Home Page

Teaching, Learning and Curriculum Policy

Stoke Primary School

Teaching, Learning and Curriculum Policy

   
Date reviewed by Governors Spring 2016
Date of Next Review Spring 2018
Appendices included None
Modifications N/A

 

OBJECTIVES

 

The objectives of this policy are:

 

  • to seek to ensure that pupils attain their full potential as learners
  • to clearly state the expectations of the teaching staff with regard to teaching and learning
  • to provide guidance to teachers and others relating to professional development needs to support teaching and learning
  • to set out the expectations for each curriculum subject

 

This policy should be read alongside the Staff Handbook, the Behaviour and Discipline Policy, the Educational Visits Policy, the E-Safety Policy, the Inclusion Policy, the Sex and Relationship (SRE) Policy, the Anti-Bullying Policy, the Drug Education Policy, the Child Protection Policy and the Marking Policy.

 

TEACHING & LEARNING

 

Effective teaching so that our children are happy, self motivated, well behaved,

hardworking and achieve well is our key aim at Stoke Primary School. We encourage

a wide variety of learning methods and creativity, by using a number of teaching

styles and strategies. All teaching styles will be designed to challenge and

engage all pupils.

 

Teachers will:

 

  • have good subject knowledge
  • understand what needs to be learned and how pupils will be taught
  • ensure that plans are written / followed for all subjects to allow coverage of the key learning objectives and skills as outlined in the 2014 National Curriculum and the subject specific long term plans
  • ensure that planning takes into account the differing needs of pupils, including those with SEND and the more able, as well as resources including the use of other adults. There should also be a section to contain an evaluation of the lesson
  • use appropriate resources to interest and challenge the children
  • provide regular feedback to all pupils in a way appropriate to their learning, to aid understanding and future learning (see school Marking Policy)
  • insist on high standards of behaviour (see school Behaviour and Discipline Policy)
  • make effective use of Learning Support Assistants and other adults in the classroom by ensuring that planning is available to them and that they are directed to work with groups or individuals so as to ensure each child is making progress in their learning
  • complete regular formative and summative assessments and use the information gathered to inform future planning
  • ensure that all records are maintained and appropriately filed
  • plan alongside colleagues in adjacent year groups to share skills, knowledge, expertise and time
  • use a planning folder to file long term overviews, medium and short term plans for English and Maths.  In addition to helping the class teacher, they will also be useful for supply teachers and for colleagues who are monitoring teaching and learning in school. All types of planning should be available at all times within school

 

Pupils will (through effective teaching):

 

  • acquire new knowledge or skills in their work, develop ideas and increase their understanding
  • be able to explain what they have learnt, can apply their learning and understand how learning relates to previous work
  • ask questions and show a desire to learn
  • produce work of a good standard
  • understand how well they are doing and what they can do to improve through effective feedback marking

 

The Role of the Teaching & Learning Leader

 

The T&L Leader will:

  • use coaching and mentoring to support and guide the classroom practice of teachers and support staff, identifying appropriate training needs
  • identify and co-ordinate whole school or individual development needs in respect of in-service training / support in order to ensure that standards of teaching and learning are raised and are consistently good or better across school

 

CURRICULUM

 

At Stoke Primary School we teach the requirements as set out in the 2014 National Curriculum for all curriculum areas. You can find more detailed information about the 2014 Primary Curriculum programmes of study for Key Stages 1 and 2 here: 

 

https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum

 

SMSC (social, moral, spiritual and cultural) values are reflected across the entire curriculum at Stoke Primary School but may also be taught explicitly during assemblies, RE and PSHE&C.

 

English

 

The expectations and requirements for teaching and learning in English are set out in the ‘Stoke Primary School  New Curriculum Planning and Progression’ documentation.  This document supports staff in their planning and contains the learning objectives for KS1 and KS2.

 

 

Staff plan their English Learning Journey, which last a number of weeks and focuses on a range of reading and writing skills, in year groups.  At Stoke Primary School, we firmly believe that our English lessons should be driven by high quality and engaging texts and these are mapped out in the Literary Spine. This is regularly reviewed to ensure that new texts are added and the needs and interests of our children are met.

