From the Principal
Dear Parents & Caregivers,
Lent is the season that makes us stop and think seriously about the relationships we have. When we have positive relationships, everything seems in sync. When our relationships are strained, it becomes overwhelming to deal with even the simplest things.
Lent gives us this opportunity to seek forgiveness and offer forgiveness. A willingness to let go of what was and to be accepting of what comes our way can be tough. To know that it is okay to forgive someone and not hold on to the negativity that can consume us is comforting. This is the heart of Lent, the heart of being merciful like the Father.
I have always been a person that wears their heart on their sleeve, not only in my personal life but also in my role as a teacher, Assistant Principal and now Principal. As I learn more about leadership in education, this may not be the best way to be a Principal or leader. However, there is no point trying to fight the ‘heart on the sleeve’ stuff, that is just how I am. Some people will love it while others will think it is all a bit soft. Oh well, you see, Lent, perfect opportunity for me to be the person/Principal I love being.
This leads me into a quote from Oprah as I think about the person I love being.
The great thing about this quote is that we can learn lessons for ourselves, and also for our children. It certainly helps me with my thinking around teaching. How good is it to know we allow our children onto the high wire of learning, challenging them to have a go and that failing is okay. What a gift to expose our children to. Again, how good for us to have this attitude not just for learning but life! Knowing that we don’t need to perfect is quite comforting.
I think about our students and my own girls, and I know I need to do this better. How do I get the very best out of them? How do I get them to be willing to take the chance of falling/failing? It is pretty exciting when you think about it, providing moments daily for our children to own their learning and to take responsibility. I think this is pretty much the best thing about the teaching profession. It is okay to fall sometimes. It is okay to have to do better the next time. This is also for our staff here at MG. Learning on the job is what makes teaching the best profession as it is a forever changing context.
This is life and what it is all about.
Being in education for 25 years now I thought I had the demands of teaching and learning under control. Each week I get to meet with the teaching staff and discuss various issues in formal and informal meetings. Listening to these teachers has opened my eyes to the demands of the work within our classrooms; all the preparation, the emotional drain, the emotional highs and lows, the constant demand of teaching and learning, the needs of our students in our classrooms and this underlying premise that we need to get it right all the time. The moving from one lesson to the next, motivating the students and the need to be one step ahead. It is an exhausting profession, one that is continually changing and challenging. Seeing our teachers strive to meet these demands is inspiring. It is a privilege to work with the children and staff of MG. For many of our staff, this year has been an interesting start. New roles, new year levels. Seeing the effort they have put into accepting my expectations while setting a high standard in their classrooms makes me one lucky Principal!
I am sure that as you get to know me, you will probably hear me talk about a work that I absolutely love, Ikigai, that is knowing one’s purpose. Ikigai for me is what it is all about, that the grass is greener on my side, our MG side. Being surrounded by people that care is truly making me realise the grass is pretty green at MG. This was also the case at our first P&F and CSAC meetings for 2026. Hearing the P&F’s plans for various community events to bring us all together and the CSAC’s interest is making MG even better ensures the students remain our number one concern.
As we commence our journey to our Easter celebration and last days of Term One, we cannot help feel a little tired with the busy start we have had. The quote from Ralph Waldo Emerson recently came across my desk.
This is exactly what Oprah talks of, to bounce back and go for it. I look forward to working on this myself and hopefully seeing others around me starting each day with a renewed spirit.
Reminder for Families with Younger Siblings – 2027 Enrolments
We would like to remind families who have younger siblings born in the following date ranges to please get in touch with the school if you have not already done so, as we begin preparations for 2027 enrolments:
- Pre‑Kindy 2027: Children born between 1 July 2023 and 30 June 2024
- Kindy 2027: Children born between 1 July 2022 and 30 June 2023
As a current family, you are not required to attend the Open Day; however, you will need to arrange an enrolment interview. Interviews for current families are usually conducted over the phone.
Open Day (Optional for Current Families)
- Date: Friday 15 May 2026
- Times:
- 9.00am or
- Any time between 3.30pm and 4.00pm
- Location:
Matthew Gibney Catholic Primary School
30 Munday Road, High Wycombe
If you do wish to attend the Open Day, please RSVP and indicate your preferred time.
Interview Dates
- Kindy 2027 interviews:
Monday 18 May – Friday 29 May 2026 - Pre‑Kindy 2027 interviews:
Tuesday 2 June – Friday 12 June 2026
Interview times and dates can be booked after the Open Day.
If your family falls into one of the above categories and you have not yet made contact, we encourage you to do so as soon as possible to ensure we can support you through the enrolment process.
Thank you for your continued connection to the Matthew Gibney community.
Parent Class Representatives
We would like to take this opportunity to extend our sincere gratitude to our Class Parent Representatives for their generosity, commitment, and willingness to serve our school community.
