Principal: Mitchell Welham

Stage Assistant Principals

• Kindergarten: Vicki Arnot
• Year 1 & Year 2: Anne Thornton
• Year 3 & Year 4: Megan McGuinness
• Year 5 & Year 6: Luke Byrne
• Intensive Learning Support Classes: Lauren Peterson

Specialist Assistant Principals

• K-2 Engagement: Ash Buckley
• K-2 Curriculum & Instruction: Jenny Bath
• 3-6 Engagement: Mitch Stokes
• 3-6 Curriculum & Instruction: Hannah Marler

Education Officers

• Student Support Officer: Red Magallanes | TBA
• Aboriginal Education Officer: Trevor Tighe | 0429 270 308

Class	Library Day	Sport Day	Homework Day
KSR - Mrs Shelley & Mrs Robertson	Tuesday	Monday, Friday	Monday
KL - Mrs Lane	Tuesday	Monday, Friday	Monday
KAR - Mrs Arnot & Mrs Robertson	Tuesday	Monday, Friday	Monday
1/2A - Mrs Thornton	Monday	Tuesday, Thursday
1/2H - Miss Hale	Monday	Tuesday, Friday
1/2T - Mrs Turner	Monday	Tuesday, Friday
1/2P - Mrs Pass	Monday	Tuesday, Thursday
1/2L - Mrs Lees	Thursday	Tuesday, Friday
1/2S - Mrs Shearer	Thursday	Tuesday, Thursday
3/4MG - Mrs McGuinness	Friday	Wednesday, Thursday	Handed out Mondays Due back Fridays
3/4F - Mrs Freers	Friday	Wednesday, Thursday	Handed out Mondays Due back Fridays
3/4S - Mrs Stevens	Friday	Wednesday, Thursday	Handed out Mondays Due back Fridays
3/4M - Mr McGuiness	Friday	Wednesday, Thursday	Handed out Mondays Due back Fridays
5/6B - Mr Byrne	Wednesday	Thursday, Friday	Monday- Friday
5/6S - Miss Scotton	Thursday	Tuesday, Friday	Monday-Friday
5/6L - Mrs Lee	Thursday	Tuesday, Friday	Monday-Friday
5OC - Mrs Bishop	Tuesday	Wednesday, Friday	Each term
6OC - Mrs Carter	Wednesday	Wednesday, Friday	Each term
K/6P - Ms Peterson		Monday & Wednesday	Termly Homework Grid
K/6B - Mrs Bourke		Monday & Wednesday	Termly Homework Grid
K/6M - Ms Morgan		Monday & Wednesday	Termly Homework Grid

KINDERGARTEN	Description
English Text	Starting School Little Nic's Big Dream Families We're Going on a Bear Hunt Alexander's Outing Pig the Pug Pig the Fibber Edward the Emu
Mathematics Concepts	Recognising numerals and quantities to 10 Showing numbers in different ways Patterns Measurement- Length, Volume and Mass
History	Important Family Events
Geography	People Live in Places
Science	Living World
Creative Arts	Dance Visual Arts
Personal Development & Health	Hygiene, Safety & Emotions The Resilience Project
Physical Education	Fair Play Static Balance, Run, Sprint, Catch Enjoyment and Motivation

YEAR 1 & YEAR 2	Description
English Text	Welcome to Country I'm Australian Too Hark, It's Me, Ruby Lee? Peggy: A Brave Chicken on a Big Adventure Where the Wild Things Are. Great White Shark Nian, the Chinese New Year Dragon
Mathematics Concepts	Position: Follow directions to familiar locations. Place Value: Two-and three-digit numbers (with count by tens) Number: Counting on and counting back. Combining and separating quantities, Near doubles and using doubles, Forming groups, Ordering umbers, efficient reading and writing numbers, even and odd numbers Time: Months and seasons. Compare and order duration of events Length- measurement Recognising and classifying 2D shapes and 3D objects Chance
History	Changing technology
Geography	Places and Spaces: Features of places
Science	Schoolyard Safari
Creative Arts	Music Dance
Personal Development & Health	Resilience Project Respectful relationships and safety Identity, health and wellbeing Self-management and interpersonal
Physical Education	Movement skill and physical activity

YEAR 3 & YEAR 4	Description
English Text	The Kindness Project, Deadly Science
Mathematics Concepts	Representing numbers, Addition and subtraction, Length and time, Fractions, Data
History	Change and Continuity, Community and People
Geography	Features of Australia
Science	Melting Moments
Creative Arts	Dance Visual Arts
Personal Development & Health	The Resilience Project
Physical Education	TBD

YEAR 5 & YEAR 6	Description
English Text	The Wild Robot Bright New World
Mathematics Concepts	Representing numbers and decimals, addition and subtraction, length and time, fractions, data
History	Colonial immigration
Geography	Factors that Shape Places
Science	Microorgansims
Creative Arts	Music Dance
Personal Development & Health	Personal safety and wellbeing, The Resilience Project
Physical Education	Target games

As a NSW Public School, we provide everything your child needs to learn at school. Some families wish for their child/ren to bring their own items to schools.

