From the Principal

Welcome Back

Welcome to the 2026 school year. I trust our families made the most of the holiday break and our students are refreshed and ready to learn! I’d particularly like to welcome our foundation and new students to the school. Our foundation students have settled in beautifully and had a wonderful first couple of weeks, but I’m sure they are very tired!

The school is looking great. We arranged for new signage to be installed in key areas of the school which will enable visitors and families to see clearly where buildings are and it lifts the profile and look of the school. The gardens were also spruced up and the grounds cleaned. The roof project continues to progress, with the Year 5/6’s now decanting to the STEM building and the 3/4’s have moved back into their classrooms.

The school sent out key information to families on the first day. This newsletter which can be found here:

Our staff have come back ready and refreshed. We warmly welcome our new staff Kelly (Visual Arts), Karen (1C), Cat (2C), Pamela (3/4D) and Josh (3/4E).  A full list of our staff can be found here:

Prior to commencement new staff have had a thorough induction to Oakleigh PS. All staff participated in professional development and planning on the first day of school, as well as preparing classrooms. On the Curriculum Day on February 6, we worked with renowned educational consultant Tracey Ezard. Tracey was a former Assistant Principal at Oakleigh in the late 1990’s and understands the history of Oakleigh well. Her work with us centred around creating a collaborative culture looking at mindset, environment and dialogue. This work is encapsulated in her book ‘The Buzz.’ 

2026 will be another exciting year, with some important tasks and events ahead including our productions and the first-year implementation of our strategic plan. Coupled with our camps, excursions, sporting events and school celebrations it promises to be a fabulous year. The school sent out a list of whole school events for the year which can be found here:

I wish all of our students and families a happy and successful year ahead and look forward to catching up with everyone around the school

Tom Ashmore Foundation

Oakleigh Primary School is pleased to be the recipient of a $30,000 STEM donation through the Tom Ashmore Foundation. STEM Teacher, Sam and I, attended the launch of the foundation on Sunday 1 February. The donation will be used for the STEM Room- needed equipment, furniture and technology. 

You can read more about the foundation here 

https://tomashmorfoundation.org.au/about-us

Building a Partnership in Learning and Communication 

Our main source of communication is through COMPASS. Please make sure you have access to it as it is the place to report absences, give permission and pay for excursions, to contact teachers and receive notifications about events and information.

We have reviewed partnership in learning between home and school. A copy of the document was given at ‘Getting to Know You Interviews’ and is also here

It will also be on the website and up around the school.

Teachers have a range of meetings, yard duty and other commitments as part of their work during the day, as well as their own family commitments after work. Please note that on Tuesday and Wednesday afternoons, teachers are required to attend a staff workshop and cannot meet with parents after school on this day. 

Teachers will endeavour to reply to communications in their normal work hours 8.30- 4.30pm from Monday to Friday and it may take more than 24 hours to respond depending on their teaching hours. We thank you for your understanding. 

School Council Elections

Information regarding the 2026 School Council election process is also being sent to families via COMPASS soon. Please keep an eye out for it! I would encourage any interested parent to contact me for more information. School council is an extremely vital part of the school, and it is from council that we take our direction for the general management of the school. Council approves external contracts, provides advice and consent on a range of areas and oversees school finance. Please look out for this if you think you may be interested in nominating or being nominated. Information includes a timeline and summary of the role of School Council.

Working with Children Checks (WWC)

We encourage and value parental and community support at Oakleigh. There are many ways that families can assist at our school. We encourage all families to obtain a Working with Children’s Check that will allow you to be very involved in your child’s education. These checks are free for volunteers. Once you have your WWC please come to the office so we can photocopy this and we will add your name to our list of parents who have a current WWC check.

School Review Outcomes

The school will embark on its first year of a new strategic plan, as a result of the school review which occurred in Term 4 2025. Please find below the Executive Summary: 

Key findings on student outcomes and school practices

In term 4, 2025, Oakleigh Primary School (Oakleigh PS), located in the Melbourne suburb of Oakleigh, completed their four–yearly school review to inform development of the next School Strategic Plan (SSP). The review was facilitated by an independent, external school reviewer with input from the school’s senior education improvement leader and three challenge partners. The principal, school council president, and key staff members were also part of the school review panel.

