Dear Parents/Carers,                                                                        

As I outlined in our previous newsletter, the workflow at St Paul’s can sometimes reflect frenetic activity! Last week, whilst teaching Year 5 one of the students disclosed to me that he was having the NAPLAN Mathematics assessment the following day and he was worried as he believed Maths was not his strong point. This eleven year old, in the midst of the chaos of school life, reminded me that we are not true to our values if St Paul’s is not a listening place first. Instead of focusing on being organised and engrossed in “active time”, that is, time organised, time controlled by bells, timetables, appointments and work, we need to be receptive to times where time is received, is enjoyed and is celebrated. Indirectly, a child reminded me to stand against this syndrome of noise and unreflective activity and show I cared about him as a person who is becoming anxious about this frenetic experience. I asked the child in question to find me on the playground when he arrived at school the next morning so that he could share with me where his “well” was at. I needed to ensure that he had time to rest awhile “in the midday heat of the many involvements.” Had he had his quiet time, if not, I would ensure he had it so that we could reflect quietly together in some relaxed form about his day and where NAPLAN existed in the scheme of what it means to be truly human.

This experience exemplifies how stress is becoming such a serious factor in the deterioration of mental health. It is time to consider what we are doing about this challenge to the integrity of peoples’ lives this is causing through compulsive activity. After this experience, I felt a christian calling back to developing a sense of waiting, listening and pondering, something that the Lenten experience calls us to. If we, as a Catholic school, are not serious about the roots of contemplation and the Word, we become sowers who sow seeds in vain among the thorn bushes of a conveyor belt of noise and fatigue. Thank you to the child who reminded me of this, we don’t worship NAPLAN, but we do worship our loving Father when we serve the children and each other, which sometimes calls each of us to stop and be still to keep things in perspective, keeping “the main game the main game!”

In light of the above very true story, I leave you with the following extract from Isaiah 50:4;

“Each morning he wakes me to hear, to listen like a disciple and the Lord Yahweh has opened my ear.”

Go Gently,         

Michael Reardon
Principal

Tell Them From Me (TTFM) Survey

Since 2013, Tell Them From Me (TTFM) surveys have provided valuable insights into various aspects of school life, practices, and procedures from the perspectives of students, parents, and teachers. These surveys help schools gather meaningful data to support planning and decision-making.

What Do the TTFM Surveys Measure?

The TTFM surveys are designed to assess students' wellbeing and engagement, along with the experiences and attitudes of the school community toward school practices and procedures.

How Are TTFM Survey Results Used?

Schools use TTFM survey results to guide planning and decision-making. By comparing perspectives from students, parents, and teachers, school leaders can identify strengths and areas for improvement. The data helps monitor program effectiveness, ensuring school initiatives positively impact student wellbeing, engagement, and learning outcomes. Many survey measures align with the School Excellence Framework, providing schools with evidence of progress and success.

Accessing and Analysing Survey Results

Schools receive their TTFM results within a week of survey completion via an online reporting platform managed by The Learning Bar. This platform offers interactive charts and trend reports, allowing school leaders to analyse data, track progress, and make informed decisions for targeted improvements.

Have Your Say: Complete the Tell Them From Me Survey!

Your voice matters! The Tell Them From Me parent survey is an important opportunity to share your thoughts on your child’s school experience. By taking a few minutes to complete the survey, you can help shape school planning and improvements that directly benefit students, families, and the entire school community.

Why Should You Participate?

• Make a Difference – Your feedback helps school leaders understand what’s working well and where improvements are needed.
• Support Student Success – Schools use survey results to enhance programs that support student learning,wellbeingg, and engagement.
• Have Your Say – This is your chance to share your experiences and ensure parent perspectives are heard.

The survey will be available early next term. 

Staff Spirituality Day - Pupil Free Day

A reminder that on Monday, 28 April 2025, St Paul’s will have our staff spirituality Day (Pupil Free Day). There will be no staff on the school premises on this day. The day is being led by our Catholic Education Office Spirituality team. Our staff will experience different forms of contemplative prayer with a focus on scripture. This will be an opportunity for staff to reconnect with themselves, others and God as they move forward as pilgrims of hope. Therefore, the children do not attend school on the first day of Term 2.