MANDATORY (must bring every day)

• School hat with name clearly labelled
• Lunch box with packed lunch and recess
• Wear full school uniform including school jumper and black shoes

OPTIONAL

• Fruit (or vegetable) for fruit break
• Canteen money for ordering
• Pencil case with own supplies
• Students can wear their PSSA or representative jumpers on Fridays only. Students must wear full school uniform every other day of the week.

CANNOT BRING

• Toys from home unless approved by the Principal
• Banned or illegal substances, items or materials
• e-Bikes or e-Scooters on school grounds

Mondays (see dates below) beginning at 2:15pm in the hall.

Term 1	Dates
Infants (K-2)	Monday 9 February Monday 23 February Monday 9 March
Primary (3-6)	Monday 16 February Monday 2 March Monday 16 March

All P&C meetings begin at 6:00pm in the staff room. P&C members can join online through Microsoft Teams (please contact the school for the link).

Term 1

• Tuesday 10 February (Week 3)
• Tuesday 17 March (Week 8)

Term 2

• Tuesday 5 May (Week 3)
• Tuesday 9 June (Week 8)

Term 3

• Tuesday 4 August (Week 3)
• Tuesday 8 September (Week 8)

Term 4

• Tuesday 27 October (Week 3)
• Tuesday 1 December (Week 8)

Sentral Parent App

CLICK HERE TO ACCESS AND DOWNLOAD THE APP!

Communication Protocols

Schools are complex and busy places, and staff are often balancing teaching, supervision, planning, and administrative responsibilities throughout the day. For this reason, the way we manage communication at Wyong Public School is designed to be both respectful and practical.

• Response Times: Our standard response time to emails, phone calls and other requests is 2–3 school days. Please be assured that your query is important to us and will be addressed as soon as possible.
• Scheduling Meetings: On-the-spot meetings with staff are rarely possible, as teachers and executive staff follow structured calendars and commitments. Meetings should always be scheduled in advance through the school office.
• Availability of Staff: While the official school day runs from 8:30am–3:00pm, staff regularly work beyond these hours. It is not unreasonable to receive communication from staff before school (from 8:00am) and after school (up until 5:00pm).
• Respecting School Hours: We will always do our best to keep communication with parents/carers within or as close to school operating hours as possible. Urgent matters will be triaged appropriately.
• Sentral Parent Portal & School Email: the best way to contact your child's teacher is using the Sentral Parent Portal app. This is a direct messaging app that enables you to stay up to date with what is happening with your child's learning and social/emotional wellbeing. Alternatively, parents/carers can email the school at wyong-p.school@det.nsw.edu.auopen_in_new
  Please note that teachers will apply the standard response time (see above) for all parent/carer communications.

By following these protocols, we ensure that communication between families and the school is timely, respectful, and supports the learning and wellbeing of every child.

Interacting with our Staff

At Wyong Public School, we value positive, respectful and collaborative relationships with our parents and carers. We ask that all interactions with staff—whether face-to-face, on school grounds, over the phone, via email, or through the parent portal—are conducted respectfully and in line with the NSW Department of Education’s School Community Charter. This charter outlines the expectations for safe, supportive and respectful communication between school staff and families, ensuring the best outcomes for all students.

To maintain a safe and supportive environment, families are reminded that the Inclosed Lands Protection Act 1901 (NSW) applies to school grounds. In circumstances where behaviour towards staff or students is inappropriate, threatening or aggressive, the Principal may issue a warning or enforcement letter, and in serious cases, restrict access to the school site.

If there are repeated breaches of respectful communication, the school may amend the way communication occurs between families and staff. This may include requiring communication to be in writing only, scheduling meetings with senior staff present, or limiting contact to specific channels. These measures are designed to safeguard the wellbeing of staff and students while maintaining essential communication between school and home.

Together, by following these expectations, we can ensure a safe and supportive environment where all members of the Wyong Public School community are treated with dignity and respect.

