Regent Road Elementary 23-24


Welcome to Regent Road Elementary! We are a new school in the Cloverdale-Clayton area of Surrey. Regent Road Elementary first opened its doors on September 6th, 2022. Since then, the school has proudly welcomed students and the community to Surrey Schools’ newest school.

Regent Road Elementary is located on the unceded, shared traditional territory of the Katzie, Kwantlen, Semiahmoo and other Coast Salish People. We honour our relationship with Indigenous Peoples and infuse the First Peoples Principles of Learning throughout the curriculum.

A large contingent of Regent Road’s staff and student population moved from the old Clayton Elementary School. That school was steep in tradition as one of the first schools in Surrey. While Regent Road is a new school which will develop its own traditions, many of the attributes and values of the previous school continue in the new context.

The pace of change will be quick at Regent Road Elementary. Our school population is projected to grow rapidly as our neighbourhood welcomes many new families to the area. The staff at Regent Road are excited to embrace this change and for the school to be a hub of the community.

As a new school, community building and social – emotional learning are areas of focus for Regent Road Elementary as we work towards building this new learning organization’s culture and identity.


Literacy is a fundamental life skill. It is the ability to read, write, speak, and think in a way that lets us communicate effectively and make sense of the world. Communication is embedded across all areas of learning in BC's curriculum central to supporting our learners develop their literacy skills as they collaborate, problem solve, share ideas, share and exchange information, and express their individuality.

Our learners can communicate their observations and explain their ideas.

Our learners learn through active play.

Our learners reflect on their personal experiences.


Our intended learning impact is to increase literacy competencies in our students by enhancing their ability to comprehend and make connections to text. Some of the strategies that were employed for our cohort as well as the larger school population included:

  • Small group instruction
  • Facilitated conversations
  • Shared reading experiences
  • Increased reading volume by engaging students in large amounts of targeted daily reading

Social Emotional Learning is embedded throughout the academic experiences. SEL is the process through which people acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions; set and achieve goals; demonstrate empathy for other; establish and maintain positive relationships; and make effective decisions. All of this involves self-awareness, self-management, social awareness, relationship skills and responsible decision-making.

Some of the goals and strategies used include: 

  • Using personal experience and knowledge to connect to stories and other texts to make meaning 
  • Stories and other texts help us learn about ourselves, our families, and our communities 

The goal is for students to use SEL strategies in their everyday learning and lives. Using these strategies will allow students to self-regulate, use executive functioning and know their own personal needs. Students from grades 1 to 4 make up the group of students who will provide the evidence of learning that supports this goal. Students are working within a variety of contexts: direct SEL instruction, literature, videos, class discussions, writing experiences, classroom based group work, small instructional group work with LST support.

For many students, SEL involves gaining access to emotional and social supports beyond the classroom, according to their personal needs. It also involves opportunities for students to express themselves, to learn in the ways that are relevant to their families and communities, and use their creative and intellectual gifts.

School cultures are nurtured and developed through shared experiences and celebrations. Effective social emotional learning helps to contribute to the positive climate of a school. During Regent Road's first two years, we have begun the work of creating opportunities for students to achieve and celebrate success. This is the foundational work of creating Regent Road’s identity as a learning organization.


It is demonstrated, through evidence provided by our cohort of students and reflected the larger group of primary to early intermediate students, that our reading focus is positively impacting learners.

Language from the provincial assessment scales was used to identify successes and remaining challenges. There was a noted improvement for all students identified in the sample cohort in relation to the literacy goals. These goals included:

  • Using personal experience and knowledge to connect to stories and other texts to make meaning 
    • students have demonstrated growth in their abilities to express themselves orally as they relate to text
  • Stories and other texts help us learn about ourselves, our families, and our communities 
    • students are becoming more proficient in making connections to their world

“I like books. Cat Ninja books are my favourite. They teach me how to be a ninja!”

Learners in our cohort showed improvements in their self image of being readers and active learners. Some of the successes shown by these students include being newly able to follow pictures and pattern of a story, demonstrated growth in recognizing one to one correlation of words on the page to sounds, increased word recognition,  recognition of word pattern, and more focused time on text. These enhanced skills have had a positive effect on the students' learning across all subject areas as their confidence and mastery has increased.

Our learners are developing their SEL skills to assist in their acquisition of literacy skills. The skills that our students are developing are contributing to success in their ability to express themselves and make sense of the world around them. 

Snapshots of School Wide Student Proficiency in Reading and Oral Language

After collecting and analysing student achievement, we have seen an improvement in student understanding as indicated by student self-assessment and teacher assessment.

We are seeing students develop further strategies to self-regulate which is resulting in improved literacy acquisition. A continued focus on utilizing social-emotional strategies will aid our students who are trying to articulate their understanding and further develop their ability to express themselves and increase their comprehension skills.

Our next steps are to extend the focus of literacy acquisition using a variety of strategies.  We will do this by engaging in further opportunities, investing in more resources, and reaching out to the literacy district helping teacher to explore further strategies in improving student learning opportunities in literacy. Expanding the cohort in future years will assist us in reaching out to learners to improve the rate of proficiency.

Surrey Schools

Formed in 1906, the Surrey School District currently has the largest student enrolment in British Columbia and is one of the few growing districts in the province. It is governed by a publicly elected board of seven trustees.

The district serves the cities of Surrey and White Rock and the rural area of Barnston Island.

Surrey Schools
14033 - 92 Avenue Surrey,
British Columbia V3V 0B7