Skip to main content

Prospect Primary

Go Search
Prospect Primary
Principal's Message
School PTA

 Insight of the Day

   Image result for Have a Blessed Day See the source image 

See the source image   See the source image 

 Teachers' Corner

 How to End the School Year Right 

Image result for quotes for teachers end of year



This is your chance: Teach like no one is watching.

~Justin Minkel


 There’s this saying in education that I love AND despise (depending on the day):

Don’t count down the days. Make the days count.

On some days I’ll think, “At this time of year, the best thing for everyone is just to be done.”

And on other days, I’ll think, “I only have a couple weeks left to make an impact. Let’s put the pedal to the metal and end this year with a bang!”

The “time to kill” file

The “end of year inspiration” file

The “classroom atmosphere” file

Noisli’s white noise options include:

  • Rain
  • Wind
  • Thunderstorm
  • Forest (with LOTS of birds)
  • Rustling leaves
  • Running water
  • Ocean waves
  • Crackling fire
  • Nighttime with crickets
  • Busy coffee shop (MY favorite!)
  • Train cars clacking on a track

~Matt Miller


Let’s face it: by this point in the school year, everyone is TIRED. It’s hard to muster up the energy to push through problems, especially when things that used to work with your students suddenly don’t seem effective anymore.

You have 2 choices: stay in survival mode and just try to make it through the last weeks of school, or dig down deep within yourself to remember WHY you teach, and use that vision to help you keep going.

I wanted every person reading this to have a reminder of why they teach, and to have a clear vision for their work in the classroom.

~Angela Watson








100th Day of School Celebrations



Sports Day


Black History Projects


New Lunch Benches



Primary 4



Students collaborating and creating mini pinball games using paper plates



 School Uniform


Uniform Shop

  School Uniforms

PPS Girls Uniforms and Boys Ties

  Judith Beek

Opening Hours

10:00 a.m. - 5:00 p.m.

(Closed for Lunch: 2:00 p.m. - 3:15 p.m.)


Phone: 292-6038

Phone: 734-2641 

 Welcome to the Prospect Primary website!


We are happy to have your child with us at Prospect Primary School: A School of Excellence where FAILURE IS NOT AN  OPTION. We, at Prospect, are dedicated to helping all children reach their potential. All children have an advisor to support them. Please feel free to contact both your child’s teacher and advisor should you have any concerns or comments.

We are always happy to hear from you.  We realize that you are your child’s first teacher. Therefore, you know your child best.  Please share with us any information that will enable us to help your child realize his/her potential. Someone said, “No one can predict the heights to which one can soar, neither will they know until they spread their wings.” Don’t be discouraged if your child fails to attain instant success, not everyone spreads their wings at the same time. We are here to encourage, teach and love your child as he/she strives to do his/her best. Let’s work as a team because Together Everyone Achieves More. Welcome to Prospect Primary School: The School that CARES!

 Health Nugget

TOP 10




Its SUMMER time and Children just want to have fun! BUT parents want safe affordable Childcare.

Parents, before you send your child to Camp you want to make sure that they are SAFE, SUPERVISED and ENGAGED in activities that keep their minds and bodies active.

The following questions are TOP 10 suggested questions for parents to ask before you sign your child up for camp:


Is there a suitable and safe building/structure for the camp’s base?

All programmes should meet established guidelines for indoor space, free from hazards, in good condition and meet environmental health standards.



Do you do background checks on your staff? Are camp staff CPR/First Aid trained?

Are medical forms about the campers collected; how are medications stored?

At a minimum, camp staff should be trained in safety regulations, emergency procedures and communications, behavior management techniques and child physical and sexual abuse prevention and reporting.



Is the camp’s program/ activities age and developmentally appropriate for the children they serve. What does a typical day look like for the camper, what does the camp focus on? How many hours are spent outside in the sun? Are the campers orientated to the camp and to systems put in place to keep campers safe?



What are the rules and consequences? How do they use positive reinforcement? Is there a policy on Bullying? What is the behavior management philosophy? Will parents or guardians be contacted in the case of problematic behavior becoming a safety issue for the child or others?



Ratios and maximum group size vary according to age and activity. See the suggested ratios posted on Environmental Health’s Web site, outlined in the Guidelines for Day and Over Night Camp Administrators and the Safe Camps Bermuda Facebook page.



Does the camp provide transportation? If yes, is it via pre-organized vans or buses? What are the conditions of the vans i.e.; seatbelts and driver experience. If bus what are the checks and balances to ensure safety en route. What are the contact numbers of a camp staff person that can be reached at all times even when campers are on excursions.



Children should not be permitted near water without supervision and a staff member who is First Aid -certified and familiar with lifesaving procedures. All campers’ ability to swim should be assessed and activities designed according to skill level of each child.



What does the camp fee include? Are there other expenses? Will outside activities cost extra? Is there a refund policy?



ALL camps that take preschool age children must have their camp registered with the DEPARTMENT OF ENVIRONMENTAL HEALTH. Other camps wishing to be given a seal of approval should also be registered as striving to meet best practice standards and keep children safe.



How does the camp screen visitors? Parents should make sure that there is a method for making sure that unauthorized visitors are not allowed access to children. Is there a method of accounting for children upon arrival and prior to dismissal, inclusive of a departure procedure?

You should also feel comfortable knowing who to lodge a concern or grievance with.



Safe Camps Bermuda






 School Information

  Prospect primary school


We are happy to have your child with us at Prospect Primary School: A School of Excellence where FAILURE IS NOT AN OPTION. We, at Prospect, are dedicated to helping all children reach their potential. All children have an advisor to support them. Please feel free to contact both your child’s teacher and advisor should you have any concerns or comments.

We are always happy to hear from you.  We realize that you are your child’s first teacher. Therefore, you know your child best.  Please share with us any information that will enable us to help your child realize his/her potential. Someone said, “No one can predict the heights to which one can soar, neither will they know until they spread their wings.” Don’t be discouraged if your child fails to attain instant success, not everyone spreads their wings at the same time. We are here to encourage, teach and love your child as he/she strives to do his/her best. Let’s work as a team.

Together Everyone Achieves More.

Welcome to Prospect Primary School: The School that CARES!


School Information 

 Principal  Holly R. Richardson
 Deputy  Kennelyn Smith
 Counselor  Anthony Peets
 Aministrative Assistant  Phillis Butterfield
 Hours  8:30 a.m. - 3:30 p.m.
 Colors  Red, Gold & Blue

 "If it's to be, it's up to me"

 Parenting Cue Cards


This month's challenge:


 My child refuses to do what I ask! 