Attendance

Attendance at school is mandatory under the Education Act 1990 (NSW). Parents or carers of children of compulsory school age are responsible for ensuring their child attends school every day. Children must commence school by age 6 and then complete year 10.

Absences

Parents of children from Kindergarten to Year 12 must ensure their children attend school every day. On occasion, your child may need to be absent from school. Justified reasons for student absences may include:

• being sick or having an infectious disease
• having an unavoidable medical appointment
• being required to attend a recognised religious holiday
• exceptional or urgent family circumstances e.g. attending a funeral.

Parents must provide an explanation for absences to the school within 7 days from the first day of any period of absence. Where an explanation has not been received within the 7-day timeframe, the school will record the absence as unexplained on the student's record.

In summary ...

• All students are required to attend school every day unless they are ill or have a valid, approved reason.
• Parents and carers must notify the school of absences and provide a reason.
• Student attendance is recorded using NSW Department of Education absence codes, and absences are marked as justified or unjustified.
• Planned leave during school terms requires prior approval from the Principal.
• The school monitors attendance and follows up unexplained or frequent absences in accordance with Department procedures.

Raising a Concern

At Wyong Public School, we value open and respectful communication with families. If you have a concern, we encourage you to follow these steps so that the right staff member can support you and your child effectively:

STEP 1 | Classroom Teacher

Your child’s classroom teacher is the first point of contact. Concerns can be raised:

• via the school email address (attention to the teacher)
• face to face (before/after school by appointment)
• through the Parent Portal
• Unresolved? Go to Step 2.

STEP 2 | Assistant Principal

• If the concern cannot be resolved with the teacher, please contact the school office. Office staff will organise a meeting time with the Assistant Principal within 2–3 school days.
• Unresolved? Go to Step 3.

STEP 3 | Principal

• The Principal is available for matters that are often complex or sensitive. The Principal will follow the NSW Department of Education Community Complaints procedures. Our Assistant Principals or senior office staff can help you arrange this if needed.
• Unresolved? Go to Step 4

STEP 4 | Making a Complaint

• We strongly encourage parents/carers to follow the three steps above first. If you are still unsatisfied, you can access further information and support at:
  👉 NSW DoE Guide for Parents, Carers and Studentsopen_in_new

Needing support or assistance at home?

• Our School Support Officer (SSO) and Aboriginal Education Officer (AEO) are also available to assist families. You can send them a text (their mobile number is provided on this page) and they will respond by text or phone call within 48 hours.

Photography and Video on School Grounds

To protect the privacy, safety and wellbeing of all students, Wyong Public School follows NSW Department of Education guidelines regarding photography and video recording on school grounds.

• Parents and carers may only take photos or videos of their own child at school events or activities where photography has been permitted by the school.
• Images or recordings must not include other students unless prior consent has been given by those students’ parents/carers.
• Photos and videos must not be shared on social media or online platforms if they include other children.
• Photography and video recording are not permitted during normal school operations (e.g. classrooms, playgrounds) unless explicitly approved by the school.
• Staff may request that photography or recording cease at any time.

Failure to follow this policy may result in restrictions on future attendance at school events.

Visiting School Grounds

To ensure the safety of all students and staff, the following procedures apply to all visitors to Wyong Public School:

• All visitors must sign in via the QR code at the school office upon arrival and sign out when leaving.
• For scheduled school events, visitors must sign in and out using the visitor book, usually located outside the hall or classrooms, unless otherwise advised.
• Visitors must wear identification if provided and remain in approved areas only.
• All visitors are required to follow the directions of school staff at all times.

Thank you for supporting a safe and orderly school environment.

Real Schools (Restorative Practices 2.0)

Wyong Public School works closely with Real Schools and Wyong High School to support positive behaviour, student wellbeing and a strong sense of belonging for all students. This partnership helps ensure consistent expectations and shared language across our schools.

Through the Real Schools program, students learn to:

• understand clear expectations for behaviour, learning and engagement
• develop self-control, responsibility and positive choices
• build respectful relationships with peers and adults
• learn strategies to manage emotions and solve problems calmly

Working with Wyong High School allows us to:

• use common language and expectations across both schools
• support a smooth transition from primary to high school
• build confidence and readiness for the next stage of learning

Together, this approach creates a safe, supportive and consistent learning environment where students feel connected, supported and ready to succeed.

School Uniform & Uniform Shop

Click here for access to our school uniform page, including online ordering.

