Message from the Principal

More than Classrooms - Our Reimagined Upper Junior School Hub

One of the many privileges of leading Clayfield College is seeing our campus continue to evolve in ways that genuinely enrich the experience of our students. I am delighted to share with you the next chapter in the transformation of our campus - the revitalisation of the Upper Junior School precinct, planned for completion in time for the beginning of the 2027 academic year. 

The project will include six refurbished Year 5 and 6 classrooms, as well as a dedicated Junior School Science Lab. These are important improvements, but our vision extends well beyond new furniture, finishes or floorplans. At its heart, this project is about creating environments that reflect the way students learn today and, importantly, prepare them for the future.

Years 5 and 6 represent an important stage in a young person’s development. More than simply the final years of Junior School, they provide an important bridge to Senior School, where students develop the confidence, organisational skills and learning habits that will serve them well throughout their education and beyond. Students are becoming increasingly independent, developing their own perspectives and taking greater ownership of their learning. They are also strengthening friendships, testing ideas and beginning to understand more deeply who they are as learners and as people.

Our responsibility is to create an environment that supports this growth. This thinking connects directly with our Strategic Pillar: Learning by Design. We know that no two students learn in exactly the same way. Some thrive through collaboration and conversation, others through quiet reflection. Sometimes students need to gather, question and create together; at other times, they need a space to work independently, meet with a teacher or simply think.

The reimagined Year 5 and 6 learning spaces are being intentionally designed with this flexibility in mind.

At the centre of each classroom will be a collaboration hub where students can gather, share ideas and make their thinking visible. Flexible furniture and different learning zones will allow teachers and students to adapt the environment to the task at hand. A dedicated yarning circle will encourage student voice, conversation and reflection, while quieter areas will support individual learning.

For me, this is an exciting example of how the physical environment can influence teaching and learning. The spaces themselves can invite curiosity, encourage exploration and create possibilities for deeper engagement.

Equally important is the connection between learning and wellbeing.

Clayfield’s Strategic Pillar: Wellbeing through Belonging reflects our belief that students learn best when they feel safe, connected and genuinely known, valued and understood. Each classroom will therefore include a dedicated reading and wellbeing nook - a calm and welcoming space where students can read, reflect, work independently or recharge when needed.

Belonging is not separate from learning. When students feel secure in themselves and connected to the people around them, they are more willing to ask questions, take intellectual risks, embrace challenges and persevere when something is difficult. This is where confidence grows, curiosity flourishes and learning becomes richer.

As a science educator, one aspect that I am particularly excited by is the creation of a dedicated Junior School Science Lab for students in Years 3 to 6.

Rather than a traditional science classroom, our vision is for a dynamic space which is developmentally appropriate and brings together investigation, discovery and hands-on learning. Students will be able to explore Chemistry, Biology, Physics and Earth and Space Sciences in an environment specifically designed to foster experimentation and inquiry.

I would particularly like to acknowledge our Director of Junior School, Mr Damien Marshall, whose leadership has been instrumental in shaping this project. Damien’s commitment to contemporary and evidence-informed learning and his deep understanding of this developmental stage have helped ensure the proposed spaces reflect both the needs of today’s learners and our aspirations for the future.

Importantly, this project represents the first stage of our broader vision for the Upper Junior School. Exceptional environments provide the foundation, but it is the experiences within them that ultimately matter most. Later in Term 4, Damien and the Junior School Leadership Team will share more about the educational programs that will accompany the launch of the Hub in 2027 and further enrich the Year 5 and 6 experience. Families will be invited to attend Information Sessions where they will learn more about these programs, alongside the announcement of the 2027 Junior School Teaching Team.

This is another important step in ensuring Clayfield College remains a vibrant place to learn, a place to experience and a place to belong, where every student has the opportunity to let their light shine.

You can read more about this exciting project here. 

Images: Rendered designs by BFX Furniture providing an overall aesthetic for the vision of the Year 5 and 6 spaces. 

Non-State Schools Accreditation Board Review

This week, External Validator, Mr Mark Newham, visited the College as part of our cyclical Non-State Schools Accreditation Board (NSSAB) Review. 

The NSSAB Review provides a structured framework for all non-state schools in Queensland to demonstrate compliance with accreditation and government funding requirements. Under the Education (Accreditation of Non-State Schools) Act 2017, schools are required every five years to provide information and documentation that enables the Board to monitor ongoing compliance and eligibility for government funding.

