Wellbeing News

Positive Behaviour for Learning- Shaping our School Values

We have started our Positive Behaviour for Learning journey this year. Positive Behaviour for Learning (PBL) focuses on three key values. As part of this process, we are working to establish our Galilee values. Values that are meaningful and important to our community. These values will reflect our shared beliefs about how everyone in our school should treat one another and behave each day.

They will help set clear expectations for students and create consistency across the school, so everyone understands what is expected. We don’t just want to talk about these values, we are committed to actively teaching them, modelling them and recognising students when they demonstrate them.

By doing this, we aim to build a positive and supportive school culture where students feel safe, respected and ready to learn, supporting both their wellbeing and learning success.

As a staff, we have begun the important work of identifying the values that will best support the needs of our students and wider community. This has included thoughtful input from all staff, including the valued perspectives of our LSOs.

However, we know that the most meaningful and authentic values are shaped not only by staff, but by the voices of our students and families. Parents, carers and students are at the heart of our community and your insights, experiences and hopes for our school matter. Your voice will help guide the direction of our shared vision and ensure our values reflect what is most important to the people who live it every day.

We warmly invite parents and carers to complete the attached form to share your thoughts and feedback. Students will also have the opportunity to vote on these values within their classrooms, ensuring their voices are heard and celebrated.

Thank you for partnering with us in this important process. Together, we are building a community shaped by the voices of all who belong to it.

Child Safety Standard Two

This month, as a school, we are focusing on Child Safety Standard Two. Please see more information about Child Safety Standard Two. 

Just One Measure: Keeping NAPLAN in Perspective

With the NAPLAN assessments underway soon, we’d like to share a gentle reminder for families about what this assessment period means and what it doesn’t.

NAPLAN is a national assessment designed to provide a snapshot of student learning in Literacy and Numeracy at a specific point in time. The information gathered can help schools identify trends, monitor progress and reflect on teaching and learning approaches. However, it’s important to keep in mind that NAPLAN is just one assessment, completed over a short window and it cannot capture the full breadth of your child’s abilities, strengths, growth and unique qualities as a learner. Children bring so much more to school than what can be measured in a standardised test.

NAPLAN does not assess:

• Creativity and imagination
• Kindness and empathy
• Leadership and teamwork
• Artistic and musical talent
• Sporting ability
• Problem-solving in real-world contexts
• Resilience and perseverance
• Curiosity and critical thinking

These qualities are just as important  and often far more predictive of long-term wellbeing and success than a single test result.

We see the incredible range of talents, gifts and growth our students demonstrate every day. We see students supporting peers in the playground, persisting through challenges in class, performing confidently on stage, designing innovative projects, asking thoughtful questions and showing courage when learning something new. These strengths cannot be captured in a multiple-choice format.

Research consistently shows that children perform best when they feel calm and supported. If NAPLAN is mentioned at home, we encourage families to keep the messaging reassuring and balanced. Helpful reminders might include:

• “Just try your best,  that’s all anyone can ask.”
• “This is one small part of your learning.”
• “Your effort matters more than your score.”
• “You are more than a test.”

If your child feels anxious about these assessments, start by acknowledging their feelings and reassuring them that it’s okay to feel nervous. Encourage them to focus on simply trying their best, one question at a time. Remind them that this assessment is just a snapshot of learning on one day, it doesn’t capture their creativity, kindness, determination or the many other strengths they show throughout the year. Keeping routines steady, ensuring a good night’s sleep and maintaining calm, positive messaging at home can also help them feel supported and confident.

At Galilee, we value growth over comparison, effort over perfection and wellbeing alongside achievement. NAPLAN provides one piece of information in a much larger learning journey.

Thank you for partnering with us to keep this time balanced and positive.

Supporting Children Through School Fatigue

As we move past the halfway point of Term One, many families begin to notice a shift. The early excitement of a new school year can give way to tired mornings, big emotions and lower frustration tolerance. This is often a sign of school fatigue and it’s completely normal.

School fatigue happens when the mental, emotional and social demands of the term start to accumulate. Children are managing academic expectations, navigating friendships, following routines and adapting to classroom structures every single day. Research in child development highlights that sustained cognitive effort without adequate recovery time can lead to irritability, difficulty concentrating and emotional ups and downs. Even positive experiences, new learning, new friendships, new activities require energy.

You might notice:

• Increased tiredness (even with regular sleep)
• More emotional reactions after school
• Reluctance to talk about the day
• Complaints of headaches or stomach aches
• A need for more downtime than usual

Post-school decompression is also common, children often hold themselves together all day and release those emotions once they’re home.

There are simple ways to support your child/ren through this phase:

Prioritise Rest and Routine: Consistent sleep routines are essential. School-aged children typically need 9–11 hours of uninterrupted sleep per night. A predictable wind-down routine helps their brains and bodies reset.

Build in Decompression Time: Not every child is ready to talk the moment they walk through the door. Quiet play, reading, drawing, outdoor time or simply relaxing without demands can help refill their cup before engaging in conversation.

Simplify Where Possible: If evenings feel rushed, consider temporarily scaling back optional commitments. Protecting downtime during busy periods can make a significant difference.

Support Emotional Check-Ins: When children seem more reactive, respond with empathy:“It looks like today took a lot out of you.”“You worked really hard this week.” Acknowledging their effort helps them feel seen and supported.

Keep Communication Open: Gentle, low-pressure questions, perhaps during dinner or bedtime can maintain connection without overwhelming them.

School fatigue doesn’t mean something is wrong. It simply signals that your child is working hard and adjusting. With steady routines, understanding and space to recharge, most children regain their balance and continue to thrive through the remainder of the term.