The Wyong PS Uniform Shop is open Fridays from 8:30am to 9:15am, located at the front of the hall and proudly run by our P&C. Payment by cash or card is accepted. Online orders are also available for your convenience.

PSSA & Representative jumpers: students can wear their PSSA or representative jumpers on Fridays. Students must wear full school uniform every other day of the week.

Sun Safety

Wyong Public School is committed to protecting students from the harmful effects of the sun and promoting safe sun practices.

• Students are required to wear a school coloured bucket hat when outdoors.
• No hat, play in the shade applies for every term.
• Students are encouraged to wear sun-safe clothing as part of the school uniform.
• Sunscreen is encouraged and should be applied at home before school.
• Outdoor activities are modified or moved to shaded areas when UV levels are high.

This policy aligns with NSW Department of Education guidelines and supports student health and wellbeing.

Mobile Phones & Personal Devices

Mobile phones and personal devices are banned in NSW Public Schools. To support student safety, learning and wellbeing, Wyong Public School has the following expectations regarding mobile phones and personal devices:

• Mobile phones and personal devices must be handed to the school office immediately upon entering school grounds.
• Devices are securely stored in the office for the duration of the school day.
• Devices cannot be accessed during the school day.
• Devices may only be collected at the end of the school day, or
• Earlier if the student is being signed out and collected by an authorised adult.

The school accepts no responsibility for loss or damage to personal devices brought to school.

Working with Children Check (WWCC)

At Wyong Public School, the safety and wellbeing of our students is our highest priority. The Working With Children Check (WWCC) is a legal requirement under NSW legislation for people who work or volunteer with children in schools.

Who needs a WWCC

• All paid employees of the school (teachers, support staff, office staff, canteen staff)
• Volunteers who are undertaking child-related work, such as regular classroom help, excursions, camps, or sporting events
• Contractors providing services to the school (e.g., coaches, music tutors)

Who does not need a WWCC?

• Parents and close relatives who volunteer occasionally (e.g., helping at the school fete or attending a reading morning) are exempt, unless their role involves ongoing child-related work.

Where can I find the forms?

• Application forms are available here 👉 NSW Working With Children Check

What needs to be provided?

When you apply, you will need:

• Proof of identity (100 points of ID, e.g., driver’s licence, passport, Medicare card)
• Payment (for paid positions – volunteers are free)
• Your WWCC clearance number once issued

This clearance number must then be provided to the school office, along with your date of birth, so that we can verify your WWCC through the NSW DoE system.

By ensuring all required staff, contractors and volunteers hold a valid WWCC, we continue to uphold a safe and supportive learning environment for every child at Wyong Public School.

Online Safety and the eSafety Commissioner

At Wyong Public School, we are committed to supporting safe and responsible use of technology. Families are encouraged to access the resources provided by the Australian eSafety Commissioner, which offer practical advice for parents and carers on helping children stay safe online.

The eSafety Commissioner provides:

• Guides for parents/carers on managing screen time, gaming, social media, and digital wellbeing
• Tips for starting conversations with children about online safety
• Free webinars and resources tailored to different age groups
• A formal pathway to report online abuse, cyberbullying, image-based abuse, and harmful online content

If you or your child experience serious online issues such as cyberbullying, online abuse, or image-based abuse, you can make an official report through the eSafety Commissioner.

• Information for Parents 👉 eSafety Commissioner – Parents
• Report Online Abuse 👉 eSafety Commissioner – Report

By working together as a school community and accessing expert support, we can ensure our children are safe, respectful, and responsible digital citizens.

Parking Around Our School

For the safety of our students and community, we ask all parents and carers to follow the road rules and signage when parking near Wyong Public School. Please:

• Use designated parking areas and observe all no stopping, no parking and bus zone signs.
• Avoid parking across driveways, in staff car parks, or on school grounds.
• Be mindful of pedestrian crossings and keep them clear at all times.
• Never double park or stop in the middle of the road to let children in or out of the car.

The streets surrounding our school can be busy during drop-off and pick-up times. To keep traffic flowing and ensure safety, we encourage families to allow extra time, park a short distance away, and walk to the school gates where possible.

The safety of children is our highest priority. Please model safe and respectful behaviour at all times when using the roads and pathways around our school.

Bikes, Scooters, e-Bikes & e-Scooters

Students are welcome to ride bikes or scooters to school. For safety reasons, e-bikes and e-scooters are not permitted on or around school grounds. All bikes and scooters must be walked through the school grounds and securely locked in the bike racks during the day. Helmets are required.

