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Dear Parents/Guardians,
2023 Enrolments
With the school enrolments currently open, it would be extremely helpful if parents with siblings enrolling in 2023 could contact the office to obtain an enrolment form or download one from the web site as soon as possible. Families can either call, email or drop in to advise us of their intentions and we will place your child on our database ahead of the confirmation process in Term 3.
We are requesting enrolments by June 25th, as this will give us time to ensure we prioritise sibling claims and new enrolments from inside our Designated Neighbourhood Area. Once we have done this, we will look to provide clarity for those enrolling from outside of our area, as per the Department’s guidelines.
School tours will begin from Week 10 of this term, (Tuesday 29 March) and will occur on a Tuesday morning & a Thursday afternoon. These can be booked through the front office. If you would like a tour prior to this, you are welcome to contact the office or the principal at tom.boyle@education.vic.gov.au
COVID-19 Update
We will continue to update the community when there are any new cases of COVID-19 in the school community. We wish the students and families that have tested positive the best and we hope they have a speedy recovery.
We are pleased to say that school operations have continued as normal and our classroom, specialist, support, and extension programs have all commenced and are operating successfully.
With new changes recently being announced by the State Government in relation to lifting of restrictions, there is a new operations guide, please find the following updates:
- Wearing of masks = still required for students from Grade 3-6 and we continue to ask parents to supply their child with a mask each day. Any exemptions are required to be placed in writing to the classroom teacher
- Visitors to the school = visitors to the school who do not enter a building are not required to show their vaccination status. However if you have arranged a meeting with a member of staff inside a school building you are required to be double vaccinated, this needs to be sighted at the front office prior to the meeting.
- School events = School community events are permitted to continue once again. Schools and event organisers are required to apply a risk assessment and implement required risk mitigation measures. Please note the PTFA agenda item below for more information.
Bringing money to school
Please note that the Canteen does accept cash purchases. If students are bringing money to school we ask that you make sure your child places this in a ziplocked labelled bag in the bottom of their school bag. There should be no sharing of money at school and students are encouraged to only bring the correct amount of money they require for the Canteen.
Riding to School Safety
Riding to school is a transport measure that works best for some families and is an enjoyable way for some students to travel to and from school. However this has been overshadowed by reports of some students riding quite dangerously to and from school. If your child rides to school we ask that you have a conversation about road safety and remind them that they need to be mindful of the general public when riding through dense pedestrian areas.
Lost property
Thank you to Sophie Herbert and the Year 4 students for their diligence in attending to our lost property. We have an enormous amount of lost property and have been chipping away at reducing this by returning named items to students. Any unnamed items had been placed on a trestle table last week, we will place the trestle table out the front of the school again this coming Friday once the rest of the lost property has been attended to.
SeeSaw permission Notice reminder
Just a reminder that a SeeSaw permission notice was sent out last week. The ‘Seesaw - Permission’ event which was sent out last week includes the generic medical and first aid permissions that all events for schools have on their consent form. Please disregard the first aid and medical part of the consent as this does not apply. This consent is solely for the purpose of Seesaw and its uses.
Crossing supervisor
A Crossing Supervisor will be present at the Robinhood road crossing from Tuesday 15th March ‘22. The crossing supervision times will be in line with Warncliffe Rd at 8:30-9:15am and 3:00-3:45pm on school days. Please note that Council’s Traffic Engineering team might do a review later this year. If anything changes, we will be notified well in advance.
RAT Delivery
We have received another delivery of RAT’s. On Thursday afternoon each student will come home with their new RAT’s pack, please keep an eye out for this in your child’s schoolbag.
Regards,
Tom Boyle
Acting Principal
Harmony Day
On the 21st of March IEPS will be celebrating Harmony Day. Harmony day is a time to celebrate Australian multiculturalism. The message of Harmony Week is everyone belongs. It is about inclusiveness, respect and belonging for all Australians.
