the time to read through your child’s self-reflection and engage in a meaningful conversation with them about their learning and personal growth.

Teaching and Learning – Year 5 Inquiry into Natural Disasters

I had the pleasure of visiting the Year 5 students on Tuesday as they presented their inquiry learning on natural disasters. The students had been working hard on procedural texts and creating mini models demonstrating how to survive a specific natural disaster. It was wonderful to see them confidently sharing their learning with other year levels, followed by presenting to their parents during the open afternoon session. It was clear how much effort and dedication had gone into completing their work to such a high standard and they should be commended for all their hard work.

Wellbeing at CSPS – Restorative Practice

Restorative practice is a whole school teaching and learning approach that encourages behaviour that is supportive and respectful and is a strategy that is used at our school. Restorative chats (a wellbeing strategy) are structured conversations aimed at fostering a supportive and empathetic environment for students. These chats involve a teacher, who guides discussions to address conflicts, emotional concerns, or behavioural issues among students. The goal is to encourage accountability, empathy, and understanding while promoting a sense of community and belonging within the school. Restorative chats often focus on repairing harm, building positive relationships, and developing social and emotional skills essential for student wellbeing. They can help students learn to communicate effectively, resolve conflicts peacefully, and support each other's mental and emotional health.

Please see below a list of some questions you can use to respond to challenging behaviour and to help those harmed by others.

Restorative questions to respond to challenging behaviour:

• What happened?
• What were you thinking at the time?
• What have you thought about since?
• Who has been affected by what you have done? In what way?
• What do you think you need to do to make things right?
• If the same thing happens again, how could you behave differently?

Restorative questions to help those harmed by other’s actions:

• What did you think when you realised what had happened?
• What impact has this incident had on you and others?
• What has been the hardest thing for you?
• What do you think needs to happen to make things right?

Georgia Despotellis

Assistant Principal