All of the preschool classes had fun dress-up days during the last week of term, to brighten up a rather wet week.

The weather called for wellington boots and there was great excitement with the nursery girls being allowed to stomp in puddles and have leaf races in the rain water.

The Nursery and Pre-Reception classes had a “what I want to be when I grow up” day for their theme on “occupations”

The Reception girls have had great fun with their themes on “Nursery Rhymes” and “Fairy Tales”

The Reception girls were visited by Officers from The Fire and Rescue Service during their theme: “People who protect us” and were thrilled to see a real fire and rescue vehicle.

The Preschool teachers were happy to receive their aprons which match the girls’ aprons and hats

The Nursery class went for a walk in the beautiful convent gardens to see our new 150^th statue

The Pre-Reception classes are fortunate to have an OT program each week with Karen van den Berg.

The Reception classes enjoy weekly phonics and language lessons with Taryn Hawke.

Thank you to all the birthday girls for the treats and birthday books.

We wish you all a safe, healthy and happy holiday

School reopens on Tuesday 20 July

Please remember to collect preloved sleepwear and soft toys for our community outreach.

DIANE VILJOEN

Head of Preschool

Dear Foundation Phase Parents and Guardians

We’ve reached the end of the Second Term and there are many delighted faces anticipating the forthcoming holidays. While the holidays are eminent, there are so many things we have to take into consideration due to the 3rd surge of covid 19. While covid 19 fatigue has set in, please take the necessary precautions to keep safe.

Earlier this week our management team had the pleasure of meeting up with a few really passionate school leaders who have incorporated the Think Equal program into their curriculum.

“Think Equal believes that the earlier we start the process of introducing social and emotional learning to children, the greater the effect in terms of increasing prosocial behaviours and attitudes, and lessening disaffection, discriminatory, negative, and anti-social behaviour patterns into adolescence and beyond.”

The program was founded by ex South African, Leslee Udwin and seeks to upskill and teach competencies in the areas as seen below. We are excited to create a platform to engage with the material in the program and commence once our Foundation Phase team has had the training. Heartfelt thanks to Ms Fathima Peer for creating this wonderful opportunity for leaders in the Think Equal Program to meet and share good practices and be innovative.

‘I’m Proud of You’

As you peruse your daughter’s Academic Report, I encourage you to be mindful in your discussions that you have with her around her overall performance. A reminder that there should be no quest for zero defect by the age of thirteen - but rather a quest for positive learning and growth. I urge you to give praise where praise is due and encourage them to challenge themselves to improve in the areas of work that they need to.

Try to have an open conversation with your child and not end it by shifting the attention away from her and onto you - as if your approval is the goal. I believe our praise should not position the parent or teacher at the center as a bestower of approval or disapproval. Instead, our feedback should be used as a tool to cultivate in our children, a healthy self-awareness and self-trust.

However, for the learners who are feeling insecure, or not good enough, an authentic “I’m proud of you” might be just what they need to hear the most. These words can carry much more than our pride. They can mean that our children are seen, valued, and supported.

Below are some basic guidelines in how you can engage and start a positive conversation with your daughter relating to her Report - (abridged Tarn Wilson, educator and author)

1. ‘TELL ME MORE’

Ask your child a simple “Tell me more.” This strategy allows children to relive the moment through sharing.

Turning your child’s attention to their emotions also helps them more fully inhabit a moment. You could make a guess about their feelings. Instead of telling them I’m proud, you could say, “Wow! That’s so exciting. You must feel really proud.” Instead of answering, “I’m proud of you,” I said, “I know how hard you worked. That must feel so satisfying.” students are just building their emotional awareness and vocabulary, offering them some language can be a powerful opening.

3. ‘WHAT DID YOU DO TO MAKE THAT HAPPEN?’

One of my primary goals is to help learners become conscious of choices and patterns that lead to success. So when a child achieves a goal, follow up with variations on the question, ``That seems to have worked for you.” This gives learners the opportunity to own their experience and see the parent/teacher not as someone they are in danger of disappointing but as an ally.

4. ‘I APPRECIATE...’ OR ‘I ADMIRE...’

Tell her that you genuinely admire her qualities and talents: “I admire your perseverance in making…. Whereas “I’m proud of you” implies that she should work to please you, “I admire” tells her she has qualities you respect. (abridged Tarn Wilson, educator and author)

I would like to commend the learners for their stamina and resilience displayed this term.

Happy Holidays

KAREN SMITH

Head of Senior Primary