The following provides a summary of the review’s key findings regarding student learning and wellbeing outcomes and supporting school practices.

• All stakeholders remarked about the safe, orderly and inclusive learning environment at the school. 
• The 2021–2025 SSP goal to maximise the learning growth and achievement of all students was mostly achieved. Five of the six targets were measures under the National Assessment Program - Literacy and Numeracy (NAPLAN). Due to changes in NAPLAN methodology in 2023, these targets were unable to be assessed. However, the panel found that according to 2025 NAPLAN data, Years 3 and 5 students achieved proficiency levels above state benchmarks. There was an increase in the proportion of students achieving high proficiency in NAPLAN Writing and Numeracy at Year 3. The school achieved improvement in learning growth in both literacy and numeracy and the proportion of Year 5 students who achieved medium to high growth remained above state benchmarks. The panel found that students needing additional support could access tutors and education support (ES) staff. Students performing above expected levels would benefit from more support to extend their learning. 
• The 2021–2025 SSP goal to empower students to be actively engaged in their learning was mostly achieved, with two targets fully achieved and one target not achieved. The panel found that appropriate strategies were in place to enable the desired increase in student voice and agency, and motivation. Both targets were fully achieved. The target to increase self–regulation and goal setting was aspirational. Although the target was not achieved, the panel found that self–regulation and goal setting were embedded across all classes. Students appreciated having goals to identify what they needed to work on.
• The third goal was to improve the social and emotional wellbeing of all students. That goal was mostly achieved, with one target fully achieved, one target partially achieved and two targets not achieved. The panel found that students enjoyed school and knew that their teachers showed care and concern for them. With 90% of students indicating on the student survey that they had an advocate at school, the first target was fully achieved. The target to increase students’ positive endorsement for Respect for diversity was not achieved although the panel found all students in the focus groups thought there was strong respect for diversity. Although the targets to increase students’ sense of confidence and connectedness were not achieved, the school remained above the state benchmarks. No number was specified for the final target to improve emotional awareness and regulation, but the panel found that the positive education strategies increased students’ emotional awareness and regulation significantly and that factor was above the state benchmark.
• The panel found that the school Wellbeing team provided strong wellbeing support. Students and parents expressed appreciation for that support. The panel found some inconsistency in implementation of the school’s instructional model and student engagement practices. However, in all classes observed by the panel, teachers employed research–based practices including explicit instruction, classroom routines and responsive teaching. Students were engaged and enjoying their learning although some students expressed a desire for more challenging work.
• Leadership strengthened professional learning for all staff. A curriculum specialist provided coaching and ongoing support. External consultants provided specialist expertise in teaching practice, student health needs and inclusive education.
• Teachers worked in Professional Learning Teams. The team approach enhanced teacher efficacy through collaboration in curriculum planning and assessment. Moderation within these teams improved consistency of teacher judgements. Data informed planning was in its infancy and the panel recommended that data literacy be a focus of the next strategic plan.
• The panel heard from all focus groups that school leadership created a school that was welcoming, safe, inclusive and respectful of all. Parents described school leadership and staff as approachable and responsive to parent concerns. Parents and students expressed appreciation for the multicultural nature of the school, its facilities and staff.
• Students commented about the high level of care and concern of teachers for student wellbeing and teachers’ high expectations for student learning. 
• Student voice was strong with leadership opportunities including school and house captains and the Junior School Council (JSC). School captains led school assemblies and events. Learner agency was evident in some classes where students contributed to topics, selected the products that demonstrated learning, and engaged in peer– and self–assessment. 
• The school connected with parents through the newsletter and the learning management system. The panel found that the information contained in the newsletter was clear and well written. The newsletter included a section that gave families ideas to support their children’s learning at home. The parent focus group indicated appreciation for the improved content in the newsletter including advance notice of events. Some parents requested more timely information about class changes. The panel recommended that the school explore strategies to improve parent engagement in school communications.

