Eagleby State School - Learning Together
Term 2 Issue 2 11th May 2017
From the Principal
Principal’s Message 11th May
Student Hygiene and Soap in the Toilets
Last year, I put the following article in our school newsletter, explaining the
circumstances around soap and safety in student toilets. We have provided hand
sanitiser in each classroom whilst finding a product that won’t foam up as much to
be used in the toilets. This week we commenced trialling a low sudsing product in
the adult toilets and hope to have this installed in all students toilets in the next
couple of weeks.
2016 Newsletter Article
Student Hygiene
At Eagleby State School all the adults are focussed on the children. Parents and staff all
want what is best for them. In 2014 we discovered that the soap dispensers in the toilets
didn’t work. We installed new dispensers for foam, which through our research was the
most efficient way for students to use soap. Within two weeks of installation we had two
broken arms. Students enjoyed the foam immensely, they soaped up the floor and slid
along it, they soaped up their arms and then wrestled just like on T.V., they soaped up the
walls and the mirrors, the filled toilet paper and the paper towel with foam and then glued
them to the roof. We had provided our imaginative and industrious students with their own
private ‘theme park’ in the toilets. We explored other options so that children could practice
hygiene and be safe. We increased the supervision for the toilets which was very
expensive and also took supervision away from classroom learning and play areas.
Here is some research from the University of Auckland that we used to problem solve in
2014. As Doctor Miller acknowledges, there are many beliefs about hand washing and
many significant studies which conflict with each other. We are always trying to do our
absolute best along with parents for the students. We would of course have soap in the
toilets if it was used for hygiene and did not cause harm.
Chances are if you visit a public rest room over the summer, there’ll be no soap left in the
soap dispenser. Never mind – latest news from the world of hand hygiene research
reveals you don’t need soap to eradicate the invisible bacteria lurking in the palms of your
hands. Rather, the crucial variable in a good hand wash is the friction generated by
rubbing your hands together.
This is according to Dr Tom Miller and colleagues at the University of Auckland. Millar has
become one of New Zealand’s leading luminaries on hand hygiene. Miller turned his
attention to hand-washing. The area was ripe for investigation, he says. “You might think
that would have been worked over, but when we went to look at the literature, just about all
the instructions were based on intuition, on what seems about right, rather than any facts.”
And so Miller and his team drew on the volunteer services of colleagues who were willing
to be contaminated with a sample of their own E coli – unsurprisingly, people have less
objection to being contaminated with their own bugs than somebody else’s.
Be Safe, Be Respectful, Be Responsible
Eagleby State School
Crn Herses & Fryar Roads
EAGLEBY 4207
PHONE:
Fax:
STUDENT ABSENCE:
3442 5333
3442 5300
3442 5360
EMAIL: [email protected]
WEBSITE: www.eaglebyss.eq.edu.au
From the Principal cont’d…..
He then got them to enact three possible scenarios: holding their hands under the tap for a period of time;
rubbing their hands “purposefully” under a tap without soap; washing their hands as they normally would with
soap and water.
“After two years of jolly hard work” they found that holding one’s hands under running water is a waste of time,
but rubbing hands together “purposefully” under a running tap is extremely effective. After 10 seconds of
rubbing, 95% of the microbes had been removed. After 20 seconds, 99% had gone. Interestingly, soap slowed
down the rate of decontamination, at least initially, as soap decreases the friction. “But after about 20 seconds
you ended up at the same point because you had got rid of the soap and the friction value was restored.”
Miller is reluctant to suggest that we abandon soap altogether. It’s useful when we have visible muck on our
hands, as it gets rid of grease and dirt in a way that water doesn’t. But most of the time we wash our hands to
get rid of that which we can’t see, in which case soap may not be imperative. “I think the value of using soap is
that you tend to keep hands under the tap for longer, so we wouldn’t discourage using it. But the message is
that you don’t need soap to decontaminate.”
