2026 Term 2 Week 8

Dear Parents & Caregivers,

One of the great privileges of being a Principal is the opportunity to work closely with people. For me, it genuinely doesn’t get any better than working with the Matthew Gibney community. When I stop and reflect, I feel incredibly grateful for what I get to be part of each day. I am present with our students, our families, our staff, and our parish community — and that is something truly special.

As I walked around the school during our recent parent-teacher interview day, it was a privilege to witness the meaningful conversations taking place between our teachers and families. There was a genuine sense of partnership as teachers spoke about each child—their growth, their achievements and the next steps in their learning journey. It was clear how deeply our staff care, and equally how invested our parents are. Moments like these highlight what makes Matthew Gibney so special—a strong sense of connection, shared purpose, and a collective commitment to supporting every child.

That feeling is our culture. It is who we are.

Some time ago, I learned about a company called Zappos, known for its strong culture and commitment to its people. They have created an environment where staff genuinely enjoy coming to work — a place built on belonging, connection and care. What stands out most is that every person in their organisation is valued, from leadership through to those behind the scenes. Their success comes not just from what they do, but from who they are and what they stand for.

When I reflected on this, I couldn’t help but see the parallels with our own Matthew Gibney community. We too are building something special — a culture where people feel valued, where relationships matter, and where we strive to bring out the best in one another.  This is something that drives me forward each day, to create the best school!

These ideas set a high standard, but they are aspirational — something we continue to work towards together. I often think about our students and the incredible qualities they are developing. I see kindness, determination, joy and resilience in them every day. I see students who lift others up, who give things their best, and who bring positivity into their classrooms and playgrounds.

You can see it in your own children as well. These qualities don’t happen by chance — they come from the values we all model and reinforce together as a community. When we are united in what we stand for, we create an environment where everyone can thrive.

One of my favourite moments each day is being on after school duty. Watching students finish their day with smiles, conversations, and excitement as they reconnect with their families says so much about the culture we are building together. The joy, kindness and respect shown in these moments reflects the values you nurture at home, and it shines through in the way our students interact with one another and the world around them.

In the busyness of life, I encourage you to take a moment to look around. There is so much good happening here at Matthew Gibney. I am someone who tends to see the glass half full, but I say this with complete honesty — what we have here is something special.

Let’s continue to embrace it together.

And I’ll finish with one simple idea that resonates strongly with me: “Create Fun.” How good is that?

Student Behaviour & Safety

At Matthew Gibney Catholic Primary School, we are committed to fostering a safe, respectful, and positive learning environment for all students. To support this, we uphold a set of clear expectations that guide student behaviour across the school. Students are encouraged to take pride in wearing their uniform neatly, demonstrate safe and respectful behaviour in all areas of the school, and move calmly and responsibly throughout the day. They are expected to complete learning tasks to the best of their ability, care for school resources, and show respect for others and our shared environment. These expectations are consistently supported by staff, with gentle reminders provided when needed. Where ongoing support is required, staff will work collaboratively with families to ensure each child is guided towards making positive choices. Together, we strive to help every student grow in responsibility, respect, and a sense of pride in themselves and our school community.

Last week, our Year 6 Student Representative Council leaders visited each of the Year 1–6 classrooms to share and discuss our expectations with their peers. This student-led approach highlights the importance of leadership and reinforces our shared commitment to a positive and respectful school culture. As part of this process, teachers will gently monitor and keep a record of students who may find it challenging to consistently meet these expectations. This information will be shared with Ms Zurzolo and I so that, together with families, we can provide appropriate support and guidance moving forward. Our goal is always to work in partnership to nurture each child’s growth, helping them to make positive choices and feel confident and proud as valued members of our school community.

Thank you for your support in reinforcing these expectations and home and helping us maintain a safe and respectful environment for all here at MG.

Online Behaviour

In relation to the Student Code of Conduct, I have recently had a few discussions with parents and students around cyber safety and online behaviour. All parents are encouraged to monitor their child’s behaviour, in particular chats they might be having while playing various online games.  Unfortunately, it seems as though some students feel the game is the forum to treat others differently to how they would here at school.  If this flows into the classroom we will notify you so that we can work in partnership to address the issue of appropriate online behaviour.  Thank you for your support in this.