Our parent reps play a vital role in fostering connection, supporting classroom communities, and strengthening the partnership between families and the school. Their time, energy, and goodwill do not go unnoticed, and we are deeply thankful for the way they volunteer their support in the spirit of service.
Volunteering in a school setting is no small gift. It reflects a shared belief in the importance of community, collaboration, and walking together in the education of our children. We are blessed by the parents who step forward in this role, often behind the scenes, simply wanting to contribute positively to school life.
To support clarity for all families, we would like to gently remind the community that Class Parent Representatives are not responsible for clarifying school procedures, decisions, or communications. Questions relating to classroom learning, routines, or events should always be directed to the classroom teacher in the first instance. If further support or clarification is required, families are encouraged to contact a member of the Leadership Team, who are always happy to assist.
This shared understanding helps ensure that our parent representatives can focus on what they do best — building community and supporting positive connections — while communication remains clear, consistent, and respectful for all.
Once again, thank you to our Class Parent Representatives for the important role you play in our school. Your service is deeply valued, and we are grateful for the time and care you give to Matthew Gibney.
Lockdown Drill at School
Today, our school conducted a planned lockdown drill as part of our ongoing commitment to student safety and wellbeing.
Regular lockdown drills are an important part of school life. They help ensure that students and staff know what to do and where to go in the unlikely event of an emergency. Practising these procedures in a calm and structured way allows everyone to respond safely and confidently if the need ever arises.
Our students participated very well, following instructions respectfully and we are proud of the way they listened carefully and supported one another throughout the process.
These drills are conducted at regular intervals in line with school policies and safety requirements, and they form part of our responsibility to provide a safe and prepared learning environment for all members of our community.
Thank you for your continued support as we work together to keep our students safe.
Carpark Safety – A Shared Responsibility
As a reminder to all staff, parents and caregivers, student safety in and around our school car park remains a high priority. The car park is a busy space, particularly at drop‑off and pick‑up times, and it is essential that we all model and reinforce safe practices.
All community members are reminded to use designated footpaths at all times and to avoid walking on road surfaces within the car park. This reduces risk and provides a clear, consistent example for students and families to follow. When adults model safe behaviour, it reinforces expectations and supports a culture of care and responsibility.
Our Matthew Gibney Catholic Primary School Traffic Management Procedure, available on the school website, outlines the expectations and processes designed to keep all members of our community safe. I encourage all staff to revisit this document to ensure we are aligned in our practice.
Importantly, safety in the car park is a shared responsibility. All members of our community are expected to be proactive in supporting one another by respectfully and appropriately reminding each other of expectations when needed. These reminders should always be given in a courteous and supportive manner, with the shared goal of keeping our students safe.
Thank you for your continued vigilance and commitment to maintaining a safe environment for our students, families, and staff.
Supporting Every Child Through Quality Differentiation
At Matthew Gibney Catholic Primary School, our approach to supporting learners is grounded in research, professional practice, and our shared vision of helping every child grow to their full potential.
Educational research consistently shows that high‑quality curriculum differentiation within the classroom is more effective than ongoing “pull‑out” extension programs for most students. When learning is differentiated well, students are supported at their point of need—whether they require consolidation, extension, or enrichment—while remaining connected to their teacher, peers, and the core curriculum.
Rather than separating students for extension, our teachers carefully plan learning experiences that:
- Stretch thinking
- Encourage deep understanding
- Allow students to demonstrate A and B grade behaviours, such as higher‑order thinking, persistence, creativity, and independence
- Provide appropriate challenge without unnecessary pressure
This approach reflects our belief that all learners benefit from rich, responsive teaching, and that growth is best supported through thoughtful instruction rather than labels or fixed groupings.
What this looks like at Matthew Gibney
In practice, this means:
- Teachers adjusting tasks, questions, and expectations within lessons
- Opportunities for students to go deeper, explore further, or extend their learning
- Challenge being embedded naturally into everyday learning, not reserved for a select few
- Students remaining part of their classroom learning community
This aligns closely with our school vision — supporting the development of the whole child: academically, socially, emotionally, and spiritually.
Leadership and decision‑making
Educational and operational decisions around teaching and learning at Matthew Gibney are made by me as Principal, in consultation with staff and informed by research and system guidance. These decisions are always driven by one central question:
What is in the best interests of students, both now and into the future?
While we appreciate and value parent voice, our responsibility is to implement practices that are educationally sound, sustainable, and beneficial for all learners, not just a small number.
Partnering with families
We also recognise that children who show strong curiosity, high ability, or giftedness often thrive when their interests are nurtured both at school and beyond. Just as families seek sporting opportunities outside of school to further a child’s development, we encourage parents to consider enrichment opportunities beyond the classroom—such as clubs, competitions, creative pursuits, or academic programs that align with their child’s passions.
School plays a vital role, but it is one part of a broader learning journey, and the most successful outcomes occur when schools and families work in partnership.
Thank you for your trust and support as we continue to provide a learning environment that challenges, nurtures, and supports every child at Matthew Gibney.
