Principal`s Message

Now that we are into week six, students are in the groove of school. The fantastic start that I mentioned in our earlier newsletters has continued over the past fortnight with learning routines well established. I have been impressed by our students’ ability and enthusiasm to share what they are learning.

The ‘Vibe’ of the school is palpably positive. Students are listening to their teachers with bated breath; collaborating, problem-solving and sharing with their classmates; running, playing, swinging and climbing with fervour at break times; going home with a fulfilled sense of achievement when the 3.30 pm bell sounds.

Staffing update

Today is a sad day as we farewell two of our staff members. Amy (Stem and 3/4C) is returning to New Zealand with her family. Amy has been with Fitzroy for 6 years and with a young family of her own now the time has come for her to be closer to her family. We wish you well on your return to New Zealand. Bree has delayed her departure to help us out as we searched for a replacement performing arts teacher. Bree will be travelling for the remainder of the year, and we look forward to welcoming her back to Fitzroy in 2026. It is such an exciting time for both Bree and Amy as they take the next step in their lives.

As we farewell two staff members we also have the opportunity to welcome 2 new staff members. Wendy will be taking over STEM and Kelly will be our performing arts teacher remainder of the Year. We are still recruiting for Amy's replacement in 3/4C and will communicate the successful candidate as soon as possible.

School Review

I have just received confirmation that our school review will take place in Weeks 1 and 2 or next term. A School review is a key element of the Framework for Improving Student Outcomes. Schools undertake a school review every 4 years to inform the directions of the school’s 4-year School Strategic Plan.

School reviews will be undertaken by the Specialist (typically experienced former principals) and will involve around 5 days of fieldwork, with the flexibility to vary this on a case-by-case basis. Fieldwork will involve a review of school data and documentation, as well as meetings, focus groups with staff and students, and classroom observations. Following the fieldwork, the Specialist will prepare a written report with recommendations to assist in refining the school’s AIP and the supports provided by the region and the department to support ongoing improvement.

Attendance

Going to school every day is the single most important part of your child’s education. Students learn new things at school every day – missing school puts them behind.

Why it’s important

If students miss school regularly, they miss out on learning the fundamental skills that will set them up for success in the later years of school.

There is no safe number of days for missing school – each day a student misses puts them behind, and can affect their educational outcomes. Being away from school for one day a fortnight equals missing 1.5 years over 13 years of school.

Student Wellbeing

As your child starts school, their physical, mental and social skills are developing rapidly. They are learning to describe experiences and talk more about their emotions.

Friendships and peer pressure start becoming more important as they shift their focus from home to the world outside. By spending more time outside home, your child is gaining a sense of responsibility and learning to be independent. Some older children will start to go through puberty and will show physical changes, as well as emotional ones.

Time to check in

School brings children face-to-face with the outside world and is a major life event! It is a critical time for children to develop confidence in all areas of life, such as navigating relationships, learning at school and sports, and managing their emotions. Checking in on how they’re doing and supporting them along the way can help them foster resilience and mental well-being.

How to start the conversation

Start by asking how they’re doing. Talk to your child about school, friends, the things they like and dislike doing and what they find difficult.
Use everyday events that cause positive and negative emotions – like winning at sports or scoring low grades – to check in on how your child feels and to forge a strong bond with them.
As they get older, and if appropriate to your child’s development, talk about the normal physical and emotional changes of puberty and help them to know what to expect. Check in on how they’re feeling, if they have any worries or questions you can talk through together.

Maintain an open, trusting and loving environment

Help your child feel comfortable about opening up to you.

Your child wants to be liked and accepted by people around them. Being accepted by you is the first step toward building confidence.
Be mindful of the examples you set. Your child looks to you and picks up on your emotions and how you respond to different situations.
Recognize their accomplishments and good behaviour. Praise them by focusing on their actions (“you worked hard on this and it really shows!”) rather than them as a person (“Oh, you’re smart!”).

Remember: Your time is a precious gift for your child

Saying “I love you” or hugging your child are not the only ways to show affection.
Really listen and show a genuine interest in what they have to say.
Have fun together with special activities no matter how small.
Include them in family decisions like what to eat for dinner.
Let them know that you love them no matter what, even when they make mistakes.

Scott Burton, Principal