Celebrating Mrs Skelton – A Remarkable Career Comes Full Circle
After a lifelong career dedicated to education, we congratulate Mrs Skelton as she steps into a richly deserved new chapter—one that will see her spending more time with family, pursuing hobbies, and enjoying the opportunities that come with this well-earned transition.
For the past 11 years, I have been working alongside Mrs Skelton as part of the Executive team. In that time, I have seen firsthand the depth of her commitment, the consistency of her leadership, and the care she brings to every aspect of school life. She has been a steady, constant presence, shaping both the direction of the school and the experiences of countless students and staff.
Across her career, she has contributed to the learning and development of generations of young people, helping them to grow not just academically, but as individuals. Equally, she has played a significant role in supporting and mentoring colleagues, quietly building the capacity and confidence of those around her.
While we will certainly feel her absence, we acknowledge the legacy she leaves behind.
Mrs Skelton, thank you for your knowledge, your contributions, and the care you have shown to so many over the years. We wish you every happiness as you embark on this next chapter, with more time for the people and passions that matter most.
You will be greatly missed, but remembered.
Communication - the earlier, the better.
Following on from last Hills Times' wellbeing focus on attendance, and noting that attendance is often linked to perceptions of issues at school, this week, we're focussing on how to address issues early.
At Hills, we are committed to supporting every student to feel safe, connected, and able to achieve their best. A key part of this partnership is timely and open communication between families and the school.
From time to time, parents contact us with concerns about bullying, social exclusion, workload pressures, or learning challenges. These conversations are always welcome and important. However, we often hear phrases such as “this has been happening for ages” or “nothing has been done.” In many cases, this is the first time the school has been made aware of the concern.
This highlights an important reality: we can only act on what we know.
Why early communication matters
When concerns are raised early, we are able to:
- Intervene before behaviours or patterns become entrenched
- Support all students involved in a timely and constructive way
- Prevent issues from escalating or impacting a broader group
- Work alongside families to build consistent strategies
When concerns are raised late, the situation is often more complex. Patterns may be established, relationships strained, and perceptions harder to shift. While we will always respond, early intervention leads to better outcomes for everyone involved.
Understanding how schools respond
It is also important to acknowledge that school responses are not always visible, nor are they limited to punishment. Our approach is both proactive and responsive, and may include:
- Restorative conversations and mediation
- Coaching students in social and emotional skills
- Adjustments to class groupings or support structures
- Monitoring and follow-up over time
- Direct consequences where appropriate
These approaches are evidence-based and focused on long-term behaviour change, not just short-term compliance. As a result, families may not always see immediate or overt “punishments,” but this does not mean that action has not been taken.
Working together
We ask all families to partner with us by:
- Encouraging your child to speak up early if something feels wrong
- Contacting the school when concerns arise, rather than waiting
- Sharing relevant context so we can respond accurately and fairly
Our shared goal is a positive, respectful, and high-performing environment for every student. Clear and early communication gives us the best opportunity to achieve this together.
If you have concerns at any stage, please reach out. We value the opportunity to work in partnership to support your child.
Certificate II in Hospitality
Our Yr10-12 students studying a Certificate II in Hospitality really mixed things up this week! They had recently completed their Barista Training, with this week's focus being the Practical component of the RSA Ticket (Responsible Service of Alcohol). Together they mixed up a variety of non-alcoholic beverages by following recipes and learning how to assemble these tasty drinks, showcasing their creativity as well.
Well Done to all our students as they continue on through this fantastic qualification that is offered onsite at the College.
If you have any Vocational Education & Training questions, please speak with Mrs Mandy Comerford (mandy.comerford@hills.qld.edu.au)
Theatresports!
Our inaugural Theatresports Team (Sophie Black, Grace Jennings, Mickayla Fanning, Amelia Mullen, Hallie Thomas, Jacob E-Parkinson) took to the stage in Ipswich this week for their very first competition — and what a performance it was! Competing against four other teams, they truly held their own, showcasing confidence, creativity, and teamwork.
They did an outstanding job, and we couldn’t be prouder of their efforts and achievements.
If you see these talented students around the school, please join us in congratulating them on a fantastic debut!
District Cross Country Success!
Congratulations to the following students, for making the top 14 in yesterday's extremely tough Pacific District Cross Country. They will compete in the Regional Cross Country at Runaway Bay in two weeks. Several other Hills runners missed out by only ONE spot - a great effort from all involved!
Cienna Grammatico (Yr 10)
Chloe Wiseman (Yr 10)
Cohen Hall (Yr 8)
Lilly O'Neill (Yr 6)