It will be a day where students will be able to wear something that represents belonging to them, for example a football jersey, traditional cultural dress or perhaps wear orange which signifies social communications and meaningful conversations.
Classrooms will be celebrating Harmony Day with school activities to explore and understand belonging.
If you would like more information you can go to https://www.harmony.gov.au/
From the School Captains
Ivanhoe East Primary School has launched the Zones of Regulation as a new addition to our whole school approach to Wellbeing. The Zones of Regulation is an internationally renowned intervention which helps children to manage difficult emotions, known as ‘self-regulation’. Self-regulation can go by many names such as ‘self-control’, ‘impulse management’ and ‘self-management’. Self-regulation is best described as the best state of alertness for a situation. For example, when your child takes part in a sports game, they would need to have a higher state of alertness than when, for example, they were working in a library.
From time to time, all of us (including adults) find it hard to manage strong feelings such as worry, anger, restlessness, fear or tiredness, and this stops us from getting on with our day effectively. Children who feel these emotions often find it hard to learn and concentrate in school. The Zones of Regulation aims to teach children strategies to help them cope with these feelings so they can get back to feeling calm and ready to learn. These coping strategies are called ‘self-regulation’.
We want to teach all of our children good coping and regulation strategies so they can help themselves when they experience anxiety and stress. In the classroom, sometimes children panic when faced with a tricky learning problem or challenge. By teaching them how to cope with these feelings might make them better at tackling learning challenges and build better resilience so they don’t give up so easily when faced with difficulty. We aim to help children to:
- Recognise when they are in the different Zones and learn how to change or stay in the Zone they are in.
- Increase their emotional vocabulary so they can explain how they are feeling.
- Recognise when other people are in different Zones, thus developing better empathy.
- Develop an insight into what might make them move into the different Zones.
- Understand that emotions, sensory experiences such as lack of sleep or hunger and their environment might influence which Zone they are in.
- Develop problem-solving skills and resilience.
- Identify a range of calming and alerting strategies that support them (known as their personal ‘toolkit’.
What are the different Zones?
The Zones of Regulation are a concept used to help students learn how to self-regulate. The Zones of Regulation creates a system to categorize how the body feels and emotions into four coloured Zones with which the students can easily identify.
Blue Zone: low level of arousal; not ready to learn; feels sad, sick, tired, bored, moving slowly.
Green Zone: calm state of alertness; optimal level to learn; feels happy, calm, feeling okay, focused.
Yellow Zone: heightened state of alertness; elevated emotions; has some control; feels frustrated, worried, silly/wiggly, excited, loss of some control.
Red Zone: heightened state of alertness and intense emotions; not an optimal level for learning; feels mad/angry, terrified, yelling/hitting, elated.
We will teach the children that everyone experiences all of the Zones. The Red and Yellow zones are not ‘bad’ or ‘naughty’ Zones. All of the Zones are expected at one time or another. We will show them that the Blue Zone, for example, is helpful when you are trying to fall asleep.
How will my child learn about the Zones of Regulation?
The Zones of Regulation and strategies for each Zone have been explored through discrete teaching lessons. Teachers will be using the Zones language as part of daily school life so all staff will be referring to them, not just their class teacher. Students will be checking in on their zones during the day and will be able to use our IEPS Zones strategies when they need.
How can you help your child use The Zones of Regulation at home?
- Identify your own feelings using Zones language in front of your child (e.g.: I’m frustrated. I think I am in the Yellow Zone.”)
- Talk about what tool you will use to be in the appropriate Zone (e.g.: “I need to take four deep breaths to help get me back to the Green Zone.”)
- At times, wonder which Zone your child is in. Or, discuss which Zone a character in a film / book might be in. (e.g.: “You look sleepy. Are you in the Blue Zone?”)
- Engage your child in discussion around Zones when they are in the Red Zone is unlikely to be effective. You need to be discussing the different Zones and tools they can use when they are more regulated / calm.
- Teach your child which tools they can you. (eg: “It’s time for bed. Let’s read a book together in the comfy chair to get you in the Blue Zone.”)