School community highlights

• Improved learning and teaching practices in Reading that led to explicit instruction accompanied by dedicated reading blocks of ‘good fit books.’ The program engendered a love of reading and built reading speed and stamina.
• Support of school community during remote learning. Staff worked collaboratively to develop expertise in online instruction and wellbeing support. New ways to connect with parents strengthened school–parent partnerships and led to establishment of a Community Engagement Subcommittee of Council and improved communication systems.
• Creation of a Science, Technology, Engineering, Arts and Mathematics (STEAM) Centre enabled the school to offer STEAM inquiry units across P–6 as a vehicle to integrate learning, increase engagement, and develop problem solving skills.
• The introduction of a collaboratively developed Mathematics instructional model supported by professional learning for staff led to teaching practices that enabled students to connect their classroom learning with the real world. Student surveys indicated that students had clearer understanding of the purpose of lessons and improved ability to see connections between classroom Mathematics and the real world.

Focus areas for the next School Strategic Plan

• Whole school collaborative approaches to curriculum planning and implementation
• Challenge and extension for highly capable students
• Community engagement in learning, with a focus on parents and carers as partners
• Learner agency
• Wellbeing, engagement and inclusion.

Japanese Language Assistant 

I am pleased to introduce Asami Yonezawa who will be working with us on Monday and Wednesday at our school for Terms 1-3. She will be working with Elani Gibney, supporting students with Japanese language and helping make resources.  Her work is part of the Oakleigh Education Precinct, with Asami working with Oakleigh South Primary School as well. We warmly welcome Asami. 

School Attendance

Attending school every day is the single most important part of your child’s education. 

If your child is absent for any reason, we prefer all absences to be reported using COMPASS by no later than 9.00am.

After teachers have marked the roll, a notification will be sent to parents if their child is absent without an explanation on Compass. 

School Uniform

The start of the year is the perfect time to assess your child’s school uniform needs. 

Parents are asked to buy items with our Oakleigh logo including - yellow or navy-blue polo shirt, jumper, jacket, school bag, hat and school dress. These can be purchased from Spartan.

All students must wear an Oakleigh hat and will need this from the first day of Term 1.

Other items that are navy blue such as shorts, tracksuit pants, leggings, tights and skort can be purchased from Spartan or chain stores such as K-Mart and Target.

Any accessories need to be in navy blue not black. Black is not our school uniform colour. Our school uniform colours are navy blue and yellow.

Anaphylaxis and Allergies

We have a number of children in the school with anaphylaxis and allergies to a range of things.  Anaphylaxis is a potentially life-threatening severe allergic reaction. We ask that all parents avoid packing nuts or nut related products in their child’s lunch. This will assist us all in keeping our environment safe for all of our children.   

Medical Plans and Update contact details

At school we often need to contact parents for a variety of reasons. Over the break many families’ telephone numbers, home address and email addresses have changed. If you do change telephone numbers, email, and/or home address or there is an update on personal/medical/family situation, it is most important that you contact the office to let us know so we can update the school records and also put this change on COMPASS.

DE Privacy Policy

The Department of Education has asked that we remind parents about the Schools Privacy Policy. The policy can be found on the school website and https://www.education.vic.gov.au/Pages/schoolsprivacypolicy.aspx

Accident Insurance

At school minor accidents can happen. While this is unfortunate, we would like to remind parents that the Department does not provide personal accident insurance or ambulance cover for students. Parents/carers of students, who do not have student accident insurance/ambulance cover, are responsible for paying the cost of medical treatment for injured students, including the cost of ambulance attendance or transport as well as any other transport costs. Families can purchase insurance policies from commercial insurers, and it is the responsibility of parents/carers to look into their preferred options in this regard.

CCTV School Policy 

Our school has an obligation to ensure the school environment is safe and secure, and fulfil our duty of care to students, staff and visitors. The CCTV system assists our school to fulfil these obligations and to prevent and manage other inappropriate behaviour on school grounds. CCTV also provides enhanced capability to protect our school’s assets against vandalism and theft.

We have followed the Department of Education and Training policy requirements for the design, installation, management and use of the CCTV systems. This policy is available at: CCTV in Schools – Installation and Management. 

Our local policy can be found here https://www.oakleighps.vic.edu.au/policies-1

2026 Voluntary Contributions 

Information about Voluntary Contributions was sent out via COMPASS in January. Thank you to the many families who have already made a contribution as they help the school to operate effectively. Families should check their payment methods as credit cards expire or bank account details have changed. At Oakleigh, we continue to keep our contributions very low, however those additional funds help provide technology and materials to enhance the learning of our students. Parent payment plans are available for families who need them. Please contact Katherine our Business Manager to arrange a plan. Another link will be sent to families as we have been notified by members of the community that the original one did not work for some families. 