Connect & Teach!

Don't turn it into a

 keynote speech!

Don't resort to threats!

 The recipe to empower kids? Empathizing with their feelings + communicating clear expectations. This helps kids make good choices and be more self disciplined. Starting from a place of understanding helps lower kids' defenses so that they can learn. Clearly communicating your expectations helps them understand what behavior is appropriate. Try to ensure that your expectations are reasonable based on your child's capacity, not just their age.





 Positive Behavior Intervention Scheme


BE Respectful

BE Responsible

BE Safe

BE Ready To Learn


MTSS Web Part Menu

Be Responsible
Be Safe
Re Respectful
Be Safe
Be Ready to Learn
Be Safe

  • Flush the toilet
  • Wash your hands
  • Put trash in garbage cans
  • Keep floor dry
  • Report to office
  • Use quiet voices
  • Wait your turn
  • Give people privacy
  •  Listen for instructions
  • Get back to class quickly
  • Follow directions


Classroom Lunch
  • All food and drink stay in eating areas
  • Stay in your assigned seat
  •  Clean up your area: table and floor
  • Listen to all adults and prefects
  •  Listen for instructions
  • Follow directions

 Hallway &


  •  Walk quietly on blue and white
  • Follow dress code
  • Keep hands to self
  •  Follow adult directions
  • Use appropriate language and tone
  • Be mindful of work on the walls
  •  Listen for instructions
  • Get back to class quickly
  • Follow directions
  •  Use good manners
  • Have a positive attitude
  •  Follow adult directions
  • Use appropriate language and tone
  • Use the front office entrance and wait your turn
  •  Listen for instructions
  • Get back to class quickly
  • Follow directions
  •  Bring all supplies
  • Turn work in on time
  • Take care of classroom materials
  • Use kind words and actions
  • Follow directions
  • Use appropriate voice level
  •  Stay on task
  • Participate actively
  • Complete all work
  • Take care of equipment
  • Stay within boundaries
  • Follow adult directions
  • Use kind words
  • Keep hands, feet, and objects to self
  • Follow the rules of the game
  •  Line up quickly
  • Use appropriate voice level when reentering school
  • Listen when new games are introduced


2 Old Military Road
Devonshire DV 02
Phone: 292-1229
Fax: 292-9780

 Parent Tips

Preschool signs and symptoms of learning disabilities

  • Problems pronouncing words
  • Trouble finding the right word
  • Difficulty rhyming
  • Trouble learning the alphabet, numbers, colors, shapes, days of the week
  • Difficulty following directions or learning routines
  • Difficulty controlling crayons, pencils, and scissors or coloring within the lines
  • Trouble with buttons, zippers, snaps, learning to tie shoes

Ages 5-9 signs and symptoms of learning disabilities

  • Trouble learning the connection between letters and sounds
  • Unable to blend sounds to make words
  • Confuses basic words when reading
  • Consistently misspells words and makes frequent reading errors
  • Trouble learning basic math concepts
  • Difficulty telling time and remembering sequences
  • Slow to learn new skills

Ages 10-13 signs and symptoms of learning disabilities

  • Difficulty with reading comprehension or math skills
  • Trouble with open-ended test questions and word problems
  • Dislikes reading and writing; avoids reading aloud
  • Spells the same word differently in a single document
  • Poor organizational skills (bedroom, homework, desk is messy and disorganized)
  • Trouble following classroom discussions and expressing thoughts aloud
  • Poor handwriting

 Parent Tips

25 Point Finger Road, Paget DV 04 |Mailing: P.O. Box HM 681, Hamilton HM CS Bermuda
T: 441 232 1116 | F: 441 236 0607 | E: |

 7 Simple Ways to Show your Child Love

Strengthening families and systems to create a healthier community for children

The thing that your child needs most from you as a parent is your

love. When your child starts to push you away during the teenage

years, they need your love more than ever. As a parent, you know

your child’s best qualities better than anyone, even at times when

these qualities become hidden by destructive behaviors. This

tip sheet provides you with some simple ways you can show your

child that you love them through the good and the bad times.


The foundation of a solid relationship with your child is unconditional

love. Unconditional love provides the cornerstone for a child’s self-esteem.

It’s the love that communicates to a child, “I believe in you,

I’m here for you, and I love you no matter what.”

As your child enters the teenage years it is natural for tension to

exist in your relationship. The word that describes teenagers best

is change. During these transitional years, young people change

constantly – their minds, their bodies and their hormones all change.

Teenagers naturally start to question life, their future, their beliefs

AND their parents. As your child changes it is even more important

for them to know that you love them, even when you are frustrated

with them, and even when you don’t approve of their actions

or behaviors. Consistently communicating unconditional love,

especially with difficult children and teenagers, is made easier

by remembering the following tips.


Separate Actions from Behaviors

When your child does something that makes you frustrated, angry

or disappointed it can be difficult to remain calm. Sometimes it

is easy to shut down because of the pain your child’s behavior may

cause you. Take the time you need to calm down – and make the

choice to recommit to showing unconditional love by letting your

child know “I don’t like and don’t approve of your behavior, but

I love you anyway.”

Give your child your attention

Your time and attention is your most valuable resource! Everyone

is fighting for it – your boss, your friends and even the television.

However, more than anyone else, your children need your attention

the most. Do all you can to give your child the positive attention

they need and crave. Go fishing together, help them with their

science project, go on monthly family “adventures” to different

forts, or parks, or beaches, and create family traditions to share

time together. Your time and undivided attention is the most

valuable and loving gift you can give to your child.

Listen to your child

When you listen to your child you are showing your child that they

are important to you. Listening is a powerful way to build your

child’s confidence by letting them know that you care. Take time

everyday to stop and truly listen to your child with your eyes, your

ears and your heart.

Share with your child

Talk WITH your child, share with them about your day, about

things you did when you were young. Your stories let your child know

that you want to share your life with them. Your stories also help

your child to feel a sense of connection and belonging to a larger

family and system of values. Too often our daily communication is

about task; “Have you finished your homework?” or “Did you take

out the trash?” When you take the time to stop and share with your

child, you are giving them a tremendous gift.

Be your child’s role model

Children learn by following the lead of others. They follow the

lead of friends, TV characters, and teachers, but YOU are the most

important role model in your child’s life. Do all you can to make

sure your actions are the ones you want your child to follow. Teach

your values by committing to them and demonstrating them to your

child. Admit when you are wrong and take responsibility for

mistakes. Your primary influence on your child are your actions not

your words.

Encourage your child

When you encourage your child you build confidence and

self-esteem. Remind your child of their strengths and talents.