- Regular Check-ins. “How are you feeling now?” and “How can you get back to Green?”
- Modelling It is important to remember to show the children how you use tools to get back to the green zones. You might say “I am going to make myself a cup of tea and do some breathing exercises because I am in the blue zone” and afterwards tell your child how using those tools helped you get back to the green zone.
- Share how their behaviour is affecting your Zone. For example, if they are in the Green Zone, you could comment that their behaviour is also helping you feel happy / go into the Green Zone.
- Put up and reference the Zones visuals and tools in your home.
- Praise and encourage your child when they share which Zone they are in.
Tips for practicing the Zones of Regulation
- Know yourself and how you react in difficult situations before dealing with your child’s behaviours.
- Know your child’s sensory threshold. We all process sensory information differently and it impacts our reactivity to situations.
- Know your child’s triggers.
- Be consistent in managing your child’s behaviour and use the same language you use at home.
- Empathise with your child and validate what they are feeling.
- Have clear boundaries/routines and always follow through.
- Do not deal with an angry, upset child when you are not yet calm yourself.
- Discuss strategies for the next time when you are in a similar situation.
- Remember to ask your child how their choices made you feel (empathy).
- Praise your child for using strategies. Encourage your child to take a sensory break to help regulate their bodies.
- Create a ‘calm’ box full of things which help to keep your child calm and alert.
Common Questions
Can my child be in more than one zone at the same time?
Yes. Your child may feel tired (blue zone) because they did not get enough sleep, and anxious (yellow zone) because they are worried about an activity at school. Listing more than one Zone reflects a good sense of personal feelings and alertness levels.
Can you look like one Zone on the outside and feel like you are in another Zone on the inside?
Yes. Many of us “disguise” our Zone to match social expectations. We use the expression “put on a happy face” or mask the emotion so other people will have good thoughts about us. Parents often say that their children “lose it” and goes into the Red Zone as soon as they get home. This is because children are increasing their awareness of their peers and expectations when in the classroom. They make every effort to keep it together at school to stay in the Green Zone. Home is when they feel safe to let it all out.
How can we support our children if they are ‘letting it out at home’?
If your kid struggles to deal with big emotions after school or at bedtime, you're certainly not alone.
According to the experts, it's a very common and natural response that children have when they're trying to deal with the world around them. While this behaviour is normal, parents can still put many measures into place to minimise the effect and prevent an after-school meltdown:
Connection activity
- Sometimes a one-on-one connection activity with a parent or loved one, is all that is needed to fill up the emotional tank again. A ten-minute quiet game with no phone, screens or interruptions can be something you both look forward to when getting home from school.
Unstructured play
- Play and laughter are an amazing way to help release pent up emotions. Even though they have playtime at school, it is still bound by rules, structure, and expectations. Find a place where they can run around freely, direct their own play, be creative, and most importantly be themselves.
Talk to the teacher
- While it is normal for children to feel the need to release their emotions after the school day, there may also be something happening at school that is triggering the meltdowns. Talk to your child’s teacher to get a better picture of their day.
Talk to your child
- If your child is unravelling immediately upon getting home, they are most likely internalising their feelings during the day and have just learnt to put off their reaction, rather than dealing with the problem when it occurs. Talk to your child about the things that have upset them during the day and how they can calm down and let it go while in the moment.
Save questions for later
- Parents are always enthusiastic to hear how their child’s day went at school, but timing is everything! They have just spent a full day at school, and now they are being drilled for more information and expected to answer question after question. Sometimes that’s all just too much. Find the time that works best for your child, it doesn’t always have to be as soon as you see them. Let them unwind first and wait until they are ready to talk.
Early dinner
- Most children are generally ravenous by the time they get home from school. Sometimes they have been so engrossed in playing that they have forgotten to eat their lunch. Don’t be afraid to give them their full dinner as early as 3:30 or 4:00. You will be surprised by how much their demeaner can change after a full meal. It doesn’t have to affect the family dinner either – they can still eat a bowl of porridge or fruit salad when the family sits down to dinner at a later time.
