 Claremont Special School is a P212 site. It caters for students with disabilities. Providing them with the learning opportunities, it's about them exiting school as capable individual adults. There's a lot of energy here at the school and there's a lot of people here that want to do the right thing by our kids. The amount of effort that they put into things is amazing. Our explicit improvement agenda is all focused around building teacher capacity in the implementation of the four blocks literacy model. We need to put in place strategies to cater for our emergent, early conventional and our conventional readers and writers. When we talk about four blocks, one of the earlier things that you want to understand is that it's about having a positive regard for literacy. So for a young person with a disability, it can be quite challenging if we're focusing on handwriting or we're focusing on formation of letters. Whereas when we have our guys, the fact that they get a pencil in their hand and write, everyone's cheering, it's exciting. Because from that positive regard of them wanting to engage with text, that's how they're going to improve. We realised that we need to put in place unique teaching strategies in relation to four blocks. We've taken on board an expert in relation to the four blocks and Jane Farrell has been our mentor and coach for the last two years. She's provided us with targeted data sets. We did data around what it is that our expectations needed to be, so we're using that within curriculum. We use that for behaviour, for reporting, looking at more focused intervention for individual students. And through Jane being here over a period of time, it's helped our teachers to access somebody so that everyone remains on the same page. They've done a lot of modelling on what it might look like in their classroom for an emergent or a conventional reader. So you'll see things on walls, like our word walls, you'll have a letter display. You should walk in and be able to see that there's a shared reading text there. So there's a lot of things that you will see in a four box classroom and there's a lot of things that you'll observe in the teacher practice as well. I can look at the data and I can see great improvements. So for a young person that might have had, you know, three or four letters, now know the whole alphabet in uppercase and lowercase. I think we've seen the benefits of a narrow improvement agenda. We can see the gains in the classroom. We can see teachers' knowledge has really improved. It also allows us to celebrate the success when we can see something's working. Students really appreciate when there is consistency. The expectation I have for them is the same expectation that the next teacher will have for them. It's a program that the kids can get excited by because the kids see their success.