This conflicts with the message most of us grew up with, as well as with what is promoted by soap
manufacturers and marketers who have seized upon the profile hand hygiene has received in recent years
(bolstered by the odd flu pandemic) and have developed all sorts of products as a result. Such as all those
fashionable anti-bacterial soaps. “They have very little to offer above a normal soap,” says Millar, going on to
point out that disinfection takes time. “The average hand wash is 20 seconds. There’s no way an antibacterial
can act in that time.”
In other words, it’s time to revise our understanding of what makes a good hand wash; use soap if you want,
but focus on the friction. Miller recommends rubbing hands and fingers together under running water for 20
seconds. Asked whether anyone is really likely to count to 20 while rubbing their hands together, he suggests a
rhyme that last 20 seconds.
At our P & C meeting in 2016, hand washing was discussed. We trialled educating the students about
20 seconds rubbing of their hands under the tap and also make available to them anti-bacterial gel in
the classroom for use when returning from the bathroom. We did report to the P & C in early 2017 that
we were finding a suitable product for the toilets that would be safe. We have installed new soap
dispensers in all the student toilets and so are hopeful that our students are safe in using them.
From the Principal cont’d…..
Parenting Course: A message from our Guidance Officer
Although there is no right or wrong way to bring up children, there are things we can learn to make
parenting easier and less stressful. Astrid Gates, our Guidance Officer, is looking forward to chatting
with parents about how to manage children’s difficult behaviours in an effective way so that our homes
can be happier and calmer. The 1-2-3 Magic and Emotion Coaching program teaches parents an easy
-to-learn and easy-to-use signaling system to manage children’s difficult behaviour. It focusses on
using less talk and less emotion, which in turn encourages the development of children’s ability to
manage their emotional reactions to parental boundaries. A great opportunity to meet with other
parents and see that we all, at times, find parenting a challenge. Three Monday afternoons starting
week 5 (May 15th). Join Astrid in the seminar room for afternoon tea and 1-2-3 Magic!
From the Principal cont’d…..
An important message from our Indigenous Elder Aunty Robyn
“BRINGING THEM HOME”
MAY 26 “NATIONAL SORRY DAY”
The first National Sorry Day was held on 26 May 1998 – one year after the tabling of the report Bringing
Them Home, May 1997. The report was the result of an inquiry by the Human Rights and Equal Opportunity
Commission into the removal of Aboriginal and Torres Strait Islander children from their families.
The public and political debate about the removal of children was marked by intense political activity since the
mid-to-late 1980s. In 1992 Prime Minister Keating acknowledged that 'we took the children from their
mothers' at a speech in Redfern. In 1994 legal action was commenced in the Supreme Court of New
South Wales. These children who were removed came to be known as the Stolen Generations.
The Bringing them Home report acknowledged that 'Indigenous children have been forcibly separated from
their families and communities since the very first days of the European occupation of Australia' by
governments and missionaries.
A huge range of community activities took place across Australia on Sorry Day in 1998.Sorry Books, in which
people could record their personal feelings, were presented to representatives of the Indigenous
communities. Hundreds of thousands of signatures were received. People could also register an apology
electronically. You can view the 24,763 apologies to Australia's indigenous people made at Apology Australia.
CORROBOREE 2000
On Sunday 28th May 2000 more than 250,000 people participated in the Corroboree 2000 Bridge Walk
across Sydney Harbour Bridge. This walk was in support of Indigenous Australians and was organised by the
Council for Aboriginal Reconciliation (now known as Reconciliation Australia), a Federal Government initiative
to promote greater understanding between Indigenous and non-Indigenous Australians. The event
highlighted the issue of a lack of an apology by the Commonwealth Government to the Stolen Generations.
NATIONIAL DAY OF HEALING, 2005
In 2005 the National Sorry Day Committee renamed Sorry Day as a National Day of Healing for all
Australians: 'The Day will focus on the healing needed throughout Australian society if we are to achieve
reconciliation' (Extract from the National Sorry Day Council Archives: Senator Aden Ridgeway, National Day
of Healing Launch, Great Hall Parliament House, Canberra, Wednesday 25 May 2005).