Religious Literacy Assessment Trial for Year 5 students

Maria Debrincat
Religious Education and Wellbeing Coordinator

A Message From St Vincent DePaul Society

Scholastic Book Club Information

Growth Mindset

Fostering a growth mindset in children is a powerful way to help them develop resilience, curiosity, and a love for learning. As a parent, teacher, or caregiver, you can take practical steps to encourage this mindset in everyday situations. Here are some specific strategies to help children develop and nurture a growth mindset:

1. Praise Effort, Not Just Results

• Why it matters: Praising effort helps children understand that they can improve and succeed through hard work and perseverance.
• How to do it: Instead of saying, "You're so smart!" say, "I can see how hard you worked on this!" or "I’m proud of how you kept trying."

2. Model a Growth Mindset

• Why it matters: Children learn by observing the adults around them. By demonstrating a growth mindset in your own actions, you teach children that challenges and setbacks are part of the learning process.
• How to do it: Show how you handle mistakes and challenges. When something is difficult for you, narrate your process: “This is tricky for me, but I’ll keep trying and learning how to do it.”

3. Encourage a Positive Relationship with Failure

• Why it matters: Children with a growth mindset view mistakes as opportunities to learn rather than reasons to quit. Encouraging this view of failure builds resilience.
• How to do it: Teach them that failure is part of the process and that everyone faces challenges, even successful people.

4. Provide Opportunities for Challenge

• Why it matters: Facing and overcoming challenges is essential for developing a growth mindset. Children need opportunities to push themselves and face new, difficult tasks.
• How to do it: Introduce tasks that stretch their abilities without overwhelming them. Choose activities that are just beyond their current skill level to encourage growth.

5. Teach the Power of “Yet”

• Why it matters: The word “yet” is a powerful tool in shifting thinking from a fixed mindset (“I can’t do this”) to a growth mindset (“I can’t do this yet”).
• How to do it: Use “yet” regularly in your conversations to reinforce the idea that abilities improve over time with practice.

6. Encourage Self-Reflection

• Why it matters: Reflecting on experiences helps children understand how they can improve, rather than focusing only on the outcome.
• How to do it: After a task, ask questions that help children think about their approach and what they can learn from it.

7. Create a Safe Environment for Learning

• Why it matters: A safe and supportive environment encourages children to take risks, try new things, and make mistakes without fear of judgment.
• How to do it: Be patient and understanding when they struggle, and offer support and encouragement. Reinforce that making mistakes is part of learning and not something to be ashamed of.

8. Promote the Idea of Lifelong Learning

• Why it matters: A growth mindset is about developing a love for learning that lasts a lifetime. By emphasizing the value of learning over time, children understand that knowledge and skills continue to evolve.
• How to do it: Share examples of how people continue to learn throughout their lives, no matter their age or success level.

9. Give Constructive Feedback

• Why it matters: Giving feedback that focuses on effort and strategy rather than innate ability encourages children to focus on improving their skills.
• How to do it: When offering feedback, focus on specific actions they can take to improve, rather than making generalized comments like “You’re not good at this.”

10. Set Goals and Celebrate Progress

• Why it matters: Setting small, achievable goals helps children focus on progress and effort rather than comparing themselves to others.
• How to do it: Help them set realistic goals, and celebrate their progress toward achieving them, even if it’s just a small step forward.

By intentionally cultivating a growth mindset, you encourage children to see challenges as opportunities, develop resilience in the face of adversity, and approach learning with curiosity and perseverance. This mindset helps them not only in school but in every area of life as they grow.

Welcome to Robotics Club

We are excited to launch our Robotics Club. Students will have the opportunity to develop their coding and technology skills in a fun and creative way. Each Thursday at first break, students will come together to explore different programs and technologies that will help them advance their digital thinking and problem-solving skills.

Our Year 2 students kicked off the club today with great enthusiasm, exploring a variety of technologies and beginning their coding journey. We look forward to seeing their confidence grow as they experiment, collaborate, and build their knowledge week by week.

2025 P&F Committee 

Thank you to parents who attended the AGM where the election of the 2025 committee was completed.

Congratulations to our 2025 P&F Committee Members.

• President: Renee Stanley
• Vice President: Cordell Milne
• Treasurer: Joshua Taylor
• Secretary: Sarah Brown

Many thanks to our outgoing Vice President Alicia and Secretary Ashlea. Your time and work on the committee over the years is very much appreciated.

Mother's Day 

This year the Mother's Day stall will be held on Thursday, 8 May 2025. Gifts will be $10 and one gift per student.

Volunteers - Mother's Day Stall

The P&F Committee require approved parent volunteers for the Mother's Day Stall. If you have completed the CEO onbpoarding process and would like to assist at the stall, please email your interest along with you mobile number to info@spcdow.catholic.edu.au