How we work

Newbury Primary School is a holistic learning community that provides exceptional teaching and learning experiences.  We are guided in our work by the Framework for Improving Student Outcomes and the Timperley Inquiry and Knowledge Building Cycle. The teaching areas are divided with quieter small group spaces that complement the connectedness of the classrooms. Flexibility is offered through a variety of diverse spaces, including break out spaces, reading nooks and areas for small group, whole group and individual instruction to better cater to the individual needs of students.

The teaching and learning programs are intellectually challenging, engaging, foster creativity, reflect 21st century approaches and have a strong focus on English and Mathematics. The school values academic rigour and has high expectations of all members of the school community, both in academic pursuits and social behaviour.

All teaching and support staff work collaboratively and are committed to having a shared responsibility for the emotional, social and academic development of every student. Strong, quality relationships provide a safe, secure and stimulating learning environment where opinions are valued and feedback is provided on a regular basis.

Planning and teaching and learning at Newbury Primary School follows the Inquiry and Knowledge Building Cycle (Timperley Cycle) which is based on the work by Helen Timperley. This begins with teachers using student learning data to identify what knowledge and skills their students have, and what knowledge and skills they need to learn to be successful in any given curriculum area. Our students are encouraged to immerse themselves in learning by being inquisitive, intrinsically motivated and to realise that all effort is recognised. Our motto of Learning and Leading Together is demonstrated through the professional learning and research that teachers undertake in order to develop the appropriate skills and knowledge to assist in bridging the gap for students. Teachers then engage students in powerful learning experiences that target their personal learning needs and through formative assessment, monitor student progress. Teachers assess student learning and the cycle continues.