A Balanced and Purposeful Approach to Digital Technology
At Matthew Gibney Catholic Primary School, we take a thoughtful, research‑informed, and balanced approach to the use of digital devices in classrooms. Technology is used as a tool to enhance learning, not as a replacement for rich teaching, relationships, and hands‑on experiences.
This is also a space we are continuing to refine and improve throughout the year, as we review practice, respond to student needs, and reflect on emerging research and feedback from our community.
Our approach is guided by clear principles:
- Devices are used for specific learning purposes, typically for around 20% of the learning day
- Screen time is monitored, allowing teachers to track usage time and ensure appropriate use
- Clear boundaries and expectations are in place to support focus, wellbeing, and learning
We are mindful of the risks associated with digital technology, including over‑use, shallow learning, and reduced persistence. For this reason, learning at Matthew Gibney always prioritises:
- Deep understanding before digital creation
- Strong foundations in real‑world knowledge, discussion, and experiential learning
- Opportunities for students to tackle challenge, build thinking skills, and develop perseverance
Technology is introduced only when it meaningfully extends learning — for example, after students have explored, questioned, and understood a concept — ensuring imagination is grounded in sound knowledge.
We are also committed to equipping students with the skills needed to navigate the digital world confidently and safely, including typing, research skills, identifying reliable information, recognising misinformation, and responsible digital organisation.
Importantly, face‑to‑face teaching, strong relationships, physical activity, pen‑and‑paper learning, and wellbeing remain central to our practice. Devices are one tool among many — not the centre of learning.
We value parent engagement and ongoing dialogue, which is why this will become a focus for our MG Catholic School Advisory Council and will continue to communicate openly as we refine this work, always guided by what is developmentally appropriate and in the best interests of our students.
Congratulations to Our Interschool Swimming Team
Congratulations to our Matthew Gibney Interschool Swimming Team for the wonderful way they represented our school at the recent carnival.
Our students demonstrated great commitment, perseverance, and sportsmanship, giving their best effort in every race and supporting one another throughout the day. Regardless of results, they should be very proud of the way they conducted themselves and embraced the opportunity to challenge themselves.
Their efforts reflect our school vision of encouraging students to strive for personal excellence, show respect for others, and represent our community with pride and integrity.
A sincere thank you to the staff who attended and supported the team on the day — your time, encouragement, and care made a meaningful difference and ensured the event was a positive and successful experience for our students.
Well done to all involved. We are very proud of you!
Smart Watches at School – Supporting Safety and Learning
We are noticing an increasing number of students wearing smart watches to school. These devices can offer some positive benefits, particularly for families, including tracking physical activity, promoting healthy habits, and, in some cases, helping children develop independence around time management.
We understand that many families choose smart watches for these reasons and appreciate the good intentions behind their use.
However, as a school community, our first priority is always student safety, wellbeing, and appropriate supervision during the school day.
To ensure a safe and focused learning environment, we ask for the support of all parents and carers with the following expectation:
Any communication features on student smart watches — including text messaging, phone calls, social media access, or internet connectivity — must be turned off during school hours.
This is essential for several reasons:
- Direct messaging can bypass school supervision and safeguarding systems
- It can contribute to distractions during learning time
- It may lead to misunderstandings or anxiety for students if messages are received during the day
- It compromises the school’s ability to appropriately manage student wellbeing and communication
If a child needs to contact a parent or carer during the school day, this should always occur through the school office, ensuring appropriate care and support.
We ask that parents check device settings carefully before watches are worn to school and regularly review them with their child. Smart watches should support wellbeing — not compromise safety or learning.
This approach aligns with our school’s commitment to nurturing each child in a safe, supportive, and faith-filled environment, in partnership with families.
Thank you for your understanding, cooperation, and ongoing support as we work together for the good of all students.
Have a blessed fortnight and good luck with your Lent sacrifices. I have been aiming to stick to one coffee per day and giving up my chocolate almond ice creams. Please God help me, only a few days to go!!
Take care.
Clint
School News
Term 1 2026 Parent Planner
Please click here for the Term 1 Parent Planner.
IF YOU HAVE COLLECTED ANY PRINTED TERM PLANNERS FROM THE OFFICE BEFORE TUESDAY 10TH FEBRUARY, PLEASE AMEND THE P&F MEETING DATES AND TIMES AND SACRAMENTAL DATES AS PER THIS PLANNER, THANK YOU.
Good News
Year 3 Art News
Counsellor's Corner
Community News
Children’s Liturgy at St Francis of Assisi Parish
The Children’s Liturgy Program at St Francis of Assisi, Maida Vale, has started for the year. Children from Pre-primary to Year 4 are welcome. Please bring your children to the old Parish Hall before the 9.30am Mass on Sunday. The children sing and pray and listen to the Gospel at their level. They then do an activity about the Gospel, before coming over to the church after the Homily.
For enquiries please contact Philomena on 0417 936 757.