Parent Helpers

Wyong Public School welcomes parent helpers to support our K–2 reading program. Parents and carers interested in volunteering are invited to contact the school to arrange a meeting with the Assistant Principal K–2 Engagement to discuss the program and requirements.

Representative Jumpers

School representative jumpers may be worn on Fridays only.

Restrictive Practices

Wyong Public School is committed to providing a safe, inclusive and supportive learning environment for all students.

• Restrictive practices are used only as a last resort when there is an immediate risk of harm to a student or others.
• Any use of restrictive practices complies with NSW Department of Education policy, legal requirements and approved procedures.
• Restrictive practices are not used for discipline.
• Parents and carers are informed as required when a restrictive practice is used.
• The school focuses on positive behaviour support strategies to minimise the need for restrictive practices.
• Any use of restrictive practices in the school is logged via the school's internal tracking sheet, logged with WHS and parents/carers notified.

This approach supports student wellbeing, dignity and safety.

Emergency Procedures

At Wyong Public School, the safety and wellbeing of our students and staff is always our highest priority. The school has clear emergency procedures in place to respond to a range of situations, including evacuations (both on-site and off-site), lockdowns and bushfire or grassfire emergencies.

These procedures are developed in line with NSW Department of Education policies and are designed to ensure students are kept safe, supervised and supported at all times. Staff are trained to respond calmly and effectively, and students are guided through each procedure in an age-appropriate way.

To help everyone feel confident and prepared, emergency procedures are practised once each term with students and staff. These practice drills help children understand what to do in an emergency and allow staff to regularly review and refine our processes.

In the event of an emergency, families will be informed as soon as possible through the Parent Portal, with clear instructions provided if parent or carer action is required.

School Excellence

How we improve learning at Wyong Public School

• We use a planned 4-year improvement cycle to make sure changes to teaching are well thought out and consistent across the school.
• New teaching practices are introduced, embedded into classrooms, strengthened over time, and then reviewed to see what has worked well and what needs improving.
• Teachers are supported with ongoing professional learning to help them deliver high-quality lessons.
• We use student learning data, classroom observations and teacher reflection to guide decisions about teaching and learning.
• Progress is reviewed each year using NSW education standards to ensure we are meeting expectations.
• We value student, staff and parent/carer voice, using surveys and feedback to help shape school improvements.
• School leaders work closely with teachers to ensure every student is supported and challenged to do their best.

Our Explicit Teaching Roadmap at Wyong Public School

• Wyong Public School follows a long-term plan (2025–2029) to strengthen explicit teaching, which means teachers clearly explain learning, model skills, and guide students step by step.
• Each year, teachers focus on specific teaching strategies such as breaking learning into smaller steps, regular review, effective questioning and clear feedback to help students understand and remember their learning.
• Teachers are supported through regular professional learning, team discussions and classroom visits so teaching practices are consistent across the school.
• School leaders work closely with teachers to reflect on what is working well and where support is needed.
• The impact of explicit teaching is checked using student learning data, classroom observations and feedback from students and families.
• This planned approach ensures teaching continues to improve and supports all students to build confidence, understanding and success in their learning.

At Wyong PS, teaching and learning is guided by evidence-based practices outlined by the NSW Department of Education to ensure consistency, clarity and high expectations for all students.

Daily Reviews in Mathematics
Teachers begin mathematics lessons with short daily reviews to revisit prior learning, strengthen recall, and build fluency and confidence over time.

Systematic Teaching of Phonics
Reading instruction includes the explicit and systematic teaching of phonics, supporting students to develop strong decoding skills as the foundation for reading and spelling.

Engagement Norms in Every Classroom
Clear engagement norms are established and taught in every classroom so students understand how to actively participate, listen, respond and contribute to learning.

Attention Norms Across the School
Consistent attention signals and expectations are used across the school to maximise learning time and ensure smooth transitions during lessons.

‘I Do, We Do, You Do’ Model
Teachers use a gradual release of responsibility approach, modelling new learning (“I do”), practising together (“We do”), and then supporting students to work independently (“You do”).

Consistency for Wellbeing

How we support student wellbeing through consistency at Wyong Public School

• Wyong Public School uses consistent, positive approaches to support student wellbeing and behaviour across all classrooms.
• Teachers recognise positive behaviour through specific verbal praise, awards, stickers, stamps and recognition boards so students know what they are doing well.
• Families may receive positive phone calls or messages to celebrate effort, behaviour or learning.
• Clear routines, shared language and predictable classroom practices help students feel safe, confident and ready to learn.
• Students are recognised for effort, kindness and growth, not just academic achievement.
• Optional tools may be used to support individual students when needed, in consultation with families.
• This consistent approach helps build a positive school culture where students feel valued, supported and motivated.