THE APOLOGY TO THE STOLEN GENERATIONS, 2008
On the 13th of February 2008, more than ten years after the “Bringing Them Home Report” was tabled, the
Prime Minister, Kevin Rudd, tabled a motion in parliament apologising to Australia's Indigenous peoples,
particularly the Stolen Generations and their families and communities, for laws and policies which had
'inflicted profound grief, suffering and loss on these our fellow Australians'
From the Principal cont’d…..
Eagleby State School says NOT NOW, NOT EVER
to domestic and family violence
If you need support with domestic and family violence, these contacts may assist:
•
In an emergency call the police on 000 (triple zero)
•
DVConnect Womensline – phone 1800 811 811 (24 hours, 7 days)
•
DVConnect Mensline – phone 1800 600 636 (9am to 12 midnight, 7 days)
•
1800 RESPECT – phone 1800 737 732 (24 hours, 7 days)
•
Kids Helpline – phone 1800 551 800 (24 hours, 7 days)
•
Elder Abuse Helpline – Queensland phone 1300 651 192, rest of Australia phone (07) 3867 2525
(9am to 5pm, Monday to Friday)
•
State-wide Sexual Assault Helpline – phone 1800 010 120 (7.30am to 11.30pm, 7 days)
School Review – Second Domain Findings
Three external, experienced educators reviewed our school over three consecutive days. They audit the school
across nine domains. The first domain was concerning the school Explicit Improvement Agenda. This is the
sharp focus that we have as a teaching and learning community for 2017. This is what the reviewers stated in
the report for the second domain:
Findings and improvement strategies against the domains
3.3 A culture that promotes learning
Findings
There is a shared belief that all students can learn and all teachers can teach. Interviews with teachers indicate
a consistent belief that all students are capable of learning, with one teacher noting that ‘You have to have the
belief that all kids can learn; kids don’t come to Eagleby to be pitied or bubble wrapped’.
The vision and values, developed following considerable consultation in 2015, are clearly articulated and
referred to in professional learning conversations. The school vision statement describes its community as ‘a
passionate, happy, energetic place that provides a rigorous, fast paced education which embraces and
engages all learners. We value and are proud of our rich diversity. Everyone is empowered through high
expectations to nurture and inspire global citizens. We are united as we stretch to reach our individual and
collective potential.’
From the Principal cont’d…..
The tone of the school reflects a school-wide commitment to purposeful, successful learning. A strong collegial
culture is established with a comprehensive and regular meeting structure organised to drive the
implementation of the EIA. Agreed practices and understandings outline the non-negotiable behaviours
expected by all teaching staff members to promote a positive learning culture.
Professional reading with the leadership team is consistent and relevant and threaded through the purposeful
conversations with staff members. Teachers have an overt and shared commitment to the improvement of
teaching and are open to critique by colleagues. This is reflected through the regular sharing of strategies and
practices across classrooms through the co-teaching model and PLT. The co-teacher roles and responsibilities
statement that includes clarification, support and experience around the curriculum vision, is published on the
school’s edStudio.
Positive relationships between staff members and parents are built on trust and support with parents
encouraged to participate in school activities and communicate via email and Facebook. School leaders and
teachers desire greater levels of parental engagement in the school. An opportunity exists for parents to
become more engaged and to be seen as partners in their child’s learning.
There is a strong emphasis on student attendance and all teachers are encouraged by the leadership team to
actively promote attendance at school and implement, monitor and review student trends. Students are
provided with incentives including attendance tokens and positive reinforcement to improve their attendance at
school.
The school data profile for Semester 1, 2016 indicates improvement in attendance rates for Indigenous students from 82.4
per cent in 2013 to 88.8 per cent in 2016, whilst attendance rates for the same period for non-Indigenous students has
improved from 89.1 per cent to 90.8 per cent.