In the Early Years Foundation Stage (EYFS) children in Nursery have phonics three times a week as well as speaking and listening opportunities, shared reading, home/school library book system and lots of stories.  In Reception children have daily phonics lessons (including letter formation) as well as a daily programme of guided reading where children read with an adult or do a reading focussed task. In addition to this there are shared reading and writing opportunities, guided reading and writing opportunities, speaking and listening opportunities and lots of stories and songs linked to the theme.  Children also have an individual reading book to take home once a week.

 

Children in KS1 and KS2 have a daily one hour English lesson, in addition to a 20-30 minute Guided Reading session. As well as this, KS1 children have a 20 minute phonics session and, from Year 2 onwards, children have a 10 minute SPaG session which acts as a warm up to the English lesson itself. This ensures that all areas of the English curriculum are covered fully, to enable our children to become confident readers and writers.

 

Children throughout school have a home reading book which is banded for the child’s reading level. This is sent home with a reading diary for parents to support their child in developing their reading fluency and understanding. During the school day, children are heard read through guided reading or 1:1 sessions with an LSA.

 

Assessments are undertaken half termly and are the result of the work done over that half term, both in reading and writing. Writing assessments should be made over a range of pieces of work both in the English lessons and other areas of the curriculum and should display the relevant level of independence for the age and ability of the child. Reading assessments are completed using evidence collected during guided and individual reading sessions and using independent work from the child’s guided reading book. Teachers complete ./x trackers electronically to assess children in both Reading and Writing and to inform planning on a half termly basis.

 

Exercise books used:  All English work for EYFS is kept in a child’s journal.  Year 1 – English – yellow covers with 1.5cm lines; Year 2 – English – red covers with 1cm lines and Guided Reading – pink covers with 1cm lines.   KS1 Handwriting – A5 landscape book with yellow covers.  KS2 – English and Guided Reading – buff covers with 8mm line; SPaG – buff cover with 8mm lines.

 

Mathematics

 

The expectations and requirements for teaching and learning in Maths in Key Stages 1 and 2 are set out in the ‘Supporting Planning and Progression in Primary Mathematics’ documentation and this guide also serves to aid planning.

 

The ‘Progression in Mental and Written Calculations’ document is used throughout Key Stages 1 and 2 to ensure that there is consistency throughout school in methods being taught.

 

The Collins Busy Ant Scheme and Collins Connect website is used by staff in Years 1-6 to support planning and learning activities.

 

Teachers are expected to write their medium term plan (MTP) in year teams and use the school’s short term planning format (STP) to plan in detail for the ability range they are teaching.  MTPs are reviewed at the end of each half term to signal whether objectives have been achieved (green), not achieved (red) or not covered (strikethrough).

 

In the EYFS children in Nursery have Maths three times per week.  In Reception children have daily Maths lessons (including number formation) as well as a daily programme of Snappy Maths.  Maths is practical and encompasses number, shape, space & measure.

Pupils in KS1 and KS2 have a daily Maths lesson.  This takes place in classes in KS1 and in ability groups in KS2.

 

In addition to the daily Maths lesson, 3 times per week, as morning work, the children in KS2 complete Maths Key Skills booklets from Assertive Mentoring and track their own progress.  They have prompts to help their understanding if they are unsure.  2 times per week they practise written methods for all four operations. Assertive Mentoring Tests are carried out during assigned assessment week each half term. Teachers complete ./x trackers electronically to assess children and inform planning on a half termly basis.  Assertive Mentoring Times Tables tests are carried out at the end of each half term.

Classroom displays are regularly updated to support the current learning taking place.  All classrooms must display place value and number information.

 

Curriculum links are made through Science, Thematic and DT.

Exercise books used:  KS1 – yellow covers with 1cm squares; KS2 – yellow covers with 7mm squares

 

Science

 

The expectations and requirements for teaching and learning in Science are set out in the ‘Stoke Primary School Science Curriculum’ guide.