CEWA Reporting Procedures – A Message from the Teaching and Learning Directorate for All CEWA Schools

During 2025 and 2026, CEWA schools have been implementing the updated WA Curriculum. As part of this, schools follow guidelines from the School Curriculum and Standards Authority (SCSA) to keep parents and carers informed about student progress in a variety of ways:

• Formal reports: Mid-year and end-of-year reports
• Ongoing communication: Through Seesaw, emails, and parent–teacher meetings
• By request: At any time, if parents/carers would like additional information

As part of ongoing improvement to assessment and reporting, CEWA has introduced some updates to how student achievement is reported.

Reporting Student Achievement

In both mid-year and end-of-year reports, students will receive one overall grade for each learning area (such as English or Mathematics). This grade reflects your child’s current level of achievement.

Teachers determine this grade by:

• Collecting a range of evidence from classwork, assessments, and observations
• Comparing student progress to the SCSA Achievement Standard for that learning area

The Achievement Standard describes what most students are expected to know and be able to do by the end of the year. At mid-year, the grade shows how your child is progressing toward that end-of-year expectation.

Changes to How Subjects Are Graded

In the past, some learning areas (like English and Maths) included separate grades for different areas such as reading, writing, and speaking/listening etc.

From this year, CEWA schools will no longer provide separate grades for these areas. Instead:

• Students will receive one overall grade for the subject
• This reflects how skills connect and work together (for example, reading and writing support each other)

This change helps provide a clearer picture of your child’s overall progress in each learning area.

Students with Individual Learning Plans

Some students follow a modified or differentiated curriculum to support their individual needs. These students have an Individual Education Plan (IEP), and their reports will reflect their progress based on their personalised learning program.

Uniform

We still have a few students wearing the leggings with their Sports Uniform.  As part of your enrolment at Matthew Gibney, parents committed to follow all procedures including the Uniform Procedure.  If I notice students wearing the incorrect uniform without an explanation as to why through a parent note, I will discuss this with the student and send an email home, and families will need to ensure their child is in the correct uniform.  Thank you for your support.

Understanding the NCCD

The NCCD is a nationwide data collection that counts the number of students receiving adjustments due to disability and the level of support they receive. This data helps schools, education authorities, and governments better understand the needs of students with disabilities and how they can be best supported at school

A disability is broadly defined as any condition of the body or mind (impairment) that makes it more difficult for the person with the condition to do certain activities (activity limitation) and interact with the world around them (participation restrictions).  This includes physical, mental, sensory, and intellectual impairments that substantially limit one or more major life activities.

Each year, our school follows a systematic process to complete the NCCD:

1. Identifying Students: We identify students who have a disability and require adjustments to participate in education on the same basis as their peers.
2. Determining Adjustments: Teachers, in consultation with parents and guardians, determine the level of adjustments needed. These can range from supplementary to extensive support and are documented on a student’s IEP (Individual Education Plan).
3. Collecting Evidence: We gather, and document evidence of the adjustments provided, such as individualised learning plans, teacher notes, and medical reports.
4. Submitting Data: The collected data is then submitted to the relevant education authorities, ensuring it is accurate and comprehensive.  It is important to note, the data submitted consists of the student’s year level and adjustment, and they remain anonymous.

The NCCD is crucial for several reasons:

• Improved Support: It helps schools and governments understand and meet the needs of students with disabilities more effectively.
• Funding Allocation: The data collected informs the allocation of funding, ensuring that resources are directed where they are most needed e.g. MiniLit & MacqLit Intervention Programs
• Inclusive Education: By participating in the NCCD, we are committed to creating an inclusive educational environment where all students can thrive.

We believe that every student deserves the opportunity to succeed, and the NCCD plays a vital role in achieving this goal. Your support and cooperation in this process are greatly appreciated.

For further information around NCCD, please see the Fact Sheet here.

Enjoy the fortnight ahead.  Goodness your way!

Clint

Term 2 2026 Parent Planner

Please click here for the Term 2 Parent Planner.

Catholic School Parents WA invites all members to play an active part in guiding our work by submitting any motions for consideration at the upcoming AGM on 23^rd  June 2026. We also encourage you to consider nominating for the CSPWA Board, or perhaps to nominate someone whose commitment and perspective would strengthen our mission of supporting families in Catholic education across Western Australia. Your involvement ensures our parent voice remains strong, representative, and future‑focused.

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.