Monitoring of Student Behaviour

How student behaviour is monitored at Wyong Public School

• Teachers manage behaviour at the time it occurs, following the school’s Behaviour Support and Management Plan (available on the school website).
• Behaviour incidents are recorded in Sentral using an ABC model — looking at what happened before the behaviour, the behaviour itself, and what happened after.
• Behaviour information is monitored by the Principal, School Executive and relevant staff to ensure students are supported appropriately.
• Some behaviours may meet a set threshold and result in a reflection visit, where students are supported to reflect on their choices and next steps.
• Behaviour data is reviewed over time to identify patterns for individual students and year groups.
• This information helps improve playground supervision, supports teachers with proactive strategies, and informs behaviour support plans and risk management planning.

Assessment of Student Learning

How assessment works at Wyong Public School

• Assessment helps teachers understand what students know, what they need next, and how teaching can be adjusted to support learning.
• We use a balance of formative assessment (day-to-day checks like observations, questioning and work samples) and summative assessment (tasks and tests used for reporting).
• Assessment is built into everyday classroom learning, not just tests, so teachers can give timely feedback and support students as they learn.
• Teachers use clear success criteria and shared marking guidelines so students understand what success looks like.
• A range of assessments are used across reading, writing, spelling and mathematics to build a clear picture of each child’s progress over time.
• Teachers use their professional judgement alongside assessment information to make informed decisions about learning and reporting.
• School leaders review assessment information to ensure consistency across classes and to monitor student growth.
• Student progress is also checked using recognised tools such as NAPLAN and system assessments, alongside classroom-based evidence.

Professional Learning Communities (PLCs)

How teachers learn and improve together at Wyong Public School

• Teachers take part in Professional Learning Communities (PLCs), where they regularly work together to improve teaching and learning.
• Extra professional learning time is carefully planned each week so teachers can focus on curriculum, assessment and student needs.
• Teachers work in small teams to share ideas, analyse student progress and plan next steps for learning.
• School leaders guide this process to ensure professional learning is focused, purposeful and aligned with school priorities.
• Agreed actions from these sessions are followed up so improvements are put into practice in classrooms.
• Progress is reviewed throughout the term to ensure professional learning is making a positive difference for students.

High Quality Teaching Programs

How teaching programs are reviewed at Wyong Public School

• Teachers submit their teaching programs at set times each term so learning remains consistent and high quality across the school.
• Assistant Principals review programs using a clear process that looks at lesson planning, use of teaching time, classroom management and support for students.
• Feedback is provided digitally and shared with the Principal to ensure a whole-school understanding of teaching quality.
• An evaluation report is generated to track consistency and support professional discussions about teaching and learning.
• Teachers receive clear feedback to recognise strengths and identify next steps for improvement.
• If changes are needed, teachers are given time and support to update their programs before resubmitting.
• This process helps ensure teaching programs meet curriculum requirements and support the best learning outcomes for all students.

Supporting Students with Additional Needs

How we support students through learning adjustments at Wyong Public School

• Teachers make learning adjustments to support the individual needs of students and help them fully access learning.
• Adjustments are based on how a student’s needs impact their learning and are used in everyday classroom teaching.
• Teachers plan adjustments carefully and work with parents and carers to discuss and review these supports.
• Adjustments are recorded in teaching programs and, where needed, in school-wide systems to support students with additional needs.
• Information about adjustments is collected digitally to ensure accuracy, consistency and continuity from year to year.
• School leaders review and validate this information to make sure supports are appropriate and effective.
• This process helps ensure all students are supported to learn, participate and succeed at school.

Learning Walks

How Learning Walks support teaching and learning at Wyong Public School

• Learning Walks are short, planned classroom visits used to see how teaching strategies are supporting student learning.
• Each term, school leaders set a clear focus for Learning Walks, linked to explicit teaching and school improvement priorities.
• Teachers are given time to take part and work in small teams to observe learning in action.
• Classroom visits are brief and focused on what students are learning and how they understand their work.
• After the visits, teachers and leaders reflect together and share feedback about what is working well.
• School leaders review this information to ensure strong, consistent teaching practices across the school.
• Feedback from Learning Walks helps guide professional learning and supports ongoing improvement for students.