Semester 1, 2016 data indicates the attendance rate for students attending less than 85 per cent of the school
year is 26.5 per cent for Indigenous students and 20.7 per cent for non-Indigenous students.
The social emotional framework developed by the Behaviour Team, in consultation with staff members, ensures
that teachers use consistent behaviour management strategies as outlined in the social emotional framework.
Students are taught life skills using a program designed and developed by the school’s staff members. The
program guides students’ personal growth and development using emotional intelligence and capability-building
processes. All program resources are provided on edStudio.
An extension of the social emotional program is the ‘Fun Facilitated Play Program’, designed to support
students to develop positive social interactions and life skills in real-life contexts. Staff members actively
volunteer their support for the lunchtime fun facilitator program providing a nurturing and safe environment for
students each lunchtime.
Protocols for incident management, data entry into OneSchool and student referrals for minor, major and
positive behaviours are consistently enacted. Parents indicate through the 2016 School Opinion Survey (SOS)
that ‘student behaviour is well managed at the school’ with a significant increase in agreement from 53.3 per
cent in 2014 to 98.4 per cent in 2016. School Disciplinary Absences (SDAs) indicate a decline from 91 short
term absences in 2012 to 11 in Semester 1, 2016.
An inclusive culture is pervasive across the school and positive and caring relationships are apparent in
classrooms and in the playground. Parents interviewed speak well of the school and student leaders appreciate
the interest that their teachers take in them and their learning.
SOS data indicates consistently higher levels of staff satisfaction in all descriptors when compared with Like
School Group and all State Primary Schools. 100.0 per cent of staff respondents agree that ‘this is a good
school’.
Similar patterns emerge from the parent SOS for 2016 with significant improvement compared to data collected
in 2014 particularly in the provision of ‘useful feedback about my child’s progress’ at school, which increased
from 46.7 per cent in 2014 to 95.2 per cent in 2016. This is above the Like Schools Group and all State Primary
Schools school percentages.
Improvement strategies
Identify and document ways for parents and families to become integral members of the school community and
partners in student learning.
Continue to embed the social emotional framework across all areas of the school.
From the Principal cont’d…..
Deputy’s Column
Prep 2018
ENROL NOW TO SECURE YOUR
PLACE FOR PREP 2018 – Enrolments
are being accepted now!
If your child was born between 1 July 2012 and 30
June 2013, you are eligible for Prep in 2018. We
have started to take enrolments at the school in
prepara#on for next year. If you have a child
eligible for Prep or know someone who does, please collect an enrolment pack from the
office to secure your place.
Book Character
Parade
Prep-Year 3
Thursday 18th of May at 9am
Our annual Eagleby State School Book character Parade will be held on
Thursday 18th of May at the school Hall. Students are encouraged to get into
the spirit and share in the joy of reading by coming to school dressed as their
favourite book character for a special fun filled parade. We look forward to
seeing you there.
Curriculum - What are we learning at school ?
Year 1
English: Students are listening to, reading, and viewing visual a variety of spoken and written texts. They are
exploring the essential questions: How do effective readers make sense of text? Am I reading like I talk? How do
readers connect what they have read to what they know? Through a variety of experiences, students are
developing their self-correction skills while maintaining fluency as well as how information from the words and
pictures can help build meaning. During writing, Year 1 students are exploring the essential questions: Can
thoughts be put on paper? How can I assist a reader to understand my message? Through hands-on experiences, students are exploring how words can create different sentences and tell a story, that their thoughts and ideas can be shared through writing and how writing can provoke emotion and provide a message.
Science: This term, the Year Two students are continuing to explore Atomic Theory and
how it relates to Biology. The students will explore cells and how cells are in living
things. Students will investigate the characteristics and needs of living things. Through
hands-on investigations they are exploring the process of how plants make their own
food.
History: This term, students are exploring the key questions:
•
How has family life changed or remained the same over time?
•
How can we show that the present is different from or similar to the past?