When they do something well, let them know that you notice! Tell

them what a great job they have done and why. Listen to your child’s

hope and dreams and support them to reach their goals. Giving your

encouragement will help them have the confidence to accomplish

great things.

Appreciate the uniqueness of your child

While your child learns from you, and may be similar to you in many

ways, it is important to remember that they are not you. They are

likely to have different interests, talents, and personality. Take time

to appreciate those things that make your child different and special.

Help them to explore their interests and provide them with the

supports they need to appreciate their uniqueness and reach their

full potential.


Try a new tip each week. See what works best for 1116

your child.

Tips for Primary 1

Talk to your child.

Ask your child to talk about his day at school.

Encourage him to explain something they did, or

a game he played during recess.

Say silly tongue twisters.

Sing songs, read rhyming books, and say

silly tongue twisters. These help kids become

sensitive to the sounds in words.

Read it and experience it.

Connect what your child reads with what

happens in life. If reading a book about animals,

relate it to your last trip to the zoo..

Use your child’s name.

Point out the link between letters and sounds.

Say, “John, the word jump begins with the same

sound as your name. John, jump. And they both

begin with the same letter, J.”

Play with puppets.

Play language games with puppets. Have the

puppet say, "My name is Mark. I like words that

rhyme with my name. Does park rhyme with

Mark? Does ball rhyme with Mark?”

Trace and say letters.

Have your child use a finger to trace a letter

while saying the letter’s sound. Do this on paper,

in sand, or on a plate of sugar.

Write it down.

Have paper and pencils available for your

child to use for writing. Working together, write

a sentence or two about something special.

Encourage her to use the letters and sounds

she’s learning about in school.

Play sound games.

Practice blending sounds into words. Ask

“Can you guess what this word is? m - o - p.

Hold each sound longer than normal.

Read it again and again.

Go ahead and read your child’s favorite book

for the 100th time! As you read, pause and ask

your child about what is going on in the book.

Talk about letters and sounds.

Help your child learn the names of the letters

and the sounds the letters make. Turn it into

a game! “I’m thinking of a letter and it makes

the sound mmmmmm.

Tips for Primary 2 

Don’t leave home without it.

Bring along a book or magazine any time your

child has to wait, such as at a doctor's office.

Always try to fit in reading!

Once is not enough.

Encourage your child to re-read favorite books

and poems. Re-reading helps kids read more

quickly and accurately.

Dig deeper into the story.

Ask your child questions about the story you've

just read. Say something like, “Why do you think

Clifford did that?”

Take control of the television.

It's difficult for reading to compete with TV

and video games. Encourage reading as a free-time


Be patient.

When your child is trying to sound out an

unfamiliar word, give him or her time to do so.

Remind to child to look closely at the first

letter or letters of the word.

Pick books that are at the right level.

Help your child pick books that are not too

difficult. The aim is to give your child lots of

successful reading experiences.

Play word games.

Have your child sound out the word as you

change it from mat to fat to sat; from sat to sag to

sap; and from sap to sip.

I read to you, you read to me.

Take turns reading aloud at bedtime. Kids enjoy

this special time with their parents

Gently correct your young reader.

When your child makes a mistake, gently point

out the letters he or she overlooked or read

incorrectly. Many beginning readers will guess

wildly at a word based on its first letter.

Talk, talk, talk!

Talk with your child every day about school and

things going on around the house. Sprinkle some

interesting words into the conversation, and

build on words you’ve talked about in the past.

Write, write, write!

Ask your child to help you write out the grocery

list, a thank you note to Grandma, or to keep

a journal of special things that happen at home.

When writing, encourage your child to use the

letter and sound patterns he is learning at school.


Tips for Primary  3

Tell family tales.

Children love to hear stories about their family.

Talk about a funny thing that happened when

you were young.

Create a writing toolbox.

Fill a box with drawing and writing materials.

Find opportunities for your child to write,

such as the shopping list, thank you notes, or

birthday cards.

Be your child's #1 fan.

Ask your child to read aloud what he or she has

written for school. Be an enthusiastic listener.

One more time with feeling.

When your child has sounded out an unfamiliar

word, have him or her re-read that sentence.

Often kids are so busy figuring out a word they

lose the meaning of what they've just read.

Invite an author to class.

Ask an author to talk to your child's class about

the writing process. Young children often think

they aren't smart enough if they can't sit down

and write a perfect story on the first try.

Create a book together.

Fold pieces of paper in half and staple them to

make a book. Ask your child to write sentences

on each page and add his or her own illustrations.

Do storytelling on the go.

Take turns adding to a story the two of you

make up while riding in a car or bus. Try making

the story funny or spooky.

Point out the relationship

between words.

Explain how related words have similar spellings

and meanings. Show how a word like knowledge,

for example, relates to a word like know.

Use a writing checklist.

Have your child create a writing checklist with

reminders such as, “Do all of my sentences start

with a capital? Yes/No.”

Quick, quick.

Use new words your child has learned in lively

flash card or computer drills. Sometimes these

help kids automatically recognize and read

words, especially those that are used frequently.


Tips for Primary 4

Make books special.

Turn reading into something special. Take your

kids to the library, help them get their own

library card, read with them, and buy them books

as gifts. Have a favorite place for books in your

home or, even better, put books everywhere.

Get them to read another one.

Find ways to encourage your child to pick up

another book. Introduce him or her to a series

like The Boxcar Children or Harry Potter or to

a second book by a favorite author, or ask the

librarian for additional suggestions

Crack open the dictionary.

Let your child see you use a dictionary. Say,

“Hmm, I’m not sure what that word means...

I think I’ll look it up.”

Talk about what you see and do.

Talk about everyday activities to build your

child's background knowledge, which is crucial

to listening and reading comprehension.

Keep up a running patter, for example, while

cooking together, visiting somewhere new, or

after watching a TV show.

First drafts are rough.

Encourage your child when writing. Remind him

or her that writing involves several steps. No one

does it perfectly the first time.

Different strokes for different folks.

Read different types of books to expose your

child to different types of writing. Some kids,

especially boys, prefer nonfiction books.

Teach your child some “mind tricks.”

Show your child how to summarize a story in a

few sentences or how to make predictions about

what might happen next. Both strategies help

a child comprehend and remember.

“Are we there yet?”

Use the time spent in the car or bus for wordplay.

Talk about how jam means something you put

on toast as well as cars stuck in traffic. How

many other homonyms can your child think of?

When kids are highly familiar with the meaning

of a word, they have less difficulty reading it.