 

In the EYFS Science is taught as an integral part of the Early Years Foundation Stage Curriculum. Teachers and other adults develop children’s scientific knowledge and understanding through our Thematic Curriculum that is outlined on the Long Term Plans for Nursery and Reception.

 

Science is taught once a week in KS1 and KS2, one hour per week in KS1 and one and a half hours per week in KS2.

 

The Long Term Plan maps out the units covered throughout the year.  Units are arranged to ensure breadth and balance of the content areas and progression across both key stages.

 

In some topics, scientific study is combined with work in other subject areas such as Thematic. At other times the children study science as a discrete subject.

 

Learning objectives including keywords, key questions and skills for working scientifically are set across the year group and lesson plans are developed by individual class teachers for each unit taking into account the needs of their children.  These must include an outline of the introduction, main activity, plenary and AFL, differentiation and resources. Lesson plans also include opportunities for use of ICT, Science investigations, assessment activities and links to previous work.

 

Throughout each topic, teachers will monitor pupils’ progress in scientific knowledge, understanding and skills through observation during lessons; marking written work and discussion with pupils.  At the end of a unit of work, the teacher makes a summary judgement about the work of each pupil using their teacher judgement and Ogden Trust quick quiz and these are recorded. Annually a summative assertive mentoring test and teacher judgment is used to complete ./x trackers. This information is passed up to their next teacher to show any gaps in learning.

 

All classrooms must have a science display that is updated with each unit of work.

Exercise books used:  KS1 - Year 1 - red covers with 12mm lines and Year 2 - red covers with 10mm lines and a margin; KS2 - lilac covers with 1cm lines and a margin.

 

Thematic:  Geography and History

 

Links are made between the humanities and other foundation subjects through our topic based approach, but they are also made with core subjects.  The emphasis on asking and answering questions, discussions and debates, and recording information directly supports children’s literacy learning. Children are able to reinforce their mathematical understanding in meaningful ways when they use maps to represent objects, study space, scale and distance, learn how to use grid references, and use timelines, calendars and graphs.

 

In the EYFS Geography and History are taught as an integral part of the Early Years Foundation Stage Curriculum. Teachers and other adults develop children’s knowledge and understanding of time and place through our Thematic Curriculum that is outlined on the Long Term Plans for Nursery and Reception. 

 

In Key Stages 1 and 2, History and Geography are taught through our Thematic Curriculum.  Topics are outlined on the Long Term Plan which ensures a range of coverage across the key stages.

 

In Key Stages 1 and 2, teachers spend one and a half afternoons teaching Thematic lessons to cover the full range of thematic subject area:  Geography, History, Art & Design and Design Technology.

 

Fieldwork is integral to good geography and history teaching and we include as many opportunities as we can to involve children in practical research and enquiry. Visits and visitors are also used to support teaching and learning in history.  

 

The educational visits policy is followed for all outings. Year 6 pupils are offered the opportunity to take part in a residential visit to Dol-y-Moch and Year 6 pupils who remain at school during this time are taken on trips to further their Geography/History skills.

 

All classes in KS1 and 2 should have a thematic display with the objectives “As a historian / geographer … etc” on outlining the key skills to be taught through the theme. All children should have a title page outlining the learning at the beginning of each theme.  Learning walls should also contain a range of teaching aids and children’s work to support learning for that unit.

 

In order to assess children’s learning,  ./x trackers are used in History and Geography to track progress and to support planning for all abilities.  These are completed three times per year as part of an ongoing cycle of assessment.

 

Exercise books used:  KS1 - Year 1 - red covers with 12mm lines and Year 2 – blue covers with 10mm lines and margin; KS2 – blue covers with 8mm lines and a margin.

 

Thematic:  Art & Design

 

Teachers link Art & Design objectives to their thematic units and use the school’s key skills document as a basis for their planning. Units are chosen to ensure coverage and progression across the key stages.  An artist study will be done in each year group in Art & Design as part of theme or as a stand alone if no link can be made.