Students are exploring the differences between family structures and roles today
when compared to the recent past. Students are considering how family structures
and roles have changed over time, and are identify differences and similarities between their daily lives when compared to the childhoods of their parents, grandparents and special older people. Students are investigating toys that were played with
in the past and comparing them to now. They will pose questions and compare and
contrast responses regarding childhood using a Venn diagram.
Year 5
English: This term in English, students will listen to, view and read a variety of spoken and written texts. During
writing they are exploring the essential questions: How can situations change my opinion? Who decides whose
opinion is correct? Why decides when, where and which language feature it include within my writing? Through
purposeful activities, students are exploring how to improve the overall structure of their writing including using a
variety of sentences and grouping ideas into paragraphs. They are investigating how opinions need supporting
detail and that their ideas need to be sequenced logically to ensure meaning is made. During reading the students are exploring the essential questions: Can one reading skill be deemed more important than another?
What impact does fluency have on comprehension? How importance is inference to everyday life? Whose judgement should we rely on when critically analysing texts? Students are rehearsing a variety of paraphrasing techniques to summarise a text. They are exploring visualising techniques to help gain meaning when reading and
interpreting texts as well as critically comparing and evaluating texts to ensure validity.
Science: This term, the Year Five students are continuing to explore Atomic
Theory and how it relates to Biology. The students will explore the different
types of cells, including prokaryotic and eukaryotic and how cells are in all living things. Students will then investigate the structure of a cell in plants and
then investigate the process of Photosynthesis and how plants create their
own food.
History: Students are investigating the Colonial Period of Australia through the inquiry questions:
•
What were the significant events and who were the significant people that
shaped Australian colonies?
•
What do we know about the lives of people in Australia’s colonial past and
how do we know?
Students are exploring the key events during the colonial period after 1800 and the
different reasons why people migrated to Australia during this time. They are exploring the gold rush and Eureka
Stockade to investigate different significant individuals and events and their impact in shaping the different colonies.
Felicity Pyke - Head of Curriculum
From The Classroom - Outrageous Owls
The OUTRAGEOUS OWLS have been reading about the Great Pacific Garbage Patch. We have been researching the impact that litter has on the
oceans, the ecosystem, marine animals, humans and the environment. We
have been looking specifically at the amount of plastic littering our precious
oceans and waterways.
Outrageous Owls firmly believe that we can all do something to help this global disaster.
Stop buying water in plastic bottles. Drink tap water from reusable bottles.
Take your own bags when you go shopping.
Try to limit the amount of plastic you have in your lunch box. Put your
lunch items into a container instead of a plastic zip-lock bag.
Stop littering. Pick up trash outside your home and sweep sidewalks with
a broom. If you hose the sidewalk it washes the rubbish into the storm
drain.
Recycle all plastic, cans and paper.
YOU CAN MAKE A DIFFERENCE.
Healthy Habits
Play Ideas to Boost Your
Child’s Language Skills
Your child’s language skills are constantly
developing and growing. Play is a simple and
enjoyable way to encourage talking and help to
improve your child’s vocabulary. Here are a couple of ideas to get your
child talking and chatting:
•
Read together: encourage your child to choose what they want to
read. You and your child can also take turns reading aloud and listening.
•
Sing songs together.
•
Play simple word games – for example, think of words that rhyme
with ‘frog’.
•
Listen to stories and songs or play games in the car – for example,
‘I Spy’ is a fun game that encourages children to think about
sounds and letters.
•
Tell jokes and riddles.
•
Play a board or card game.
•
Make time to chat about your day. This could be over a family meal or
when you go for a walk together. This reminds your child that
conversation involves both listening and talking. Talking together also
builds your relationship with your child.