 Featured Article


Thinking Mathematics

Problem solving is key in being able to do all other aspects of mathematics. Through problem solving, children learn that there are many different ways to solve a problem and that more than one answer is possible. It involves the ability to explore, think through an issue, and reason logically to solve routine as well as nonroutine problems. In addition to helping with mathematical thinking, this activity builds language and social skills such as working together.

What parents can do:

  • Children are naturally curious about everyday problems. Invite your children to figure out solutions to everyday situations. You can do this by talking about the problem, asking your children for ways to solve it, and then asking how they came up with those solutions.

  • Encourage your children to suggest problems and ask questions, too. Your children will learn how to figure things out and will learn that many problems can be solved several different ways.

Communication means talking with your children and listening to them. It means finding ways to express ideas with words, diagrams, pictures, and symbols. When children talk, either with you or with their friends, it helps them think about what they are doing and makes their own thoughts clearer. As a bonus, talking with children improves their vocabulary and helps develop literacy and early reading skills as well.

What parents can do:

  • Talk with your children and listen to what they have to say.

  • Reading children's books that rhyme, repeat, or have numbers in them (available at your local library) is a great way to communicate using mathematics.

  • All communication doesn't have to be in words. You can represent math in ways other than talking. Your children can make diagrams or draw pictures to solve problems or represent numbers. They can use concrete objects like pieces of paper or even fingers to represent numbers.

Reasoning is used to think through a question and come up with a useful answer. It is a major part of problem solving.

What parents can do:

  • To promote reasoning, ask your children questions and give them time to think about the answer. By simply asking questions and listening to answers, you are helping your children learn to reason.

  • Ask your children to figure out why something is the way it is and then check out their ideas. Let them think for themselves, rather than try to figure out what answer you want to hear.

Connections: Mathematics is not isolated skills and procedures. Mathematics is everywhere and most of what we see is a combination of different concepts. A lot of mathematics relates to other subjects like science, art, and music. Most importantly, math relates to things we do in the real world every day. Connections make mathematics easier for children to understand because they allow children to apply common rules to many different things. What parents can do:

  • Ask children to think about and solve problems that arise in your everyday activities. For example, ask children to help you put the groceries away. They will practice sorting—the cereal boxes and the soup cans—and experiment with relative size and shape and how the big boxes take up more room than the smaller ones.

  • Look for mathematics in your everyday life and don't worry about what the particular aspect of mathematics might be. Something as simple as pouring water into different sized cups and thinking about which cup will hold more is a low-key activity that actually involves estimation, measurement, and spatial sense.



January 2020

 Upcoming Events


Friday June 29, 2018

Last day of School for Staff




Primary School Track & Field Resullts



Isael  Smith

2nd in high jump ,

1st in 100m

2nd in  200m   

Champion boy in his age group


Tajahri Rogers

1st in 400m,

2nd in 200m


Rakeem Wilson

 2nd in 400m

5th in long jump


Deandra Kelleyman

 7th  in Long jump

   6th  in 100m


Janos Lindsay

8th in long jump


Jai Simmons

 4th cricket ball throw


Machai Ming Woodley

 6th  in 800m


 Boys Relay Team




   Congrats to the PPS sports all- stars….Go PPS…….


Football Sa-Qui, Tajahri and Rakeem


 Netball– Sydney and Malaya


Girls football – Sydney & Kemari & Malaya

 Community Events


BSMART Programmes

41 Cedar Avenue, Hamilton HM12

 Ministry Calendar








Monday, 11th September to Friday, 15th December, 2017


First day of school for students Monday, 11th September, 2017


Professional Development Day - All schools closed for students: ½ day (12:00 P.M.) Thursday, 19th October, 2017

Professional Development Day - All schools closed for students: ½ day (12:00 P.M.) Thursday, 23rd November, 2017

Mid-Term Break: Monday, 23rd October to Friday 27th October, 2017

Remembrance Day: Monday, 13th November, 2017

Last day of school for students: Friday, 15th December, 2017



Tuesday, 2nd January to Thursday, 29th March, 2018


All students return to school: Tuesday, 2nd January, 2018


Professional Development Day - All schools closed for students: ½ day (12:00 P.M.) Wednesday, 24th January 2018

Professional Development Day – All schools closed for students: ½ day (12:00 P.M.)Thursday, 8th March, 2018


Administrative Days – All Schools closed for students: Thursday, 25th and Friday, 26th January, 2018

Mid-Term Break: Wednesday 14th to Friday 16th February, 2018

Spring Break: Monday 2nd to Friday 6th April, 2018

Last day of school for students Thursday, 29th March, 2018



Monday, 9th April to Thursday, 28th June, 2018


All students return to school: Monday, 9th April, 2018


Professional Development Day – All schools closed for students: ½ day (12:00 P.M.) Wednesday, 23rd May, 2018


Good Friday: Friday, 30th March, 2018

(Bermuda Annual Exhibition) Mid Term Break: Friday, 20th April, 2018

Bermuda Day: Thursday, 24th May, 2018

National Heroes Day: Monday, 18th June, 2018

Last day for students: Thursday, 28th June, 2018







Friday, 1st September to Friday, 15th December, 2017


All teachers return to school: Friday, 1st September, 2017

All students return to school: Monday, 11th September, 2017

Professional Development

Wednesday, 6th September, 2017

½ day Thursday, 19th October 2017

Monday 23rd and Tuesday 24th October, 2017

½ day Thursday, 23rd November, 2017

Mid Term Break

For Students: Monday, 23rd to Friday, 27th October, 2017

For Teachers: Wednesday, 25th to Friday, 27th October, 2017


Labour Day: Monday, 4th September, 2017

Remembrance Day: Monday, 13th November, 2017



Tuesday, 2nd January to Thursday, 29th March, 2018

All teachers and students return to school: Tuesday, 2nd January, 2018

Professional Development

All Schools: ½ day Wednesday, 24th January, 2018

All Schools: Wednesday, 14th February, 2018

All Schools: ½ day Thursday, 8th March, 2018

Administrative Days

All Schools: Thursday, 25th and Friday, 26th January, 2018

Mid Term Break

For Students: Wednesday, 14th to Friday, 16th February, 2018

For Teachers: Thursday, 15th and Friday, 16th February, 2018


Dr. Kenneth E. Robinson Day: Monday, 12th February, 2018



Monday, 9th April to Thursday, 28th June, 2018

All teachers and students return to school: Monday, 9th April, 2018

Professional Development

All Schools: ½ day Wednesday, 23rd May, 2018

Term Break

Teachers and Students: Monday, 2nd to Friday, 6th April 2018


Good Friday: Friday, 30th March, 2018

(Bermuda Annual Exhibition): Mid Term Break Friday, 20th April, 2018

Bermuda Day: Thursday, 24th May, 2018

National Heroes Day: Monday, 18th June, 2018

All students dismissed: Thursday 28th June, 2018

Last day for teachers: Friday, 29th June, 2018

 School Calendar

< January, 2020 >
 Sun  Mon  Tue  Wed  Thu  Fri  Sat 

 Did You Know?