 

In Art & Design, class sketchbooks are used in Key Stage 1.  In Key Stage 2, individual sketchbooks are started and taken up with the child through to Year 6 to regularly record, collect and explore ideas and images and either information relevant to current and ongoing work. The sketchbook is an essential and personal record although teachers will teach children when it is appropriate to use them and for what purposes including reviewing the contents to ensure the purpose of the sketchbook is being met at frequent intervals.

 

In the EYFS Art and Design is taught as an integral part of the Early Years Foundation Stage Curriculum. Teachers and other adults develop children’s knowledge and understanding through our Thematic Curriculum that is outlined on the Long Term Plans for Nursery and Reception.

 

In Key Stages 1 and 2, through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an interactive process of Art & Design. They should work in a range of relevant contexts (for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment).

 

In Key Stages 1 and 2, teachers spend one and a half afternoons teaching Thematic lessons to cover the full range of thematic subject area:  Geography, History, Art & Design and Design Technology.

 

Teachers use the National Curriculum key skills to assess children’s progress in Art & Design based on: observations during lessons; work in sketch books and the children’s finished design and evaluation. Teachers then use this information to plan the future work of each child, to ensure coverage and to complete ./x trackers based on assertive mentoring at the end of each unit of Art and Design.

 

At Stoke Primary School there is a wide range of resources to support the teaching of Art & Design. Classrooms have a range of basic resources, with the more specialised equipment being kept in the Art cupboard. The Art cupboard is accessible by the use of a key which is retained by the business manager.

 

Thematic:  Design Technology

 

Teachers link Design Technology objectives to their thematic units and use the school’s key skills document as a basis for their planning. Units are chosen to ensure coverage and progression across the key stages. Short stand alone units may be taught where there are gaps in coverage. 

 

In the EYFS Design Technology is taught as an integral part of the Early Years Foundation Stage Curriculum. Teachers and other adults develop children’s knowledge and understanding through our Thematic Curriculum that is outlined on the Long Term Plans for Nursery and Reception.

 

In Key Stages 1 and 2, through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an interactive process of Design Technology. They should work in a range of relevant contexts (for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment).

 

In Key Stages 1 and 2, teachers spend one and a half afternoons teaching Thematic lessons to cover the full range of thematic subject area:  Geography, History, Art & Design and Design Technology.

 

Teachers use the National Curriculum key skills to assess children’s progress in Design Technology based on: observations during lessons and the children’s finished design and evaluation. Teachers then use this information to plan the future work of each child, to ensure coverage and to complete ./x trackers based on assertive mentoring at the end of each unit of Design Technology.

 

At Stoke Primary School there is a wide range of resources to support the teaching of Design Technology. Classrooms have a range of basic resources, with the more specialised equipment being kept in the DT cupboard. The DT cupboard is accessible by the use of a key which is retained by the D&T co-ordinator and is signed out by either a teacher or LSA.

 

RE

 

At Stoke Primary School, we follow the Coventry Agreed Syllabus for Religious Education.  This scheme is used as a basis for planning and should be adapted by teachers to meet the needs and interests of the class.

 

Through RE, we develop the children’s knowledge and understanding of the major world faiths, and address fundamental questions concerning, for example, the meaning of life and the existence of a divine spirit. We encourage children to reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. Children will be given opportunities to investigate and reflect on some of the most fundamental questions asked by people and apply this to the rich heritage of culture and diversity of the UK.

 

RE is taught once a week in KS1 and KS2 and in the EYFS RE is taught as an integral part of the Early Years Foundation Stage Curriculum. 

 

Exercise books used:  KS1 - Year 1 - blue covers with 12mm lines and Year 2 – purple covers with 10mm lines; KS2 – green covers with 8mm lines and a margin.

 

PSHE&C

 

PSHE&C should not just be delivered in isolation but firmly embedded in all curriculum areas. At Stoke Primary School the main content is delivered through a weekly timetabled session.

 

The PSHE&C programme at Stoke Primary School reflects the school ethos and demonstrates and encourages the following values:  Respect for self;  Respect for others;  Responsibility for their own actions and Responsibility for their family, friends, schools and wider community.

