Dear Families,

As a staff, we are continually learning, adapting, and improving our practice to provide the best possible education and a safe, supportive environment for the children in our school.

During Term 2, teachers spent time analysing student numeracy data, with a particular focus on place value. Understanding place value means recognising the value of each digit in a number and knowing how to manipulate those values to solve number problems. Teachers identified gaps in students’ knowledge and adapted their teaching to address these. Regular place value teaching groups were held in every classroom, where these essential skills were consistently taught and practised. We are pleased to report that we saw strong progress in students’ understanding as a result. These place value groups will continue throughout the year.

This term, our focus has shifted to spelling. Teachers have begun analysing students’ spelling knowledge and how well they are able to apply this knowledge in their writing. One of our key improvement goals this year is to strengthen students’ phonics knowledge. For the past two years, staff have been using the MultiLit Spelling Program, which has shown positive results. However, we recognise that some students still find it difficult to transfer this learning to their writing. Teachers will be engaging in professional learning to adapt and enhance their teaching so students can better make this connection.

Additionally, teachers are developing their skills in checking for student understanding throughout a lesson. Each teacher will set a personal learning goal using an evidence-based strategy to determine whether students are grasping the concepts being taught. This will be an ongoing focus throughout the term, supported by peer observations and feedback to continually refine practice.

As you can see, our teachers are highly committed to improving their teaching in order to provide the best outcomes for your children.

Wishing you a great weekend with your families.

Kind regards,
Julian