Emotion Coaching

Emotion coaching is an approach we use to help children understand, manage and express their emotions in safe and healthy ways. Rather than focusing only on the behaviour, we help children name what they are feeling and learn what to do with those feelings.

Emotion coaching involves:

• Helping children identify and name their emotions
• Letting them know that all feelings are okay, even when some behaviours are not
• Teaching calming strategies and problem-solving skills
• Guiding children to make better choices once they are calm

By supporting children through their emotions, we help them build resilience, self-control and strong relationships. Over time, this helps children feel more confident, understood and ready to learn.

Four Styles of Emotional Response

Emotion management styles

Adults respond to children’s emotions in different ways, and these responses can shape how children learn to manage their feelings. At Wyong Public School, we aim to use emotion coaching, which supports children to feel understood while still learning appropriate behaviour.

Common emotion management styles include:

• Emotion dismissing – minimising feelings (e.g. “You’ll be fine” or “Get over it”)
• Emotion disapproving – focusing on stopping the emotion or behaviour through control or punishment (e.g. “Toughen up”)
• Emotion permissive – allowing all emotional expression without guidance or limits (e.g. “Anything goes”)
• Emotion coaching – acknowledging feelings and helping children learn skills to manage them (e.g. “I can see you’re upset. Let me help”)

Emotion coaching helps children feel safe, supported and guided. It teaches them that feelings are valid, while behaviours still have clear boundaries and expectations.

Feelings & Emotions

At Wyong Public School, we use tools like a feelings chart to help children recognise, name and talk about their emotions. Children don’t always have the words to explain how they’re feeling, especially when emotions are strong. The chart gives them simple visuals and words so they can point to or say what best matches how they feel in that moment.

Using a feelings chart helps us:

• Support children to understand that all feelings are normal
• Build emotional vocabulary, so children can explain themselves instead of acting out
• Notice changes in emotions early and provide support before feelings become overwhelming
• Teach children that feelings can change throughout the day, and that’s okay

By helping children identify their emotions, we can guide them to calm strategies, problem-solving and positive choices. This supports their wellbeing, learning and relationships with others.

The Brain (Flipped Lid vs Calm Mind)

At Wyong Public School, we help children understand what happens in their brain when emotions feel big. When a child is calm, their thinking brain is working well. This helps them listen, make good choices, solve problems and manage their feelings. We call this a calm mind.

Sometimes, when a child feels very upset, angry, scared or overwhelmed, their emotions can take over. This is known as a “flipped lid.” When this happens:

• The thinking part of the brain temporarily switches off
• The child may struggle to listen, follow instructions or explain what’s wrong
• Big reactions are not a choice, but a sign the child needs support

Our focus during these moments is to help children feel safe and calm first, before talking about behaviour or consequences. Once calm, children are better able to reflect, learn and make positive choices moving forward.

The Behaviour Iceberg

At Wyong Public School, we understand that behaviour is often a signal, not the whole story. What we see on the surface (such as shouting, refusal, anger or withdrawal) is just the tip of the iceberg. Underneath, there are often big feelings or unmet needs that a child is struggling to communicate.

Behaviours may be linked to things such as:

• Anxiety, stress or feeling overwhelmed
• Tiredness, hunger or sensory overload
• Feeling unsafe, embarrassed, sad or worried about being rejected
• Changes at home, friendship difficulties or past experiences

When we look beyond the behaviour, we can respond with support rather than punishment alone. This helps children feel understood, builds trust, and supports them to learn better ways to cope and behave over time.

Affective Language

Affective statements express personal feelings, both negative and positive, to communicate how a child’s behaviour makes them feel.

How do I create them?

• You simply throw in a feelings word to a comment or request you normally use. For example, “Put your towel on the rack” becomes “It upsets me that you leave your towel on the floor, can you please hang it up”. And a positive example “I am really pleased that you hung up your towel.”

Why do we use them?

• We use them to develop empathy and to build an understanding of how their actions influence other people. In time children will think about their actions and adjust their behaviour.

Stored Response

At Wyong Public School, we use stored responses to help children learn from behaviour in a calm, consistent and respectful way. Stored responses are pre-planned adult responses that help staff stay calm and predictable, especially when a child is upset or displaying challenging behaviour. They are not scripts for punishment, but tools to guide supportive conversations.

Stored responses help us to:

• Respond calmly and consistently, even in tricky moments
• Reduce emotional reactions from adults and children
• Clearly reinforce expectations while maintaining relationships
• Support children to reflect and make better choices once calm

By using stored responses, we model self-control, fairness and respect. This creates a safe environment where children feel supported to learn positive behaviour and emotional skills over time.