 

In Key Stage 1, pupils learn to recognise and name feelings and express positive qualities about themselves. They develop skills to manage feelings in a positive and effective way and develop confidence in sharing their views and opinions. They learn to set themselves simple goals and make choices about some aspects of their health and well-being. Pupils identify and respect differences and similarities between people, recognise how their behaviour affects other people and that bullying is wrong and know how to get help dealing with it.

 

In Key Stage 2, pupils learn to express their views confidently and listen and show respect for the views of others. They recognise their own worth and that of others and face new challenges positively. Pupils learn about the bodily and emotional changes at puberty, and ways of dealing with these in a positive way are discussed. They talk about a range of jobs, understand that they will need to develop skills to work in the future and how to look after and save money. Healthy lifestyles, including what affects mental health and risks involving substances and drugs are discussed. Various types of relationships are investigated and skills are developed to maintain good relationships or to challenge negative behaviours such as stereotyping and aggression. They learn about rights, responsibilities and duties.

 

It is expected that there are two pieces of evidence in each child’s book per half term.  This could be in the form of, for example, a written activity, a photograph, a quiz or a game etc.

 

Exercise books used:  KS1 - Year 1 - purple covers with 12mm lines and Year 2 – green covers with 10mm lines and margin; KS2 – green covers with 8mm lines and a margin.

 

Computing

 

At Stoke Primary School, we teach predominantly from the Switched on Computing scheme of work, which covers all aspects of the computing programme of study and also embeds a thorough e-safety curriculum throughout the school. All children sign an Internet agreement form at the beginning of each year to say that they will use the Internet safely.

 

Each unit from the scheme of work should be linked to other areas of the curriculum where possible. Most lessons have explicit links to relevant areas of E-safety, which are to be discussed in an E-safety starter for the first 5 minutes of every lesson. Each unit has recommended software that is to be used, and it is an expectation that children will have used a broad range of computing software by the end of Year 6. In one unit annually for every year group from Year 2 onwards, the green screen should also be used.

 

In the first half of the Autumn term, word processing and file management skills will be taught and/or revisited. We have a progression document in place (Text, Graphics and File management Progression) that covers Reception all the way to Year 6. Once these skills are secure by the end of Autumn 1, children can transfer these computing skills to other areas of the curriculum. There is an expectation for every child in the school to be aware of the blogs on the Stoke Primary School website, and for every child from Year 2 onwards to write an entry into these at least once a term (one of these entries must be done in the first half term of Autumn).

 

One lesson in every half term will be devoted to E-safety. The units to be taught are listed on the Computing long term plan, and the planning must be taken from www.digital-literacy.org.uk.

 

Children are assessed against the objectives taken from the computing programme of study (explicitly stated in the Switched on Computing scheme for each unit). This is to be done at the end of each unit every half term. At the end of each unit a piece of work from a higher-, middle- and lower-ability child is to be kept as evidence of broad line attainment.

 

The school’s E-Safety policy should be read alongside this section.

 

PE

 

In the EYFS Physical Development is taught as an integral part of the Early Years Foundation Stage Curriculum.  Teachers and other adults develop children’s physical knowledge and understanding through our Thematic Curriculum that is outlined on the Long Term Plans for Nursery and Reception.

 

In Key Stages 1 and 2, two hours of curriculum time per week will be allocated for PE: one indoor session delivered by an external provider and one outdoor session delivered by the class teacher.

 

For most year groups, outdoor PE is timetabled with Music. This means that Autumn 1 and the Summer term are dedicated for Outdoor PE with Indoor PE being ongoing throughout the year.

 

At Stoke Primary School we use the Val Sabin Schemes of Work as the basis for its curriculum planning in PE. We adapt the scheme to the local circumstances of the school, its facilities and the strengths of individual teachers. We teach dance, games, multi skills and gymnastics at Key Stage 1. At Key Stage 2, we teach the Val Sabin Core Schemes of Work for dance, games and gymnastics.

