Welcome!

Dear Parents and Carers,

Last Thursday, I wrote to families to share changes to class structures from the start of Term 3.  

I know that change brings questions. That’s understandable. I want to explain clearly why we are making these decisions and what is guiding this work. 

At the centre is a simple idea. Students learn best when they feel safe, know what is expected, and can focus on their learning without confusion or disruption.  

Over recent weeks, we have reviewed how our school is set up, alongside research into learning and classroom environments. As part of this, concerns about behaviour and safety have been raised regularly by both staff and families and reflected in our work with Catholic Education Sandhurst. While many students are doing the right thing, there are times where behaviour has made classrooms less settled and safe than they need to be. 

It’s important to be clear. St Peter’s remains a caring school. At the same time, learning and safety cannot be compromised. These changes are designed to strengthen consistency across the school, so expectations are clear and upheld in every classroom. 

This direction also aligns with earlier advice provided to the school through “MultiLit Review (03/03/2025).”  That review found that current groupings based on engagement have created very broad ranges within classes, making it difficult to deliver effective teaching. It recommended moving towards more structured class groupings to better support student learning.  

You may also be wondering about class sizes. While it’s a common focus, strong evidence shows that the biggest difference to student outcomes comes from the quality of teaching and consistent classroom practice, rather than small changes in class size. 

In our new structure, all classes will sit between 16 and 20 students, with only one class at 20. This is well below system maximums of 26 in Foundation to Year 2 and 28 in Years 3 to 6 before additional support is required. 

What matters most is what happens within those classes each day. Clear routines, explicit teaching, and consistent expectations have the strongest impact on learning. 

A key part of this work is creating classrooms that are calm, structured, and predictable. When this is in place, students are able to focus their attention on learning rather than on what is happening around them.  

This supports all learners. It is especially important for students who may feel anxious or find it harder to regulate their behaviour. It also benefits students with additional needs, including those who are neurodiverse. Many of these students do best when expectations are clear, routines are steady, and adults are consistent in their responses. 

This is also what helps keep classrooms safe. When routines are well established and expectations are clear, there is less uncertainty and fewer situations that escalate. That supports both individual students and the wider group. 

You will see this reflected in the move to year level classes, adjustments to the timetable, and a stronger focus on reading, writing and maths.  

Research also reminds us that children’s ability to focus, plan and manage themselves is still developing. These skills need to be taught, supported, and reinforced over time within structured environments.  

That is the role of the school. Calm classrooms. Clear routines. Consistent teaching. 

Over the coming weeks, staff will continue to prepare students carefully, so they feel ready for Term 3. To help parents and carers to prepare for this change we have also provided information about some upcoming parent forums - you can read more here.

As always, if you have a question or concern, please reach out. Working together gives every child the best chance to succeed. 

Thank you for your continued support. 

Warm regards,

Paul Bissinella

Acting Principal 

School Attendance - Unexplained Student Absences  

• Parents / Carer’s are responsible for contacting the school on that day of an expected absence to inform them and to provide an explanation for their absence.  
• This must be done prior to the commencement of the school day.  
• This may be done by contacting the school on (03) 5443 9319 directly, by entering a Parent Notified Absence on SimonEverywhere, leaving a message on the school answering machine or sending an email to attendance@spbendigo.catholic.edu.au .

Where an unexplained absence is identified the school will:   

• Make all reasonable attempts to contact the parents/carers that morning. This will in the first instance be done via an automated text message.  
• Where no response is received by the parents/carers that morning a subsequent phone call will be made to seek an explanation.  
• In the event that contact cannot be made with the parents/carers the school will attempt to communicate with emergency contact/s nominated on the student’s file.  
• Where there is no response and there are concerns for the safety and welfare of the student contact may be made with Victoria Police (000).