  What's Your Child's "Study Style"? 

Learn How He or She Can Ace the Next Exam 



Which one are they?  The Crammer, The Memorizer, or The Absorber?

Learn how to work with your child's "Study Style" to ace their next exam.


'Tis the season for final exams, unit assessments, and chapter tests.


And it would be nice if it were as simple as sitting down to study, putting in the time, and coming out with an "A". But over the years, I've seen my fair share of bright kids who don't get the grades they were hoping for... and it's not because they didn't spend enough time studying.


Whether they cram, try to memorize, or just simply re-read the textbook or study guide, they almost always fall into one of these three camps when they study.


The good news is, depending on your child's tendencies, you can help them put specific study strategies into play that will help them ace their exams and close out the year strong.


Read about the three different strategies here, or watch the video above.



 Signs for Children [age 7-13]

As children get older they may exhibit some other indicators of dyslexia. People will have a varying collection of indicators but will rarely exhibit all of them.

  • Unable to read, or low reading age
  • Still having difficulties with sound of letters
  • Poor, immature hand-writing
  • Poor spelling
  • Letter and sound confusion persist e.g. ‘v’ for ‘th’
  • No idea of punctuation when reading or writing a story
  • Essays or stories may often be brief and to the point
  • Students know what they want to write but have trouble getting their ideas down
  • If they can read they don’t enjoy it and hate reading aloud
  • When reading aloud they misread words, frequently omitting and inserting words
  • A student may read well but when they get to the end of the text they cannot remember anything they’ve read
  • Copying from a board or book is difficult and inaccurate
  • They may still reverse numbers e.g. ‘42’ instead of ‘24’
  • Difficulty in remembering multiplication tables, the order of days of the week, months of the year and the alphabet
  • Musical notation can be a problem
  • Clumsiness and poor co-ordination can still be present
  • Difficulty in understanding what is said to them and slow to answer
  • Frustration, withdrawal and behavioural problems start to increase
  • Extreme reluctance to go to school


Signs for Children [age 5+]

The following are signs that a child may have dyslexia. It is important to remember that a child may have some of these symptoms in varying combinations, but will rarely have all of them.

  • Speech problems e.g. lisp, mispronunciation of words, words in wrong order. Dyslexics are often late talkers NOTE: some dyslexics learn to speak early and are very articulate.
  • Difficulty in rhyming e.g. ‘book’ and ‘look’.
  • Difficulty in hearing and pronouncing sounds.
  • Attention problems – child does not appear to hear when given explanations. Daydreaming and switching off in class and at home.
  • Lack of progress in reading, writing and spelling, contrary to expectations built up by normal development in other area.
  • Poor fine motor control e.g. holding a pencil.
  • Difficulties in forming letters and writing them down in a reasonable order or mirror writing.
  • Confusion with b, d, p, q, u, y, m, n, s, or z.
  • Clumsiness
  • Difficulty carrying out a sequence of directions.
  • Difficulty understanding the concept of time. They may forget their date of birth, their home address etc.
  • Difficulty in counting, playing sequencing and matching games
  • Problems fastening buttons, zips, tying shoes laces, and with the order in which to get dressed.
  • Tantrums and signs of frustration at home and at school. 

If any literacy problems have already occurred in the family then special attention should be given to the signs given above.


Teaching Strategies to help Children with Dyslexia:

There are numerous techniques for teaching dyslexic children. Not all dyslexics will respond to the same techniques, so it is important to work out what will work with each particular child. Presented here are some of the techniques you could try.

Start with the Child
Dyslexic learners may often have ‘failed’ and it is very important to start by talking to and listening to your pupil. This

  • Lets you get to know the pupil as a person and get to know their interests
  • allows the pupil to get to know you
  •  builds up trust and confidence
  • helps you to assess oral ability

Learners need to feel confident to ‘have a go’ and often a dyslexic’s self esteem can be low because of previous failure. When trust is established it is much easier to find out the best way to help and support.

Try to use a range of resources and approaches which will ensure success early on which will motivate the student to learn more and to be more confident in his/her ability to learn.

What material should I use?
There are numerous programmes, teaching aids, software packages etc that you can use with students. Whichever you choose, if you are positive about it then the pupil’s confidence is improved there is a far greater chance of success.

Tuition should be multi-sensory involving looking, listening, speaking, touching etc with as much variation as possible but we are all unique and it is good to observe whether the child/adult is predominantly a

VISUAL LEARNER (learns best by seeing)

AUDITORY LEARNING (learns best by listening)

KINESTHETIC LEARNER (learns by doing/feeling)

The following are just a few tips that can be useful for any type of learner. However, the more you get to know your pupil the more you will work together to find the best individual tips.

Visual Learners

  • Use pictures and multi-media material
  • Stick spelling words anywhere in view
  • Look at pictures in a book before reading
  • Play games eg ‘pairs’ to improve memory
  • Draw mind maps
  • Use different colour eg syllables in words
  • Use good visual software programmes
  • Have an uncluttered work area

Auditory Learners

  • Talk about the book to be read or the information to be learned
  • Make sure instructions are orally clear
  • Get the student to record the information so it can be listened to again
  • Use software which has good auditory input.

Kinesthetic Learners

  • Trace letters in sand or in the air
  • Use concrete objects which can be handled eg wooden letters, numbers etc
  • Memorise facts while moving about

Tips for Numbers Work

  • Talk about numbers eg TV channels, dates, house numbers 
  • Count eg climbing stairs, skipping, etc
  • Handle real coins
  • Discuss time – day/night, early/late
  • Sequence days, months, birthdays 
  • Use board games, dominoes, dice
  • Use maths words eg how many, the same
  • Discuss symbols and signs
  • It is very important for a dyslexic to feel confident using a calculator.

Good organisation needs to be encouraged as dyslexics often jump to the answer. They need to be taught how to set down ‘working’.

