Principal Class Report

ALERT FOR ALL COMMUNITY MEMBERS

LPS has received an increase in emails relative to road safety concerns around LPS.

Please be aware that the school does NOT have jurisdiction over community behaviour on roads and should not approach any community member to inform them of their behaviour.

We continue to witness some startling behaviours of road users, including:

• dangerous u-turns 
• double parking, including parking on nature strips and blocking driveways
• parking in designated areas for longer than stipulated
• speeding 
• dangerous use of electronic scooters

All of these behaviours have been officially reported to the authorities.  As such, there will be regular patrols.

Please be forewarned that speeding, illegal parking and dangerous behaviour will be addressed by authorities, which may result in fines and loss of demerit points.

The safety of each and every human that accesses the school is paramount - most importantly the children.

Sharing Great Practice

LPS are part of a Triad group with Topirum and Brentwood Park Primary schools to observe and share Wellbeing, Literacy and Numeracy practices. The teams include Principals, Assistant Principals and Learning Specialist staff. On Tuesday 27th May, teams from each school, including our Leadership team, spent time in each Prep, Year One and Year Two classrooms observing different aspects of the Phonics lessons. We then came together to discuss our observations. Despite being in the early stages of implementation, the feedback from the teams was extremely positive. They noted that the lessons were paced well, and the students engaged and focused. There was an equal balance of teacher voice, hand movements and visuals used to stimulate inquiring minds. The teachers were enthusiastic, the students were incredibly engaged and very eager to share their knowledge of phonics. The lessons flowed despite the addition of an extra 3 -4 adults in the room observing, which is a testament to the professionalism of our teaching staff and the safe, consistent learning environment we provide for our students.

BYOD commencing at Year 3 from 2026

Through the past 12 months, School Council, in partnership with the Information and Communications team, have discussed the implementation of the BYOD program at LPS.

School Council has endorsed commencing the program in Year 3 in 2026.  The approximate cost of the BYOD is $1000.  2025 information is found on the school website. 

The early introduction of the BYOD program will provide four whole years of use, which aligns with the four-year warranty of the device.  

Introducing the program earlier is also a financially positive step for the school, as the Prep - Year 2 program will have more access to school-owned devices.  Other advantages include:

1. Familiarity and Comfort (with own device) 
2. Enhanced Learning Opportunities: access to a wide range of learning tools, apps, and resources.
3. Personalised Learning: allowing students to customise how they learn (e.g., preferred apps, accessibility settings)
4. Promotes Responsibility
5. Real-World Preparation

‘Pay it forward’ leadership 

"Pay it forward leadership" is the idea that leaders should use their position, influence, and experience to help others grow, succeed, and lead—without expecting anything in return. 

Key Principles of Pay It Forward Leadership includes:

1. Empower Others:  Focus on developing others' potential. Help them build skills, gain confidence, and take on leadership roles of their own.
2. Mentorship Without Expectation:  Offer guidance and support simply because it’s the right thing to do—not because there’s a return for you.
3. Lead with Generosity:  Share your time, knowledge, and opportunities freely. Promote a culture of abundance, not scarcity.
4. Create a Ripple Effect:  By helping one person succeed, you inspire them to help others in turn, creating a chain of positive impact.
5. Model Integrity and Compassion:  Set an example of ethical leadership. When you show kindness and fairness, you teach others to lead the same way.

There are many layers of leadership within LPS to help people succeed and grow.  Below is LPS key leadership profile.

The Power of Connection

In today’s fast-paced world, it is easy to overlook the small moments that bring us together. At LPS, we believe that connection is the heart of a thriving school environment. Whether it is a friendly greeting in the hallway, collaboration in the classroom, or cheering each other on during school events, these moments matter.

Connection helps students feel seen, heard, and valued. When students build meaningful relationships with peers, teachers, and staff, they are more likely to feel confident, motivated, and supported. It fosters a sense of belonging—a key ingredient for both academic success and personal growth.

LPS is proud to offer many opportunities that nurture connection. From sharing a book and social emotional learning lessons, team inquiry projects to after-school clubs.  Students are encouraged to form bonds that go beyond the classroom. We also encourage open communication between families and school staff, ensuring everyone feels part of the larger school family.

We encourage everyone; students, parents, and staff, to take a moment to connect. Share a kind word, lend a helping hand, or simply ask someone how their day is going. These small acts build a stronger, more connected school where everyone can thrive.

Together, let’s continue making LPS a place where connection and community come first.

CUST - Community Understanding and Safety Training

On Monday 5th May, the staff participated in Community Understanding and Safety Training (CUST) delivery by our Koorie Engagement Support Officer, Travis Gardner. 

CUST is professional learning for school staff to increase their understanding of Koorie culture, history and experiences. The purpose of the training is to ensure a strong foundation for culturally-inclusive schools and practices, which can have a positive impact on Koorie students’ health and wellbeing. CUST aligns with the Framework for Improving Student Outcomes, particularly the state priority of ‘Positive Climate for Learning’.

We delved into our personal knowledge and backgrounds to discuss what culture looks like for us and how we connect with culture. Our awareness of significant events in Australian history and lived experiences was increased, and we were challenged to think critically about how we 

• Appropriately acknowledge and address our First Nations families
• Increase student knowledge of Australia’s history, through curriculum links and acknowledgement of events 
• Use online resources to incorporate Aboriginal perspectives into our teaching & learning