There’s something special about a calm and happy start to the day—a friendly “good morning,” a quick chat with a friend, and a smooth transition into the classroom. These small moments can make a big difference in how children feel as they begin their learning.

We strongly encourage children to arrive at school 5–10 minutes before the morning bell. Those few extra minutes make a big difference in helping students settle in and feel ready for the day ahead.

When children arrive a little early, they have time to:
• Unpack their bags and get organised
• Visit the bathroom or grab a drink
• Say good morning to their teacher
• Catch up with friends
• Ease into the day and regulate their emotions

These simple routines help students feel calm, connected, and ready to learn. Research shows that when children begin their day in this settled state, they are much more able to focus and engage in their learning.

The morning bell at 8:55am marks the start of formal learning, not the time to arrive. By this point, students should be unpacked and ready to begin. The first part of the day is when teachers plan important core learning, as this is when students’ brains are fresh and most ready to take in new information.

When students arrive late, they miss out on these key learning opportunities, which can impact their confidence and progress over time. Students who arrive after 8:55am are recorded as having a partial absence. As a school, we are required to maintain accurate attendance records, while also supporting families to build strong attendance habits.

We understand that mornings don’t always run smoothly—and that’s okay. If getting to school on time is something your family is finding challenging, please reach out to your child’s classroom teacher. We’re here to support you and work together to find helpful solutions.

A Few Simple Tips for Smoother Mornings
• Pack school bags and prepare uniforms the night before
• Keep a consistent bedtime and morning routine
• Give yourself a little buffer time in case things take longer than expected
• Use visual schedules or reminders to support your child
• Aim to leave home slightly earlier to reduce stress

When children arrive on time, they don’t just avoid missing learning—they start their day feeling calm, confident, and ready to succeed.

Reading at Home – Students in Years 4 –6
Reading at home looks different as children move into Years 4–6—but it remains just as important.

At this stage, children are often more independent readers, exploring a wider range of texts and ideas. While they may not need to read aloud every night, they still benefit greatly from ongoing support, encouragement, and interest in what they are reading.

Encouraging your child to read high-interest books is key. When children are engaged in what they are reading, they are more likely to build stamina, develop fluency, and deepen their understanding. It is also important that books provide an appropriate level of challenge, helping to extend vocabulary and comprehension skills.

Reading together can still play an important role. Shared reading of more complex, age-appropriate texts—whether a novel, article, or even listening to an audiobook together—provides a wonderful opportunity to talk about ideas, explore different perspectives, and strengthen your connection with your child.

Supporting Reading at Home
• Encourage reading that interests your child
• Mix independent reading with opportunities to read together
• Ask simple questions about what they are reading to build understanding
• Celebrate effort and progress, not just accuracy

If your child is feeling reluctant to read regularly at home, please know you are not alone. We encourage you to check in with your child’s classroom teacher, who can offer guidance and tailored suggestions to support your child.
Even small, consistent moments spent reading together can make a meaningful difference in your child’s confidence, skills, and enjoyment of reading.

Lauren Forsyth   
Learning Enhancement Coordinator