Mrs Roberts also read an extract from one of the books and we watched a video of author Tom Palmer reading an extract from one of his soccer stories. We paired our Early Act Club members with the visiting school. The learners introduced themselves and told riddles and jokes as icebreakers. They then had to do a research activity. During a refreshment break the learners shared and played traditional games such as 5 stones and pick-up sticks. Before
our visitors left we presented each Square Hill learner with a brand new book. What a wonderful afternoon we had! In preparation for our annual visit to the Douglas Murray Old Age Home during term 4, the Early Act Club had two ice lolly sale days to raise funds for our care packs which we put together for the Home. Mrs O Woodman
Learner Support we shared the services of educational psychologist Michelle Ireland with the WBHS. Michelle counselled boys and assessed our Grade R learners for school readiness. Her contribution added greatly to the support we could offer to our boys. Parents play a vital role in supporting struggling learners. Family activities that stimulate and support learning have a huge impact on the learner’s achievement. This includes family routine, parental encouragement, discussing ideas and events, emphasising family literacy, setting standards and monitoring after-school activities. Such family activites will enhance the learners’ confidence and success within the learning environment. Thank you and congratulations to you, the parents and guardians, for all you have done this year. As always, we are so proud of the achievements of our learners this year. Their hard work and cooperation is crucial. A very special thank you also to the SBST, remedial teachers, occupational and speech therapists, psychologist, District Support Team, class teachers and parents for all their hard work in 2016. Well done! Mrs L Daniels
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service pillar
This year has been a landmark year for the Learning Support team. As the school celebrates its 175 anniversary, we have worked hard to uphold the tradition of academic excellence and commitment to learning. Class teachers presented learners in need of intervention to the School-Based Support Team (SBST). We discussed an intervention process for boys experiencing learning, behavioural or emotional difficulties. Recommendations for referral to specialists for assessments were also made through this process. The implementation of support and intervention plans was closely monitored. Mrs Daniels and Mrs Sproat were able to offer learner support lessons to 119 boys. Learners struggling with either Literacy or Mathematics are referred for support via the SBST process. Class teachers offered Didactical Aid Teaching (DAT) lessons to struggling learners before or after school. We continue to enjoy the services of a speech and language therapist as well as an occupational therapist. In addition to the boys’ academic needs, we do everything we can to help those boys in need of emotional or behavioural support. In the second term