Rest or move?
- After a long day at school, some children just need to rest, while others need to move and burn off some energy. Everyone is different, so find out what works for your child. If they need rest, organise some quiet time on the couch with a book or a puzzle. If they need to move, stop at the park or beach to let them run around freely.
Reconsider after school and weekend activities
- If you have busy afternoons and weekends where you are rushing from one activity to the next, it may be time to reconsider whether they are worth pursuing right now. The rushing and busyness of additional activities can often add an extra burden to an already overstretched and overstimulated child.
Green Cards
You may have heard! Students at IEPS that are displaying the school values of Respect, Curiosity, Resilience and Friendship have been earning themselves Green Cards. Green cards are a new whole school positive behaviour system to acknowledge our students who are going above and beyond. Teachers have been using the system to catch students who are making amazing choices or showing determination in their learning.
Students who earn a Green Card are sent to a school leader for a celebration and pump up. Their name is also put into a school raffle box. Every week the raffle will be drawn and a student from Prep to 2, and 3 to 6 will earn themselves a prize. A special shout out to Elsie Vosbergen and Lilliana Fellowes for earning the first IEPS Green Card raffle prizes ever!
The Green Cards are a part of the IEPS Student Wellbeing Positive Support system, which includes evidence-based practices that provide students with feedback on the accuracy and use of their social skills and behaviours, in the same manner that feedback is provided for successful and accurate academic performance. We want to celebrate our students and now a have formal whole school system to promote positive choices!
Zones of Regulation
IEPS has launched the Zones of Regulation as a new addition to our whole school approach to Wellbeing. All year levels have enjoyed learning about the zones and there have been many lessons and displays put up in classrooms to support students!
How can you help your child use The Zones of Regulation at home?
- Identify your own feelings using Zones language in front of your child (e.g.: I’m frustrated. I think I am in the Yellow Zone.”)
- Talk about what tool you will use to be in the appropriate Zone (e.g.: “I need to take four deep breaths to help get me back to the Green Zone.”)
- At times, wonder which Zone your child is in. Or, discuss which Zone a character in a film / book might be in. (e.g.: “You look sleepy. Are you in the Blue Zone?”)
- Engage your child in discussion around Zones when they are in the Red Zone is unlikely to be effective. You need to be discussing the different Zones and tools they can use when they are more regulated / calm.
- Teach your child which tools they can you. (eg: “It’s time for bed. Let’s read a book together in the comfy chair to get you in the Blue Zone.”)
- Regular Check-ins. “How are you feeling now?” and “How can you get back to Green?”
- Modelling It is important to remember to show the children how you use tools to get back to the green zones. You might say “I am going to make myself a cup of tea and do some breathing exercises because I am in the blue zone” and afterwards tell your child how using those tools helped you get back to the green zone.
- Share how their behaviour is affecting your Zone. For example, if they are in the Green Zone, you could comment that their behaviour is also helping you feel happy / go into the Green Zone.
- Put up and reference the Zones visuals and tools in your home, these will be shared in the coming weeks.
- Praise and encourage your child when they share which Zone they are in.
Tips for practicing the Zones of Regulation
- Know yourself and how you react in difficult situations before dealing with your child’s behaviours.
- Know your child’s sensory threshold. We all process sensory information differently and it impacts our reactivity to situations.
- Know your child’s triggers.
- Be consistent in managing your child’s behaviour and use the same language you use at home.
- Empathise with your child and validate what they are feeling.
- Have clear boundaries/routines and always follow through.
- Do not deal with an angry, upset child when you are not yet calm yourself.
- Discuss strategies for the next time when you are in a similar situation.
- Remember to ask your child how their choices made you feel (empathy).
- Praise your child for using strategies. Encourage your child to take a sensory break to help regulate their bodies.
- Create a ‘calm’ box full of things which help to keep your child calm and alert.