Traffic Safety Around the School

With the start of the school year, it is a timely reminder for drivers to be mindful of following road rules to protect the safety of all our Oakleigh Primary School and Kindergarten community. I ask that all drivers:

• Park in the marked parking bays, carefully watching the time limits. The City of Monash often patrols the area and will fine cars parking illegally.
• Correctly use the drop of zones. Please have your child organised in the back seat with their bag, let them leave the car quickly (please don’t get out of the car yourself) and carefully move off to keep the traffic flowing.
• Do not perform an illegal U-Turn on Logie Street. It is clearly marked the area with ‘No U-Turn Signs’. It is only an extra minute or so to perform a left turn on Warrigal Road and to go around the block!
• Park along Drummond Street for another option and walking to the school.
• Follow the reduced speed of 40 around the school.

I understand that life is busy, and time can get away from us. Some other options of making the morning routine easier are:

• Getting up early and walking to school instead of driving
• Setting the alarm earlier allowing for more time in the morning routine for school drop offs
• Preparing the night before to allow a smoother morning routine - lunches prepared, uniform out, no television in the morning as a distraction

• Safety around the school is everyone’s responsibility and I ask that we all do our part.

   

Hats

A reminder that hats must be worn in terms one and four.  Sunscreen and sunglasses are also highly recommended.

Heat Policy

The school operates a heat policy, and we keep the children indoors in air-conditioned classrooms on very hot days. We have also been asked to remind our parent community about the dangers of leaving children in cars on very hot days. 

Lunch Orders

We will continue to offer lunch orders in 2026 with AJ Bakery. Lunches are ordered via QKR, and the menu is available via the app. They are delivered to the school by 11.30 for students. 

Values

This year we will have a continued focus on our school values for our school community. Each value has a norm attached to it, to remind us of the behaviour we expect. 

Our values are just not behaviours we expect at school, but ones we want all of our students to demonstrate in life and in the community. We ask that you talk about these as a family and how you can support students to strive for these behaviours. 

Birthday Treats at School

To avoid disappointment and to support the safety and well-being of all students, we request that families follow these guidelines carefully for birthdays. 

Students in F-2 can access a ‘Birthday Bucket’. Details were sent to these year levels. 

For years 3-6:

• Only ONE item per child e.g. one lollypop or one chocolate treat (freddo frog, kit kat etc)
• No birthday lolly bags, no gift bags
• A list of ingredients MUST be supplied
• Food MUST be individually wrapped
• No nuts
• No homemade food

Birthday treats are to be given to the classroom teacher. They will be distributed to the students by the classroom teacher prior to the end of school day at 3.30pm.

These guidelines will be strictly adhered to by all staff. If birthday treats do not meet the above guidelines, the treats will be returned home.

Child Safe Standards

Oakleigh Primary School, as part of the State Education System as a commitment to the Child Safe Standards, which are detailed in Ministerial Order 1359 that provides the framework for child safety in schools. The standards are:

• Child Safe Standard 1 – Establish a culturally safe environment in which the diverse and unique identities and experiences of Aboriginal children and young people are respected and valued.
• Child Safe Standard 2 – Ensure that child safety and wellbeing are embedded in school leadership, governance and culture.
• Child Safe Standard 3 – Children and young people are empowered about their rights, participate in decisions affecting them and are taken seriously.
• Child Safe Standard 4 – Families and communities are informed and involved in promoting child safety and wellbeing.       
• Child Safe Standard 5 – Equity is upheld, and diverse needs are respected in policy and practice.
• Child Safe Standard 6 – People working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice.
• Child Safe Standard 7 – Ensure that processes for complaints and concerns are child focused.
• Child Safe Standard 8 – Staff and volunteers are equipped with the knowledge, skills and awareness to keep children and young people safe through ongoing education and training.
• Child Safe Standard 9 – Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed.
• Child Safe Standard 10 – Implementation of the Child Safe Standards is regularly reviewed and improved.
• Child Safe Standard 11 – Policies and procedures that document how schools are safe for children, young people and students.