Sarah Brown - Head of Special Education
27/4/2017
Student Of The
Week
Year
Level
Class Name
Teacher
Class
Location
Braxton
Robbie
Cloey & Koby
Carter & Scarlett
Ebony & Monson
Max & Filemoni
Seth & Lucius
Sasha & Spencer
Lyniesha & Ella
Ali
Hope & Tyler
Prep
Prep
Prep/1
Prep/1
Prep/1
1/2
1/2
1/2
2/3
2/3
2/3
Super Achievers
Magnificent Minions
Little ‘Wrays’ of Sunshine
Wonder Brains
Little Learners
Ready to Rumble
Respectful Stars
Ready Tigers
Mibunn Nugai
Brainy Bunch
Gem Getters
Karen Allen
Johnathan Hropic
Chloe Wray
Melanie Broughton
Kirstie Gallagher
Finton Lynch
Cleannah Sweeny
Sally Evans
Sharon Birmingham
Jacinta Barrett
Emma Taylor
Silver 2A
Purple 4H
Green 5W
Green 4B
Green 3G
Red 1L
Red 2S
Red 3E
Red 4B
Red 5J
Red 6T
Winning Attendance Class Of The Week
Congratulations to Mighty Marvels for your
outstanding attendance in week 2 Term 2
Our winning classes are the classes with the most students
attending school on time every day and not arriving late or
leaving early.
4/5/2017
Student Of The
Week
Year
Level
Class Name
Teacher
Class
Location
Amaziah & Kieran
Kennedy
4
4
Learnasaurus Land
Terrificdactyls
Putple 2R
Antwon & Andrea
Rehan & Indiana
Unique & Vitoria
5
5
6
The Incredibles
Outrageous Owls
Mighty Marvels
Danika Rameshfar
Temily Calabro
Deb Neame
Michelle Blunt
Laura Graf
Mellissa Mayfield
Winning Attendance Class Of The Week
Congratulations to Respectful Stars for your
outstanding attendance in week 3 Term 2
Our winning classes are the classes with the most students
attending school on time every day and not arriving late or
leaving early.
Purple 1N
Blue 4B
Blue 1G
Aqua 2M
Diamond Awards
Congratulations and well done to the following students for
reaching the top of the Diamond:
Mighty Marvels
♦
Isabell
♦
Nijole
♦
Rafiq
♦
Taleasha
♦
Taya
♦
Robert
Soaring Sixes
Kadence
Sheliah
Cameron
♦
♦
♦
Zoo Crew
♦
Xavier
♦
Caedyn
♦
Kadin
♦
Jake
♦
Jade
♦
Charlie
♦
Kymarni
♦
Aroha
♦
Orsen
Wonder Brains
♦
Faith
♦
Drew
♦
Kyra
♦
Tiana
♦
♦
♦
♦
♦
♦
♦
♦
Brooklyn-Rose
Montana
Carter
Scarlett
Darbee
Iraia
Peng Sue
Ellie
Ready To Rumble
♦
Marcel-Jamie
♦
Zchellyss
♦
Kayze
Gem Getters
♦
Jayda
♦
Courtney
♦
Bryson
♦
Houston
Respectful Stars
♦
Charlotte
♦
Shiraj
♦
Seth
♦
Chloe
♦
Pauline
♦
Mitchell
♦
Marley
♦
Rei-Rei
♦
Gabrielle
♦
Devonte
♦
Jasmine
Ready Tigers
♦
Seth
♦
Jack
Brainy Bunch
♦
Boston
♦
Leela
♦
Ashlee
♦
Reuben
♦
Sade
♦
Isileli
♦
Jordan
♦
Issy
♦
Sanel
♦
Cody
♦
Sandy
♦
Armani
♦
Tzephanyah
♦
Tairus
Terrificdactyls
♦
Kennedy
♦
Tihema
♦
Tylah
Learnasaurus Land
♦
Kieran
♦
Madeline
Little Learners
♦
Kisha
♦
Amelia
♦
Indigo
♦
Aylah
♦
Dasire
♦
Harper
♦
Bella
♦
Joshua
♦
Monson
♦
Laiken
♦
Rosie-Maria
♦
Hunter
♦
Derek
♦
Shoaib
♦
Lawrence
♦
Douglas
♦
Kaydence
♦
Lewis
♦
Daniel
♦
Cayden
♦
Ebony
♦
Kayden
♦
Elijah
♦
Scarlett
♦
Kessahn
♦
Hoani
♦
Kallun
Magnificent Minions
♦
Conor
♦
Patrick
♦
Abbeigh
♦
Mathias
♦
Mckenzie
♦
Alexa
♦
Oziyahs
♦
Judah
♦
Zarah
♦
Zennik
♦
Julian
♦
Ariaana
Super Achievers
♦
Blake
♦
Amarli-Jade
♦
Tyson
♦
Rylee
♦
Hayley
♦
D’Arcy
♦
Alex
♦
Leilani
♦
Manaaki
♦
Nalah-Rose
The Incredibles
♦
Andrea
♦