Tips for Written Work

  • use lined paper
  • use spell checker
  • use word bank
  • cloze procedure (handouts with blanks)
  • use Co-writer or Texthelp (if available)
  • whenever possible give praise for content

Tips for Reading

  • limit reading demands
  • ensure appropriate reading level/material
  • paired reading
  • prepare a subject word list
  • if the child has Meares Irlen Syndrome use coloured overlays/glasses
  • try out computer software eg wordshark
  • listen to taped books

Classroom Assistants
The classroom assistant can be

  • crucial in helping a pupil achieve success
  • of important help to the class teacher

The classroom assistant often knows a pupil far better than most of the other staff in the school because of the close daily contact in a variety of situations. The assistant can

  • break down instructions and tasks
  • keep a pupil on task
  • organise work materials
  • read and/or scribe
  • note down homework
  • help with practical tasks

For a dyslexic this support is invaluable.

The classroom assistant can sometimes help the class teacher to prepare individual work material. In addition the assistant can let the class teacher know

  • which tasks are causing difficulty
  • where the pupil’s strengths lie
  • if homework is causing excessive stress
  • if there are problems relating to peers

Difficulties with processing information mean that lack of time is often a problem for a dyslexic child. He/she will feel a failure if work is consistently left incomplete.

The individual support of a classroom assistant can allow a pupil to finish a task before moving on.


Executive Functioning Deficits

The cause of problems with attention, learning, behavior, and social difficulties originates from the brain's ability to respond to the conductor’s commands appropriately. Research has identified the "executive functioning” part of the brain that is unable to manage, control, and integrate the necessary activities moment by moment for multiple tasks of daily life. When executive functioning (cognitive processing skills) are not fully developed, these tasks become very difficult. Deficits in these critical processing skills interfere with one’s ability to learn and focus in school, on the job, and with daily life tasks. 


Image result for executive function skills checklist 


Discover the possibilities for nurturing yourself.                                                                                                                                                     More:


 Surviving the School Day with Essential Oils

Essential oils can be used at home or on the go.  I pack my purse for myself and I send my children to school with essential oils, so they can use them throughout the school day.  However, I don’t want the children to take entire bottles of essential oils.  I buy small rollerballs and then I fill them with fractionated coconut oil and then the desired drops of oil.  Therapeutic Grade Essential oils are strong and are still effective when diluted with a carrier oil.  Remember that not all oil brands are the same and I do not recommend going to the store or Amazon to get oils that may have additives and are not therapeutic grade.  Email me at and I’ll tell you how I get therapeutic grade essential oils at 25% off retail

Supporting focus with essential oils

There are several oils that can help with focus, however some of them have a very strong smell.  In our house, my son uses a focus blend that I purchased (contains sandalwood, patchouli, frankincense, lime, ylang ylang, roman chamomile) or vetiver each morning.  We put those oils on the big toe every morning before he puts his socks on.   It sounds strange, but the pores in the bottom of the feet are larger, easily enabling the oils to be absorbed into the body.   Also, others are not as likely to smell the oils when they are on the feet under the sock.

Focus issues sometimes stem from under stimulation in the frontal lobes of the brain.  I looked for a scent that might help stimulate the mind.   Several people had recommended wild orange and peppermint.  We made a 5ml rollerball with 20 drops of wild orange oil and 20 drops of peppermint and the rest filled with fractionated coconut oil.  The smell is delightful and it is uplifting and is often reported to be good for focusing.   My son uses it often during the day.  My daughter wanted to have one for her state testing days.  I realized that I liked it and I made one for myself to take to work when I need a little “pick me up” on report writing days.   I also made one for my husband, but he’s too cool to take that to work apparently.   One thing to consider is that citrus oils can make you more sensitive to the sun in the area that the oil touched the skin.  If the child is going to be out in the sun for any length of time, use this oil in a spot that won’t get exposed to direct sunlight.

Supporting worry or feelings of being overwhelmed with essential oils

There are a variety of blends that are used for calming, grounding, or promoting peaceful feelings.  Additionally, several individual essential oils can have this effect.   Different people will respond to different oils.  When you find one that you or your child responds to, you can make it into a rollerball by adding the desired number of drops into the rollerball and then filling with fractionated coconut oil.

My absolute favorite is a rollerball I made and I use frequently throughout my work week, particularly when I start becoming anxious about getting things done or going to a potentially stressful meeting.  Not only does the oil calm me, it smells wonderful.  I use it on the back of my neck and on the inside of my wrists where I can smell it as needed.   In a 10 ml bottle I added 20 drops of a grounding blend  that I purchased that has (spruce, ho wood, blue tansy and frankincense) 20 drops of a calming blend (lavender, sweet marjoram, roman chamomile, ylang ylang, and sandalwood)   20 drops of vetiver and 10 drops of frankincense.

Supporting feelings of sadness with essential oils

Roller balls can be made for a variety of reasons.  Maybe your child often has feelings of sadness during the day.  There are some oils that could be beneficial for that.  Citrus oils can be uplifting, including lime or wild orange.  Ylang Ylang is a flowery scent that many find uplifting.  There is a joyful blend that can be purchased that contains lavindin, tangerine, elemi, lemon myrtle, Melissa, ylang, ylang, osmanthus, and sandalwood.

If you are feeling overwhelmed and don’t know where to start with essential oils, please email me at and I will be happy to chat with you.

The information on this page is not intended to treat or cure any disease or disability and medicinal uses of these oils have not been approved by the FDA.  Many have found them useful in assisting and supporting emotions.



Recognizing and Addressing What's Wrong

Visual processing disorder is when the brain has difficulty interpreting the images a person sees. It is often a significant factor in dyslexia, as the person with this diagnosis will have trouble focusing on visual images, recognizing letters, and visual tracking.

 Some of the other signs of visual processing disorder are:

o    Asking for verbal directions despite the presence of clear written directions

o    Missing visual details or the overall concept in a picture

o    Confusion or agitation working with material that is too stimulating

o    Problems reading and spelling words that are not phonetic

o    Frequently losing their place when reading

o    Recognizing the important information in assignments and tests




 Strategies for Success

Strategies to help the student with visual processing disorder function in the classroom can include providing writing paper with darker lines, giving assignments that have been broken down into small steps rather than presenting them with a large project, having them use a ruler as a reading guide, and allowing them to use a tape recorder during lectures. If you allow them to use a highlighter be sure you tell them what information is important enough to highlight. These modifications are necessary to help the student compensate for his disability but there are also activities that can strengthen his areas of weakness. These activities can be done in the classroom as well as at home.

·         Activities should use as many of the multiple intelligences as possible. This will help ensure the student with a disability will have a better chance of understanding the lesson and it will reinforce the lesson for the other students in the class. Hands-on activities that use multiple senses are very effective.


Games that ask students to describe how two pictures are different help build visual discrimination. Matching shapes is also a good way to strengthen visual discrimination. Both of these games can increase in difficulty as ability increases.