The review provided an opportunity to reflect positively on all that has been achieved by the College over the past five years, both in advancing our Strategic Intent and strengthening the systems and processes that support our operations.

It was pleasing to showcase the work being undertaken across a broad range of areas, including governance, finance, educational programs, student wellbeing, facilities, risk management and continuous improvement. An important aspect of the review is the extensive evidence and documentation that demonstrates compliance and adherence to best practice across all areas of College life.

Thank you to all staff who contributed to this process through the preparation of documentation and supporting materials. I particularly acknowledge the Senior Leadership Team and the teams they lead, together with Mrs Deb Turner, WHS and Compliance Officer, whose organisation and attention to detail helped ensure a positive and productive review process.

Lighthouse Project

I am pleased to provide an update on the phased rollout of our new Learning Management System (LMS) and integrated communication platform, Lighthouse.

As I have shared previously, Lighthouse has been introduced in deliberate phases across 2026, creating space to engage thoughtfully with staff and families and ensure the experience is manageable, responsive and informed by feedback.

Parent and staff feedback has played an important role in shaping Lighthouse and ensuring it strengthens connections between families and their child's educational journey. I would like to thank the parents and carers who attended our Lighthouse Parent Forums and shared their valuable insights. I also acknowledge the significant work undertaken by staff across our Academic, ICT and Advancement Teams, whose collaboration continues to drive this project forward.

Over the course of this year, Lighthouse has become an integral part of learning and communication for our staff and students (Upper Junior School and Senior School). I encourage you, if you have not already done so, to ask your child to show you how they are engaging with the platform.

The next exciting stage of the project is the introduction of Lighthouse for parents and carers. This phase will also include the implementation of an enhanced College App. You may already have noticed improvements delivered at the start of Term 3, including enhanced security features and updates to our student absentee process.

Early in Term 4, we will commence a parent pilot program to further refine the platform and test the resources we have developed to support this transition. Insights from pilot participants will help guide any final adjustments ahead of a broader rollout to all parents and carers in the middle of Term 4.

Lighthouse represents a significant milestone for the College. While we recognise there may be some initial challenges as we introduce a new way of accessing information and engaging with the College, we are committed to working closely with families throughout the process.

To support a smooth transition, we will provide comprehensive guides, along with hosting a series of Lighthouse support sessions led by members of our Academic, ICT and Advancement Teams. These sessions will provide practical assistance and opportunities to ask questions as families become familiar with the new platform.

The demands of a modern school call for learning to be personalised and interactive, and for information to be timely, accessible and relevant. Throughout this project, our focus has remained firmly on creating a more streamlined experience for families by providing information tailored to your child and your connection with the College. Guided by our commitment to ensuring every student is known, valued and understood, Lighthouse will help strengthen the partnership between home and school and provide families with more meaningful access to their child's learning journey.

We appreciate your patience, support and willingness to embrace this change as we move towards a more connected and intuitive experience for our students, parents and staff. I look forward to sharing further updates as we move closer to launching Lighthouse for parents and carers in Term 4.

Staffing Update

As we approach the end of term, I would like to acknowledge the following staffing changes and leave arrangements.

• Mrs Esther San Miguel, Junior School Teacher, will commence parental leave at the end of the term. We wish Esther every happiness as she begins this exciting new chapter.
• Mrs Ebonney Woolnough, Junior School HPE Teacher, will conclude her contract at the end of the term while covering Mrs Peta Richardson's long service leave. We sincerely thank Ebonney for her contribution to the Junior School. 
• Mr Travis McIntosh will conclude his time as Interim Radcliffe House Leader as Mrs Saskia Greasley returns from parental leave. We thank Travis for the energy and enthusiasm he has brought to the role and his continued leadership as Interim Head of Science.
• Mrs Chez Patterson, Youngman House Leader and Senior School Teacher, will commence long service leave at the beginning of Term 4 and return on 13 November. We wish Chez a restful and enjoyable break and look forward to welcoming her back later in the term.

Looking Ahead

I wish you and your family a safe and relaxing holiday break. While the weeks ahead offer a welcome opportunity to pause, there is much to look forward to when we return. Term 4 will bring many occasions to celebrate, connect and come together as a community, beginning with LUX 26 in Week 1. I hope to see you there and encourage you to register below! 

Warm regards

Dr Andrew Cousins

Principal