The school believes passionately in providing a curriculum that is broad and balanced. When children enter school in Early Years Foundation Stage (Reception) their curriculum is based on the Early Years Foundation Stage, with six areas of learning:
1 Communication & Language
2 Physical Development
3 Personal, Social & Emotional Development
6 Understanding the World
7 Expressive Arts & Design
Learning experiences are provided that meet the developmental needs of all children, carefully selected across the day to ensure children have a mixture of direct teaching and exploring their own interests.
When children move into Year 1, and during their next six years in school, the children‟s cur-riculum is based on the National Curriculum and Religious Education, which is the locally agreed syllabus. The curriculum is organised into subjects; English, Maths, Science, Information & Communication Technology (ICT), History, Geography, Art, Design Techology, Physical Education, PSHE (Personal, Social & Health Education) & RE.
All children received personalised learning in English & Maths with daily lessons. In other sub-jects, learning is based on programmes of work that help children develop their knowledge, skills and understanding. Topics are carefully planned on a two yearly cycle to ensure that learning is relevant and inspirational. Children within each year group follow the same topic each term
ASSESSMENT AND TRACKING PROCESSES
In the Early Years Foundation Stage, children are assessed through ongoing observations by teachers and other adults, and these are recorded in their learning dairies, which are shared with parents. The children are assessed using the Foundation Stage Profile as set out in the Depart-ment of Education Statutory Framework for Early Years Foundation Stage.
In Key Stages 1 and 2, children are regularly assessed in the core subjects of English and Maths through normal class activities. There are also occasional tests to support this process. Children‟s progress is tracked throughout the year so that any child slipping behind is identified and sup-ported. In KS2, children also have indicators for future performance and we use these indicators to ensure we challenge children to make the progress they are capable of. Children in Year 2 & Year 6 also undertake National Assessments.
We also keep a record of children‟s progress in the five Every Child Matters outcomes (Stay Safe, Be Healthy, Enjoy and Achieve, Make a positive contribution and Economic well-being), quickly identifying children who might be in danger of not meeting one or more of these out-comes.
We aim to foster enjoyment and enthusiasm for language learning in our children and have a whole school commitment to the teaching of French. An introduction to basic vocabulary, phrases and conversation is given in Foundation stage and Key Stage One that is extended throughout Key Stage Two. This structured programme is based on participation in fun activities and experiences involving a wide range of resources. For the past four years we have enjoyed weekly visits from a native French teaching assistant and for the past two years we have welcomed French students here as part of their teacher training programme.
In Key Stage 1, children learn phonics through the Letters and Sounds programme. This is supported through use of a number of resources, including 'Phonics Play', 'Bug Club' and 'Nessy'.
Reading books are provided from a range of reading schemes, particularly 'Rigby Star', 'Ginn All Aboard', 'Oxford Reading Tree' and 'Collins Pathways'.
Children have many opportunities to take part in wider community events, such as sporting activities involving other schools and musical performances to audiences made up of people form the local community. At a recent concert one member of the audience said, ‘Thank you for giving us so much
pleasure’. The school also encourages children to play a role in many charity events each year and participation in community involvement outside of school is recognised and celebrated.
We enrich the curriculum by offering a range of additional activitiesthat help to stimulate, excite and motivate children. These activities help with children’s learning and development.
We offer day visits to places such as the Roman Baths and STEAM world in Swindon. We take children on short residential trips in Years 5 and 6. We have many visitors leading workshops on anything from Lego to anti-bullying.
As well as learning a modern foreign language while at school, the children are also involved in other global work, either with our partner schools or through the curriculum which aims to help prepare them for living in a multicultural world. We regularly have visits from people from around the world, e.g. Ugandan farmers, Spanish teachers
OUR INTERNATIONAL PARTNER SCHOOLS
Escola Basica do 1 Cicclo Com Pre-Escolar Ribeiro Domingos Dias, Madeira, Portugal
8 Zakladni Skola, Kladno, Czech Republic
Benjamin Rabier School, Chateaurou, France
Siggewi Primary School, Ghaxaq Primary School, Malta
Kihuura Primary School, Masindi District, Uganda
George Schinas Primary School, Luga, Malta
The school views play as a crucial element in children’s learning, and as a way of developing their social skills. As part of their daily playtimes, children are encouraged to explore many different activities, interact with a variety of children and develop the capacity to make sensible choices in a ‘freer’ setting.
PHYSICAL EDUCATION AND HEALTH AND SAFETY
The Health and Safety Officer has explicitly advised all schools that -
a) “The wearing of jewellery in PE, which includes the wearing of chains, watches, rings, earrings and necklaces is prohibited on grounds of safety”.
b) “The only exception is in the case of recently pierced ears. In this case a stud earring can be worn provided the earring is completely covered (A plaster or similar being acceptable). The ear should have healed within about six weeks and after this time the earring must be removed......... I trust that the above does clarify the position in this respect and would confirm that where pupils do not remove jewellery they are not allowed to take part in the activity.”
Parents can best support their children and school by keeping to these school guidelines.
1) Studs are not worn on the days when children have PE, games, swimming or take part in a sporting extra-curricular activity.
2) Ensuring that children are able to insert and remove studs by themselves. School staff are not allowed to do this for the children.
Additionally the school cannot accept any liability for any lost jewellery - our advice is that jewellery of any sort is not worn in school.