Brandon
♦
Sophie
♦
Chloe
♦
Candace
♦
Kaitlyn
♦
Nejla
♦
Neil
♦
Larissa
♦
Aaliyah
♦
Soraya
♦
Evie
♦
Genie
Little Wrays ofSunshine
Mia
♦
Term 2
2017
EVENTS CALENDAR
P & C Association
Commonwealth Bank
School
Banking Program.
School Banking day is
Friday.
Please remind your children to
give their banking to their class
teacher on Friday mornings.
(Our school banking volunteers cannot accept deposits
at any other times.)
P & C Association
Wishing all our special mums, aunties, grandmothers and carers a
very happy Mother’s Day for this Sunday.
Motherhood
By K.Dykstra.
Baby dolls and dinosaursone that cries, one that roars
The pitter patter of little feeta bike race in which they want you to compete
Fruity Pebbles, pancakes, no wait! a pop-tartthose daily moments that steal your heart
One throws tantrums, the other just poutsahh, the joys of motherhood- what life is all about
Another birthday - two pay cheques in allbut, it is so worth it with smiling memories on the wall
From late night tears to early morning grumpsthrough all the bruises, scrapes and bumps
The kisses and hugs, the encouraging wordsfrom nursery rhymes to the bees and the birds
The laughter, the memories, those looks in their eyesnever trade it for anything - never compromise
The toys left out, the clothes on the floorthese are the moments we mothers live for
For we are the ones who are there through it allto always make it better and pick them up when they fall
From kissing their boo-boos and making sure they're fedpassing down stories while tucking them into bed
Through the weight gain, cravings, labour and moreto that one special moment we spend 9 months waiting for
Eighteen years is what they say, but our work is never donea lifetime of tears, laughter, sadness and fun
Nothing in the world can even come closeto the one special bond God made matter the most
A relationship only two certain people can sharea mother and her child, nothing will ever compare...
Thank you:
We had a big response to
our advertised Uniform
Shop Convenor’s
position.
The applications have
now closed and the P&C
are interviewing for the
position.
Opening hours:
WEDNESDAY 8.15am - 1.30pm
THURSDAY 8.15am - 1.30pm
FRIDAY 8.15am - 1.30pm
Opening hours:
MONDAY 8.30am - 9.00am
WEDNESDAY 8.30am - 9.00am
FRIDAY 2.30pm - 3.00pm
School Notices
For the safety of ALL students please
inform the school of their absence by 9am
ALL ABSENCES FROM SCHOOL MUST BE
EXPLAINED
ABSENTEE PHONE LINE - (07) 3442 5360 please use this number instead
of the office number.
Please leave child's name, date and reason for absence
Do you have children who are too young to start school?
The Koala Joey’s Family Program is just for you!!!!
Singing
Dancing
Laughing
No child is to too young
Where:- Eagleby State School Meeting Room (next to the library)
When:- Wednesday 9:15ish (excluding the first & last Wednesday of each term)
Why:- Using nursery rhymes, songs, dance, movement & stories as a tool to form secure
attachments
Who:- Koala Joey’s is funded through Eagleby State School as a free community endeavour