In this episode of Around the School Table (xuno.com.au/podcasts), host Steve Davis is joined by James Wright, a physics teacher and Digital Innovation Lead at Garden International School (gardenschool.edu.my) in Kuala Lumpur, Malaysia. The school is home to around 50 nationalities. It also supports a thriving, multilingual community.

After 12 years in Malaysia, James on what changes when you teach internationally. Yet, he also shares what stays the same. Students are still students, wherever you teach. However, expectations around grades can vary wildly.

So, the conversation turns to assessment and reporting. Parents may be familiar with GCSE grades, IB scores, GPA, or Australian systems. Because of that, a single letter grade can create confusion. It can also create anxiety. Therefore, James explains why visual reporting can build clarity fast.

He breaks down how graphical reporting helps families understand progress at a glance. For example, a simple bar or curve can show “where your child is” right now. It can also show “where we expect them to be”. Meanwhile, teachers still get the numbers when they need detail.

The discussion also explores technology choices in schools. James contrasts “school-in-a-box” platforms with flexible tools. In particular, he explains why Accelerus stands out for reporting. It is curriculum agnostic. It is also highly customisable. As a result, schools can shape reports around their own language and processes.

Importantly, James talks about leading change without overwhelm. First, he starts with a clear shared vision. Then, he involves staff, parents, and administration early. Also, he looks for the people most likely to challenge the plan. Those voices are treated as valuable. Because of that, issues are spotted sooner.

Finally, the episode tackles data sovereignty and APIs. James argues that schools should be able to move data in and out easily. That flexibility supports long-term strategy. It also builds trust.

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In this episode of Around the School Table (www.xuno.com.au/podcasts), host Steve Davis is joined by founding principal Blayne Wallis. Together they explore what it takes to open a supported inclusion school in Melbourne’s west. Mindalk Primary School (www.facebook.com/mindalkprimaryschool) is preparing to welcome its first students in January 2026. During the conversation, Blayne explains how an almost accidental start in teaching became a deep commitment to inclusive leadership. Their journey from classroom teacher in Ballarat to leader across western Melbourne shows how quiet confidence can power lasting change.

Early in the episode, listeners hear how childhood experiences shaped Blayne’s belief in seeing every child. As a quiet student who often felt invisible, they remember wishing for a teacher who noticed the wallpaper kids. Because of that, Blayne Wallis now pays close attention to students who slip under the radar. Instead of accepting silence as compliance, they ask what might be missing from the learning environment. This perspective underpins their approach to wellbeing, curriculum and building trust with families.

Leadership also features strongly in this conversation. After years serving schools across Melbourne’s west, Blayne values grounded, community focused practice. However, they also encourage teachers not to stay in one place for too long. Moving between schools, they argue, stretches skills and broadens understanding of the wider system. As a result, leaders can support staff to grow beyond the walls of a single campus. For emerging leaders, Blayne offers practical advice on noticing potential in colleagues who may be quiet but highly capable.

Mindalk Primary School itself is designed as a supported inclusion school. In the episode, listeners hear how flexible classrooms, thoughtful transitions and clear policies all work together. Importantly, the school motto and values were considered even before staff were hired. Additionally, Blayne describes the play based uniform, with darker colours chosen to support active learning and reduce stress for families. Rather than asking children to protect pristine outfits, the school expects play, movement and occasional grass stains.

As opening day approaches, the countdown to 27 January 2026 brings both excitement and reflection. During the interview, Blayne outlines the challenge of being the only staff member in the early months. Yet that quiet period allowed space to shape policies, refine values and plan for inclusive practices. When recruitment began, they focused on hiring teachers who talk about students and learning before everything else. By hiring hard, Blayne believes the school will work easier, with a team aligned to purpose from day one.

Throughout the episode, listeners gain practical ideas for nurturing inclusive cultures in any school setting. From uniform choices to multi tiered support systems, every decision is linked back to student needs. For principals, teachers and aspiring leaders, this conversation with Blayne Wallis offers both reassurance and challenge. Ultimately, Mindalk Primary School is presented as a place where every child is seen, supported and encouraged to thrive.

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