There are many fun games that can be played to address visual memory. Pair students and give them an allotted time to study their partner. When time is up, have one student turn her back while the other student changes something about his appearance. Is the change noticed?

The same idea can be used by lining up a set of objects. Allow the student time to study the objects before you put them back in a box. Have the student either describe the order of the objects or line them up in the correct order themselves. One more game to increase visual memory is the one we have all played in which we lay cards face down and try to match them up.

Visual figure processing is the ability to comprehend shapes, figures, and symbols. Hidden pictures and books such as Where's Waldo? are fun ways to address this difficulty. Mazes can be used to help with tracking issues. Encourage your student to progress to visually (no fingers!) working the maze. This can be a challenge for anyone.

Having a visual processing disorder is difficult, but with the right modifications and support it does not have to be debilitating.


General Visual Perceptual Problems - The student:

_____ Exhibits poor motor coordination

_____ Is awkward motorically-frequent tripping, stumbling, bumps into things, has trouble

skipping, jumping

_____ Demonstrates restlessness, short attention span, perseveration

_____ Exhibits poor handwriting, artwork, drawing

_____ Exhibits reversals of b,d,p,q,u,n when writing beyond a chronological age of 7 or 8

_____ Inverts numbers (17 for 71), reverses as well

_____ Gives correct answers when teacher reads test, but can't put answers down on paper

_____ Exhibits poor performance in group achievement tests

_____ Appear brighter than test scores indicate

_____ Poor perception of time and space.

Visual-Receptive Process Disability - The student:

_____ Does not enjoy books, pictures

_____ Fails to understand what is read

_____ Is unable to give a simple explanation of contents of a picture

_____ Is unable to categorize pictures

Visual-Association Disability - The student:

_____ Is unable to tell a story from pictures; can only label objects in the pictures

_____ Is unable to understand what he or she reads

_____ Fails to handle primary workbook tasks

_____ Needs auditory cues and clues

Manual-Expressive Disability - The student:

_____ Has poor handwriting and drawing

_____ Communicates infrequently with gestures

_____ Is poor at "acting out" ideas, feelings

_____ Is clumsy, uncoordinated

_____ Plays games poorly; can't imitate other children in games

Visual-Memory Disability - The student:

_____ Exhibits frequent misspellings, even after undue practice

_____ Misspells his own name frequently

_____ Can't write alphabet, numbers, computation facts

_____ Identifies words one day and fails to, the next


How To: Help Your Student With an Auditory Processing Disorder

by Kit Richert, Ph.D.


What in the world is an auditory processing disorder anyway?

Specific Learning Disabilities come in several varieties, but probably the most common is a disorder of auditory processing. Nearly all students with reading disabilities will have their delays rooted in an auditory processing disorder.

Auditory processing is not hearing, it’s what you do with what you hear.


Your student with an auditory processing disorder may exhibit some of the following processing problems:

1. Difficulty distinguishing one sound from another (phonemes)

2. Difficulty identifying similarities and differences in sound patterns (rhyming)

3. Difficulty blending, isolating, or separating sounds in words (decoding words).

4. Poor auditory memory


These difficulties with auditory processing may manifest in the following ways:

• Poor listening skills.

• Difficulty following oral instructions or classroom discussions.

• Frequently say, “huh?” or “what?”

• Difficulty with phonics or letter-sound correspondences, sound blending or segmentation.

• Difficulty decoding unfamiliar words.

• Poor spelling.

• Slow fluency of reading.

• Poor reading comprehension.

• Difficulty understanding in the presence of background noise.

• Poor attention, day dreaming, high distractibility (may seem like an attention disorder).

• Give slow or delayed responses to oral questions.

• May be prone to behavior problems due to frustration or boredom (inability to follow the class).

• Avoidance of reading or other difficult tasks.


Typical Grade Levels When Auditory Processing Disorder is identified:

1st grade: When children are not learning letter-sound correspondences.

4th grade: When reading, writing, and lecture become more advanced and less contextual (no pictures).

7th grade: When reading and writing become less narrative (1st person). Demand high-level comprehension in order to complete assignments and comprehend lecture.


How Can I Help My Student With an Auditory Processing Disorder?

There are many easy ways to accommodate and compensate for your student’s disability. Every student’s exact needs are unique and depend on their skills and abilities, however, the following strategies may be among the most successful:

• Preferential seating. Make sure your student is up front.

• Limit background noise during seatwork (may want ear plugs).

• Present directions in short segments, using visual cues if possible.

• Rephrase and repeat what you have explained in simple language.

• Accommodate your student’s slower response time…give them a chance to process.

• Ask the student to repeat back what you said silently to themselves or to you.

• Teach note taking skills or help them improve their technique.

• Maintain structure and routine so directions are predictable.

• Write directions on the board.

• Assign a buddy to your student so they can check understanding.

• Use multi-media presentations.

• Avoid the blah, blah, blah lectures that cause auditory overload.


Sometimes helping students can be a guessing game. Help your student become a “detective” trying to find the strategies that work best for their learning style. Frequently ask them what works and encourage them to self-monitor as much as possible. The goal for every student with a disability is to foster their ability to advocate for what they need to be successful. They will always be their own best advocate, so foster that self-advocacy in your classroom.




 Healthy Tips






Staff, Students and Parents

To a New School Year!



   Everyone Loves Getting a Candy Survival Kit!
It’s the Big Gift with the Little Price.

A delightful assortment of nostalgic candies each with a special connection to being a school administrator.

  1. The Cinnamon Toothpicks will help you “pick out” the special talents of your staff and yourself.
  2. The Smarties will keep you thinking logically to solve tough problems.
  3. The Bit-O-Honey is the “sweetness” you bring into the lives of those you touch.
  4. The Laffy Taffy will remind you to always keep your sense of humor.
  5. The Pumpkin Seeds will help you “grow” your staff personally and professionally.
  6. The BB Bat will keep you from “striking out” while striving to reach your goals.
  7. The Peppermint is the “mint” you are worth to your school and community.
  8. The Candy Lipstick will help you communicate with students, teachers and parents.
  9. The Candy Watch is to thank you for the countless hours you spend doing your job.
  10. The Satellite Wafer acknowledges your talents are truly “out of this world”.


A delightful assortment of nostalgic candies each with a special connection to teaching.

