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S:  The strenth of the SE committee is compassionate colleagues collaborating to serve the kids with Special needs
O: With the emphasis of the  Inclusive Education, the team has more opportunites to tap on the existing resources to impliment programmes to support the SE kids to develop them to their fullest potentials
A: Our members aspire to initiate programmes to lead the SE kids to a higher height.
R: We need more PD and sharing to equip teachers with  passion to bring out the best in the students so that they can level up till they are where they are uniquely meant to be or comparable to the rest who are blessed with more abilities.

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Village
S: Working together for the students
O: Taking time to build rapport and help students whenever we can in our timetables
A: For well-rounded support of identified students
R: Students have many avenues to seek help from, not just from their FTs/LBS, but with TSNs. Different students 'click' with different people.

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S: Strong student-teacher relationship with FTGP lesson and care time to build strong bonds between students and teachers.
O: Students to be ready for the real world challenges. Teaching students a sense of belonging with equal opportunities for all.
A: Programmes to teach students to study smart and live a balanced lifestyle. Campaign to promote and display kindness.
R: Rewards should be given to those who show graciousness, kindness, etc.

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Village
S: Knowledge in guiding dyslexic pupils in Math, Knowledge in counselling kids
O: To apply what is learnt in courses to help students
A: To better equip with more knowledge to support more SEN students
R: Change in pupils behaviour/attitude/results

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Village
S:Having a group of people to work together to help our SEN pupils.
O:To have the chance to apply what I have learnt to help SEN pupils.
A:To be able to really help the SEN pupils so that they can have a more positive learning and school experience.
R:Students will feel supported.

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S: Different individuals are tasked to focus on the different branches under CCE.
O: Planning and creating of the different lesson program according to the 4 NE events to develop pride for the  nation in students, and their instinct for survival and confidence in the future.
A:  Learning more about the different branches under the big tree of CCE. All teachers are also CCE teachers and we support one another on cultivating moral values in students.
R: Students from different levels learning the importance and meaning behind the NE events and understand they have a role to play in building a better Singapore.

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S: Knowledge to help students with mental health issues and social, emotional and behavioural problems.
O: Bridge the socio-emotional communication gap between students and parents/teachers.
A: To develop trainings and programs to educate and bring about more awareness to teachers and parents of the challenges our students face. To build more resilience in our students through the curriculum.
R: Resilient students who are better adjusted to school and able to cope with school and home demands. Parents and teachers who are able to empathise, understand and help with the socio-emotional needs of their children/students.

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Strengths: Able to create partnerships with internal and external stakeholders to support VIA initiatives. Able to propose, plan and execute VIA projects.
Opportunities: Expand the ripple effect of the VIA projects. Exposure of VIA initiatives and impacts on the school, stakeholders and pupils.
Aspirations: Allowing pupils to plan, create and execute self proposed VIA mini projects. Inter-agency VIA projects.
Results: Socially responsible students who are positive and keen to contribute to the community, through the learning and application of values, knowledge and skills.

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Village
S: More personnel helps in providing better attention to pupils' in need. This allows in better focus and in-depth assistance  for the pupils to receive more focused attention.
O:  Sharing of ideas helps to provide the student with the best possible care. Different perspectives but with a common goal. Concerted efforts provided to student for best possible care.
A: To keep updating my knowledge in dealing with different situations and sharing. Know the limitations/ strengths of each approach and possible applications.
R: The close monitoring and sharing of students profile has allowed some students to graduate from the programme as they are no longer need it. Pupils under this programme know that their needs are being supported. They also know that there are many avenues to seek assistance when needed.

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SDT /CCE
Strengths: Team members are well-informed with regular meet-ups. Committed team-mates. Willing to help and share.
Opportunity: Strong Transition support from Pri to Sec. New P1 Transition Support in pilot schools. Updated courses for skills development. School supportive in staff to regularly upgrade skills by attending related courses.
Aspirations: Care for students with different needs and train them to integrate well into mainstream setting. Differentiated instruction to ensure learning in SEN. Buddy system to include them into the community.
Results: Students with SEN attending school regularly with positive attitude and wanting to do better. Enjoy learning and mingling with friends. Teachers applying the same rules and strategies in helping students with SEN to cope.

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S: There is a clear and structured SDT team in place and an SEN team to look into the needs of the SEN students.
O: With inclusive education, there is opportunity for students to support and learn from one another. As a school and nation, we can be assured of compassionate and empathetic citizens.
A: All teachers come onboard and be SEN trained so that they would be able to ensure good teaching in the classroom so that all students can learn and will be able to reach their fullest potential.

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S: Positive changes observed in new SS syllabus across all levels (except P6), clarity of the direction for SS to take till 2023
O: Take on role of SS coordinator, work closely with HOD CCE to plan T&L of SS in WGPS, work closely with SS teachers to carry out engaging lessons & assessment
A: Continue with role of SS coordinator and share best practices for teaching, better align syllabus with school needs (teachers' & students' readiness)
R: Successful administration of Semester 1 assessment, teachers' feedback about more resources being available to support T&L