On the school website we have a dedicated page related to the Child Safe Standards. Here you will find our child Safe Standards Policy and other policies related to the standards. 

As part of the school’s commitment to Standard #3, with their classroom teachers F-2 students complete a ‘helping hand’ listing the people who can help them when they are in need. Students in Years 3-6 look at a support network of who can help them.

Mental Health and Wellbeing Leader Role

The Royal Commission into Victoria’s Mental Health System highlighted that primary schools provide opportunities to identify children with mental health and wellbeing challenges, who can then be referred for treatment, care, and support. 

Mental health and wellbeing leaders (MHWLs)

MHWLs are qualified teachers registered with the Victorian Institute of Teaching, who work across the school to implement a whole-school approach to mental health and wellbeing for students, staff, and families based on a broad knowledge of the needs of the school community. This includes:

• Building the capacity of school staff, in particular classroom teachers, to identify and support students with mental health concerns in the classroom
• Supporting the school to create clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention
• Coordinating targeted mental health support for students by working with regional staff, school wellbeing and leadership teams, teachers, parents/carers, and external agencies.

The MHWL role focuses on mental health and wellbeing promotion, prevention and early intervention, rather than the implementation of clinical or allied health approaches.

MHWLs receive training from the Faculty of Education at the University of Melbourne and continued professional development.

At Oakleigh PS, Katharine Tsoucalas, undertakes this role three days a week. Her work is supported by our school counsellor Ashu (who also works three days a week - Monday, Wednesday and Friday), Assistant Principal Bron and our wellbeing team. 

We look forward to sharing more information about the exciting programs and supports that are set up throughout the year to continue to assist the students of Oakleigh to be the very best they can be.

Acceptable Use Agreement

At Oakleigh PS we support the right of all members of the school community to access safe and inclusive learning environments, including digital and online spaces. This Agreement outlines the school’s roles and responsibilities in supporting safe digital learning, as well as the expected behaviours we have of our students when using digital or online spaces.

At our School we: 

• Implement a Student Wellbeing and Engagement Policy that outlines our school’s values and expected student behaviour. This Policy includes online behaviours
• Have explicit behaviours related to Information and Communications Technology (ICT) use
• Have programs in place to educate our students to be safe and responsible users of digital technologies
• Educate our students about digital issues such as online privacy, intellectual property and copyright
• Supervise and support students using digital technologies in the classroom
• Use clear protocols and procedures to protect students working in online spaces. This includes reviewing the safety and appropriateness of online tools
• Provide a filtered internet service utilising the Department of Education filtering system
• Address issues or incidents that have the potential to impact on the wellbeing of our students
• Refer suspected illegal online acts to the relevant Law Enforcement authority for investigation
• Support parents and caregivers to understand safe and responsible use of digital technologies and the strategies that can be implemented at home.

There are a number of great platforms that parents can access for information:

Bullystoppers Parent Interactive Learning Modules

eSafetyParent | Office of the Children's eSafety Commissioner

Our acceptable use agreement was sent to parents via Compass. By providing consent on Compass parents confirm that they have discussed this information with their child and that the student agrees to adhere to the agreement.

When using digital technologies, students are expected to behave in a way that is consistent with our values and school policies. 

Student Achievements

A reminder that we ask that any parents who have a child who has achieved something special at any time to please take a photograph and write a short sentence or two about what the child did, when it happened and what it means to the child and send this through to the school account at oakleigh.ps@education.vic.gov.au

Achievements could be gaining a great mark in a music exam, winning a medal at a sport’s competition, gaining the Grey Wolf Award at Scouts or any other hobby your child pursues. We’re here to celebrate their personal best in whatever form that takes.   

Real Support Right Now 

Cost of living support is available at all Victorian public schools. This term, you will see posters and signage at our school about Real Support Right Now. 

Real Support Right Now | vic.gov.au

At our school, ask us about Victorian government funded: 

• Free period products 
• More affordable uniforms
• Smile Squad
• Camps, Sports and Excursions Fund

Help is available. To learn about Real Support Right Now contact Katherine Pretious, Business Manager.

Labour Day Public Holiday

Parents are reminded that there is a Labour Day holiday on Monday, 9th March. There will be no school on this day.

Have a great month!

Ruth Biddle

Principal