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As a staff we have evaluated how the students have transitioned into the school, out of school (Year 7) and throughout the school.
The feedback from the secondary schools has shown that our Ceres students do well, regardless of them often attending a secondary school alone. This is attributed to the leadership and confidence development that occurs at a small school.
Our Foundation students settle well. By mid-year we note that they are well on their way to having a deep understanding of the fundamental skills necessary to put them in good stead for their progressing years.
The end of year extensive transition program provides a good rounding for them and also enables new parents to meet each other and experience some guest speakers.
The buddy system for new students throughout the year works well and we will continue to extend this program over the next few years. The school cohesion and connections made through the cross age tutoring that occurs is invaluable.
We also provide two or more afternoons at the end of the year for all students moving up into new grades.
The year 2 students moving into year 3 are targeted with additional support as this is a year level across all schools that experience the greatest adjustment.
The junior years provide a lot of support and teacher intervention with years 3-6 being expected to cover a lot more curriculum content and to work independently.