The Magpie’s Call

The magpie appeared on the original BPSS school badge in 1983. The badge was a black and white production created by the first principal, Mr Dave Gray in our first year. In 1986 colour was added to it by Mr Darryl Sampson (original and long term teacher of BPSS) using a computer called an Atari 1040 ST along with the help of the Atari software program, Degas Elite.

In 1983 the school was completely surrounded by bush with no houses to be seen anywhere. There was only a small bitumen track that connected BPSS to Waller Rd. This track just happened to be at the very end of Waller Rd and was an afterthought when it was realised there was no actual road access to the actual school just weeks before the school was opened for its first students in January 1983. Parts of that track still exist today and can be seen near the inside of the fence next to the school bus stop on Mayfair Drive.

The magpie was a common visitor to the BPSS grounds along with many other animals and birds including koalas, possums and different types of parrots. Snakes and lizards regularly visited the school grounds and there was even talk of a platypus living in the creek which was bordering the fence at the bottom of the school grounds. It was never seen. It was the magpie that gained pride of place on the school badge/logo because its song and its presence was a regular part in the beginning of our school’s life.

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Newsletter

7 February 2025

FROM THE PRINCIPAL

Dear Parents and Caregivers,

Welcome back for the 2025 school year. The first two weeks have been very smooth! Students have settled in well and high expectations for learning, behaviour and attendance have been set. Thank you for the way you have prepared your children for the start of the year. I have been able to meet many students in their new classes and look forward to an excellent year. Thank you also to our staff who have prepared the school grounds and classrooms to be so inviting.

We have a number of new staff to our school this year. Please make welcome Mr Cheung (Prep), Ms Burrows (Prep), Ms Che (Year 2 Inclusion), Ms Ward (Year 3), Ms Eales (Year 3 Inclusion), Ms Loughran (Year 5), Ms Sodenkamp (Year 5 Inclusion) and Ms Massingham (Year 6 Inclusion). We are excited to welcome our new teachers and appreciate the enthusiasm they have brought over the first few weeks back.

Over the holidays, we continued to improve our school infrastructure. We replaced the carpet in Prep A and B, made some repairs, cleaned the exterior of the hall and added air-conditioning to our breakout spaces. The air-conditioning in the breakout spaces will ensure that students working in small groups with teachers will also be able to continue to learn in a comfortable environment. We have a number of other infrastructure initiatives planned for 2025.

School Priorities

Every year, schools prioritise one to three specific areas to focus on over the course of a year. In 2025, our 3 priorities are:

Staff and Student Wellbeing
English – Structured Literacy
Mathematics

These priorities build upon our work over the past two years and align with Department of Education priorities. We believe that as we continue to focus on these priority areas, we will continue to see positive gains in learning and wellbeing outcomes for students.

All the best!
Mr Poulter

FROM THE DEPUTIES

We are thrilled to welcome all our families back for another exciting year of learning and growth! It has been wonderful to see our students settle into their classrooms, reconnect with friends, and embrace new learning opportunities with enthusiasm. The energy around the school is vibrant, and we are looking forward to a productive and rewarding term ahead.

Already, our classrooms are buzzing with deep and meaningful learning. Students have dived into their new units of study, engaging in rich discussions, hands-on activities, and collaborative tasks. It has been fantastic to see both teachers and students eager to share the learning happening in their classrooms.

As part of our ongoing commitment to high-quality teaching and learning, we are continuing to embed Structured Literacy blocks that align with each year level’s English unit. This approach ensures that students develop strong foundational literacy skills while making meaningful connections to their broader learning. We are already seeing great engagement as students build their reading, writing, and language abilities through explicit and targeted instruction.

We look forward to celebrating the successes of our students and staff throughout the term.

Here's to a fantastic start to the school year!

Lees Warwick - Prep to Year 2 Deputy

Theresa Kooyman - Year 3 - 6 Deputy

STUDENT WELLBEING

On Tuesday afternoon, our teachers participated in a workshop exploring the concept of the three brains and how understanding them can support student learning, engagement, and well-being. This knowledge is particularly important in reinforcing our whole-school 5 Faces check-in, which teachers conduct with students at the beginning of the day and after breaks. By deepening our understanding of how emotions impact behaviour and learning, we can continue fostering a supportive and engaged learning environment.

The workshop introduced Dr. Paul MacLean’s Triune Brain Theory, which explains how the brain functions in three interconnected parts:

Wild Brain (Brain Stem) – Manages survival instincts like breathing, movement, and basic needs. Under stress, it can cause students to freeze, zone out, or shut down. It thrives on safety, routine, and having basic physical needs met.
Emotional Brain (Limbic System) – Governs emotions, connection, and social belonging. When unbalanced, it can lead to stress and drive behaviours like seeking comfort in unhealthy ways.
Smart Brain (Cerebral Cortex) – Responsible for thinking, problem-solving, and creativity. It seeks clarity, purpose, and challenge but can cause anxiety or disengagement if overwhelmed.

To help students self-regulate and stay engaged, we focus on integrating all three brains by ensuring their emotional, physical, and cognitive needs are met.

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