  1. The Cinnamon Toothpicks will help you “pick out” the excellent qualities of your students and yourself.
  2. The Pumpkin Seeds will remind you that you plant the “seeds” of knowledge and wisdom each day.
  3. The Candy Lipstick will guide your daily words of encouragement every student needs.
  4. The Saf-T-Pop will help provide a safe and nurturing environment.
  5. The Candy Necklace represents the circle of learning (teacher-school-community) of which you are such a vital part.
  6. The Bit-O-Honey is the “sweetness” you bring into the lives of those you teach.
  7. The Smarties will keep you thinking logically to solve tough problems.
  8. The Peppermint is the “mint” of extra pay you most certainly deserve.
  9. The Laffy Taffy will remind you to always keep your sense of humor.
  10. The Satellite Wafer acknowledges your talents are truly “out of this world.


 A delightful assortment of nostalgic candies each with a special connection to being a administrative assistant.

  1. The Cinnamon Toothpicks will help you “pick out” your special qualities and skills.
  2. The Pumpkin Seeds will help you “grow” personally and professionally.
  3. The Peppermint is to thank you for your commit “mint” to your profession.
  4. The Bit-O-Honey is the “sweetness” you bring into the lives of those you touch.
  5. The Tootsie Roll Pop will remind you of the important “role” you play in your school, company or organization.
  6. The Candy Lipstick will help you communicate effectively.
  7. The Laffy Taffy will remind you that “laughter” is always the best stress reliever.
  8. The Banana Candy is to let you know that without you we would all go “bananas”.
  9. The Candy Watch will help you complete your many tasks with speed and accuracy.
  10. The Satellite Wafer acknowledges your talents are truly “out of this world”.


A delightful assortment of nostalgic candies each with a special connection to being a staff member.

  1. The Pixy Stix will help you “pick out” your special qualities and skills.
  2. The Pumpkin Seeds will help you “grow” personally and professionally.
  3. The Peppermint is the “mint” you are worth to your school, company or organization.
  4. The Laffy Taffy will remind you to always keep your sense of humor.
  5. The Bit-O-Honey is the “sweetness” you bring into the lives of those you touch.
  6. The Candy Lipstick will help you communicate effectively.
  7. The Tootsie Roll Pop will remind you of the important “role” you play.
  8. The Smarties will help you solve the challenging problems you face.
  9. The Candy Watch is to thank you for the “quality time” you spend doing your job.
  10. The Satellite Wafer acknowledges your talents are truly “out of this world”.


Curriculum Center 

A Student Survival Kit

To make survival kits for your students, place the items described below in brown lunch bags and include this handout:

"The items in this bag have special meaning:
* The cotton ball is to remind you that this room is full of kind words and warm feelings.
* The chocolate kiss is to comfort you when you are feeling sad.
* The tissue is to remind you to help dry someone's tears.
* The sticker is to remind you that we all stick together and help each other.
* The star is to remind you to shine and always try your best.
* The gold thread is to remind you that friendship ties our hearts together.
* The rubber band is to remind you to hug someone.
* The penny is to remind you that you are valuable and special.
* The toothpick is to remind you to "pick out" the good qualities in your classmates.
* The bandage is to heal hurt feelings in your friends and in yourself.
* The eraser is to remind you that we all make mistakes, and that is okay.
* The Life Savers are to remind you that you can come to me if you need someone to talk to.


A delightful assortment of nostalgic candies each with a special connection to celebrating family.

  1. Candy Lipstick – “Call it a clan, call it a network, call it a tribe, call it a family. Whatever you call it, whoever you are, you need one.”
    -Jane Howard
  2. Now and Later – “Family faces are magic mirrors. Looking at people who belong to us, we see the past, present, and future.”
    -Gail Lumet Buckley
  3. Laffy Taffy - ” Families are like fudge…mostly sweet with a few nuts.”
  4. Dum Dum Pop – ” If you don’t know your family’s history, then you don’t know anything. You are a leaf that doesn’t know it is part of a tree.”
    -Michael Chrichton
  5. Candy Watch – ” In time of test, family is best.”
    -Burmese Proverb
  6. Jolly Rancher – ” The bond that links your true family is not one of blood, but of respect and joy in each other’s life.”
    -Richard Bach
  7. Pumpkin Seeds – ” Your family must be cultivated like a garden. Time, effort, and imagination must be summoned constantly to keep it flourishing and growing.”
    -Jim Rohn
  8. Life Saver – ” When you look at your life, the greatest happinesses are family happinesses.”
    -Dr. Joyce Brothers
  9. Root Beer Barrel – ” A family tree can wither if nobody tends its roots.”
  10. Heart Lollipop – ” In family life, love is the oil that eases friction, the cement that binds closer together, and the music that brings harmony.”
    -Eva Burrows







 P.E. Corner


 Inspirational Quotes


 School Pictures 2014-2015

 Parent Corner

  PARENTS + KIDS = Partners in Learning


Problem Solving




Number Fun


Study Skills

 +        Conferences and Television

Know - how


Daily Living

Summing It Up!                                 






Parent Tips on Learning to Read

An excerpt from the phonics webinar by Kimberly Oliver Burnim, 2006 National Teacher of the Year and a Senior Curriculum Advisor at

Parent Question: How do I help my child to read fluently?

Answer: To read fluently means to read words expressively and smoothly. Children who are not fluent read choppily and word-for-word. This can affect their comprehension, because they don’t remember what they have read by the time they reach the end of a sentence. Reading fluently is an important skill.
To help your child learn to read fluently, one of the most important things you can do is to regularly read aloud to your child so that you’re modeling the type of reading you want your child to do. For example, if you’re changing your voice for different characters, your child will know that he or she needs to do the same. If a book that you’re reading has text features such as bold print, and you decide to read a bolded word loudly, you’re modeling that they, too, can do that while they’re reading. Another way to develop fluency is to have your child read a book over and over again. Children tend to become fluent readers after reading the same thing many times. They know when to pause, when to speed up, and when to slow down. As they listen to themselves read more and more fluently, this also helps to build their confidence.

To learn more about how can help your child build a stronger educational foundation, please visit our website.

 Staff Documents - (Series Items)

Access denied. You do not have permission to perform this action or access this resource.


 Prefect Assembly



Stay connected to your child’s academic  progress via parent connectlink: site


Please bring healthy and trash free lunches to school with plenty of water



Keep up to date with what is happening 
this term please read the latest newsletter in your class newsletter section.



with your child every night.

Please check and sign your child's agenda and reading log every night!!!




  Renzulli Learning
  EBSCO Online Databases
  Parental Access to Student Information
  Groliers Online Encyclopedia
  AP Picture Database
  United Streaming
  BBC Learning Resources for Home and School
  ABPI Resources for Schools
  School Science
  McGraw Hill Student Resources
  The Teacher's Cafe
  Primary Resources UK
(More Links...)