Get involved with the PTFA this year and help us build a strong, vibrant school community
Hello everyone
Nicci Green (PTFA Co-President) and I met with Principal Tom Boyle yesterday to discuss how best we can support the school in 2022 as we come out of COVID restrictions. You will be glad to hear that Tom and the school leadership team are really excited to work with us this year on building a strong school community where we can all start to re-engage.
In fact, one of the Key Improvement Focuses for the school in 2022 is Community Engagement.
Supporting our families and the local community
We are lucky to have a school based in a community of local families and businesses and we want to harness that this year. All events, fundraising and get-togethers be developed with the view to support our local families and businesses and bring people back together. We are putting together a calendar of events. We will start with smaller class and year level events to give us time to better understand the COVID environment (no super spreader events for us!)
Class lists and Class Reps
There is a lot already in the planning for this year. One of the main things you will have noticed in the last few days was the call for class lists details and nominations of Class Reps. A class rep (or joint class rep roles) is an important conduit for PTFA into the classes as well as ensuring that parents are getting to know each other and facilitate engagement. Please put your hand up for this role even if you haven’t been one before. It is well supported by the PTFA Committee, and we can help you with everything you need. Also, remember to fill in your class list details so you can be kept up to date on activities and have “play dates” easily facilitated. You can find the link to this in an earlier Compass email.
Join the committee or just put your hand up to help
We have been thrilled to have a few new parents put up their hands to join the committee. We are calling on other parents who may be new to the school, have been thinking about joining and a special call out to dads to join. This is an equal opportunity PTFA and everyone has “day jobs”. We try to keep meetings brief and outcomes driven and are looking for help on a range of fronts. Think you are interested? Let me know. I can be contacted at helenmcbain@outlook.com.au
Our first meeting for the year (we have one a semester) is Wednesday 9 March @7.30pm via zoom . If you would like to attend please let me know.
I hope you have a lovely week
Helen McBain
PTFA Co-President
Roster
Date |
Volunteer |
Time |
Help needed |
Thu 3 Feb |
9:00am-11:30am 11:30am-1:45pm |
||
Fri 4 Mar |
Vi Le Ellen Menkhorst |
9:00am - 11:30am 11:30am - 1:45pm |
11:30am - 1:45pm |
Mon 7 Mar |
10:30am - 11:30am 12:00pm - 1:45pm |
||
Tue 8 Mar |
Jodie Simpson Maria Smirnios |
9:30am - 11:30am 11:30am - 1:45pm |
|
Wed 9 Mar |
Iris Liu Laura Kennan |
9:00am - 11:30am 11:30am - 1:45pm |
|
Thu 10 Mar |
Emily Furlong | 10:00am - 11:30am | 11:30am - 1:45pm |
Fri 11 Mar |
Stephanie Attard Constance Washington |
11:30am - 1:45pm |
9:00am-11:30am X 2 |
Volunteer Roster
Supply issues
Unfortunately we are still facing supply issues with Big M’s, juices and snack items. Availability will change from time to time with online and over the counter orders.
My school connect
The deadline for lunch orders on My School Connect is 9.30am on the day that you require the lunch.
To prevent disappointment at lunchtime please keep checking:
- that you have the correct date for the lunch order
- that you check out and pay or your order will not be received by the canteen. Look out for the Green Thumbs up and a confirmation e-mail
Sonia - Canteen Manager
Phone: 03 94992171
Email: canteen@ivanhoeeastps.vic.edu.au
For week ending 4th March and to be announced at Assembly on Friday 4th March;
PK | Caleb |
PS | Leeo O |
1L | Pippa |
1C | Eamon |
1H | James F |
2A | Oscar S |
2D | Tom M |
2C | Hazel M |
3T | Declan M |
3L | Grace |
3S | Olivia S & Mason C |
4H | Malena |
4L | Roy M, Isla O |
5AP | Aisha W |
6G | Lily D |
ART | Jensen 5H |
LOTE | Zara O (1H) |
NOTICEBOARD