EXAMPLES (from Real Schools)

Priming

To be updated once staff have developed the understanding, training and capacity to implement.

Circle Work

To be updated once staff have developed the understanding, training and capacity to implement.

P3P3F3

To be updated once staff have developed the understanding, training and capacity to implement.

2025 Results

Does your child meet the criteria for medication and/or health support?

A Student Health Support Plan is required if your child is:

• Diagnosed with a condition that may require an emergency health response
• Requiring ongoing health support, which may include the administration of medication
• Living with severe asthma
• Diagnosed with Type 1 diabetes
• Diagnosed with epilepsy
• Diagnosed with anaphylaxis

Step 1: Contact

Contact the school office and obtain a Student Health Support form.

Step 2: Complete Form

Return the completed form in person to the office, along with any supporting documentation (specialist letters, medical action plans, care instructions). The office will book a meeting with the Principal via the internal booking system.

Step 3: Meeting

Attend the scheduled meeting to work with the Principal on developing a Student Health Support Plan. An office staff member will also attend to support you during this process.

Step 4: Verify

Verify and finalise the plan with the Principal. This ensures that your child’s health needs are clearly documented and that staff are prepared to provide the required support.

Time

Homework activities should take no more than 20 minutes per day unless negotiated with parent/carer. OC homework can go beyond this time with clear communication to parents/carers.

Type

Homework across all year levels should consolidate ‘prior learning’. Homework is not to introduce new topics or learning that has yet to be taught at school. OC homework may expand on skills/topics that have the potential to explore new concepts.

Compulsory

Homework is not compulsory. Teachers will track homework that is returned using their own predetermined classroom tracking method. Students who do not complete homework however are not to be penalized in any way. If you wish to ‘opt-out’ of homework for your child/ren, please email the school wyong-p.school@det.nsw.edu.au

Extension

Extension homework will not be provided by teachers. If a parent wishes to extend their child’s homework habits, they can do so at their own discretion. The school will not provide any additional access or costs to parents wishing to extend their child/ren outside this policy.

Issues

Any issues, questions or queries about homework must first be raised with the classroom teacher. If further clarification is needed, the relevant Stage Assistant Principal is the next point of contact for parents/carers.

Supplementary

Students who receive ‘Learning & Support’ at school may get supplementary homework. This will be provided by our Learning & Support teachers to the students’ classroom teacher.

Folders

Homework folders will be provided by the school to every student. Completed homework will not be returned home (except for the Reading is Rad log).

Support Classes

When: Fortnightly

Type: Physical & Online

Activities:

• 2 x Readers (various)
• 1 x Reading is Rad Log
• 1 x Homework Matrix + access to reading online.

Marked? Marked by teacher if part of IEP

Handed Out: Mondays

Returned: Friday fortnightly

Kindergarten

When: Weekly

Type: Physical

Activities:

• 1 x Decodable Reader
• 1 x Reading is Rad Log
• 1 x Sight Words
• 1 x Phonics Worksheet

Marked? Signed by teacher (not marked)

Handed Out: Mondays

Returned: Following Monday

Years 1 & 2

When: Fortnightly

Type: Physical

Activities:

• 2 x Home Readers
• 1 x Reading is Rad Log
• 1 x Activity Matrix

Marked? Signed by teacher (not marked)

Handed Out: Mondays

Returned: Following Monday

Years 3 & 4

When: Fortnightly

Type: Physical

Activities:

• Library/own books
• 1 x Reading is Rad Log
• 1 x Spelling/Fluency Worksheet
• 1 x Mathematics Matrix (one matrix activity per week)

Marked? Checked and noted by the teacher.

Handed Out: Mondays

Returned: Friday weekly

Years 5 & 6

When: Fortnightly

Type: Physical

Activities:

• Library/own books
• 1 x Reading is Rad Log
• 1 x Spelling Worksheet
• 1 x Mathematics Worksheet

Marked? Spelling & Projects marked by teacher

Handed Out: Mondays

Returned: Friday fortnightly

OC Classes (Years 5 & 6)

When: Fortnightly

Type: Physical & Online

Activities:

• Library/own books
• 1 x Reading is Rad Log
• 1 x Online Spelling
• 1 x Project (term-based)

Marked? Marked by teacher if part of IEP

Handed Out: Mondays

Returned: Friday fortnightly