COVID UPDATE

We continue to monitor the situation and understand that a lockdown could be called at short notice. We have made preparations for delivery of remote learning. Please note that staff will still need a day or two to have relevant material ready. Our plan of action will be sent out as soon as we receive any notice of lockdown.

STAFFING

Mrs Bool will continue to be on leave till the end of the term. Mrs Brushaber is filling in for some of her days.

PLAYGROUP

Our playgroup has not really got off the ground this year. We will postpone it for the rest of the year and look to begin again next year at a more suitable time with Mrs Bool’s help.

TRIVIA NIGHT

Fingers crossed our Trivia Night will go ahead on Friday week. We have lots of support from local businesses for our school and it is really appreciated in these tough economic times.

SCHOOL REGISTRATION

Another area highlighted in our school Registration report is the work we do to support students at different levels. I am very proud of the work being done by our Learning Support Teacher Mrs Seaman. She is well supported by our Classroom Assistants Mr Halder, Miss McTernan, Mrs Chilko and Mrs Simmons. They all do a great job and we see significant improvement in students attending their Multilit & Minilit sessions.

8.6              Differentiated teaching and learning

Ss Peter and Paul's places high focus on all students being engaged, supported and challenged with their learning. Teachers are active in ensuring teaching reflects the needs of the students in their class and there are structures in place to monitor and support individual growth.

8.6.1      Commendations

The panel observed and noticed evidence that the following practices are embedded across the school:

• Differentiation is a priority of the school with the development of teaching programs to support and challenge, with specific adjustments being documented for students with additional needs
• Personalised plans have been updated and are reflective of the current learning needs of students
• Individual conferencing occurs for reading and writing to identify targeted support at point of need for each

8.6.2         Affirmations

The Panel observed and noted evidence that the following practices have begun in the school and further development and embedding is encouraged:

• Continue the whole school approach for supporting students requiring additional support and intervention utilising evidence-based practices (MacqLit, MiniLit, Jolly Phonics, Heggerty Resources)
• Fostering equal opportunity classrooms that use strategies such as cold calling, paddlepop sticks (cup of doom), pair-share and multiple entry and exit points for Further exploration of other practices in line with the Rosenshine Principles of Instruction, such as 'check for understanding' and 'daily review' will assist the further embedding of high impact teaching practice.

8.6.3         Recommendations

The panel observed and noted evidence that the following areas require review and analysis and should be considered for continued improvement:

• Development of clear documentation to record;
  • the process of teachers referring students for Tier 2 and Tier 3 support,
  • ongoing monitoring progress/feedback to and from teachers,
  • evidence of feedback back to parents on student progress in these interventions
• Strengthen practice with capturing evidence for students with additional needs including email correspondence to and from parents
• Consider how the implementation of Compass will assist in the accessibility and storing of this evidence, and how to track and use the information for future planning and support.