In addition, we offer a variety of activates including swimming, cricket, tennis, netball, volleyball, football, tag rugby and athletics. The governors of the school support the teaching of outdoor activities through trips to Dol-y-Moch and AT7 Centre. We also offer a range of Extracurricular and Community Sports.

 

Children must change for PE into the agreed clothing for each activity area. (Shorts and t-shirt for indoor activities and shorts, t-shirt, jogging bottoms, sweatshirt and trainers/pumps as required for outdoor activities). A change of footwear is essential. No jewellery or hijabs are to be worn for any physical activity. Jewellery that cannot be removed must be taped securely. Dance and Gymnastics will be carried out barefoot unless the pupil has a foot infection, or the floor is unsuitable, when suitable footwear must be worn.

 

Teachers assess children’s work in PE by making assessments as they observe them working during lessons. Older pupils are encouraged to evaluate their own work and to suggest ways to improve it. Teachers record the progress made by children against the learning objectives for their lessons. At the end of a unit of work, teachers make a judgement on children’s abilities and understanding. These records also enable the teacher to make an annual assessment of progress for each child, as part of the school’s annual reports to parents. Outside agencies provide additional planning and assessment for pupils with whom they have worked.

 

Music 

 

At Stoke Primary School, the National Curriculum music objectives for each year group are taught at least once per year.

Year 1 and Year 4 are taught a specific instrument (Year 1 – recorder in the Spring / Summer term and Year 4 – ukulele for the whole year) by a specialist teacher from the Performing Arts Service.

 

Music Express is used from Nursery to Year 6 as a base for music teaching.

Musical instruments are used to enable children to have the chance to try a variety of different instruments across the year.

 

Extra music events/activities/performances such as 'Morning of Music', Christmas performances, carol concerts, Big Sing etc. are used as part of each year groups music learning across the year.

 

Each class teacher is expected to gather photos, recordings and video clips as evidence of what they have covered in Music in order for a whole school ‘music journal’ to be created by the music coordinator to show progress across the school.

 

Every half term that music is taught, children are to be assessed on the objectives that they have been taught.  Each child in the class is to be assessed as working above, at or below expected age related expectations for the objectives they have covered. 

 

Foreign Language

 

Learning a foreign language is a statuary foundation subject for every pupil in Key Stage 2. An understanding of the structure of a new language helps children to deepen their knowledge of their own language, as well as providing them with the opportunity to reinforce knowledge and skills in other curriculum areas.

 

At Stoke Primary, French is taught as our modern foreign language (MFL). In Years 3, 5 and 6, children learn one hour of French per week. Classes in year 4 receive 30 minutes of French per week. 

 

MFL teachers use the LinguaNova scheme of planning to guide their planning. All MFL teachers aim to:

 

  • Providing a simulating and supportive learning environment  
  • Developing an enthusiastic and positive attitude to language learning.
  • Developing language skills across all areas (listening and speaking, reading, writing and grammar)
  • Raise awareness of the children’s understanding of French and English by making comparisons where necessary
  • Increase awareness of the sounds and written form of French words
  • Increase cultural understanding
  • Form a solid foundation for language learning at Key Stage 3

 

Pupil progress is recorded through ongoing teacher assessment as well as formal assessments at the end of each term. Each child is assessed on the main areas of speaking and listening, reading, writing and grammar.

 

The outcomes of assessments are used to inform planning, target individuals / groups and ensure support and resources are provided for the children.

 

All children use a red exercise book with 1cm lines which is begun in Year 3 and goes with the child as they move up through Key Stage 2.

 

Early Years Foundation Stage

 

The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception year. In our Nursery, children join us the school year after they turn three. Children entering our Reception classes come from a range of settings, and we work with parents and other settings and professionals to provide a smooth transition into our school.

 

Aims and Objectives

 

  • To celebrate diversity, and promote equality of opportunity for all children
  • To provide a curriculum that is broad, relevant and personalised which offers continuity and progression and develops their physical, intellectual, emotional and social abilities
  • To acknowledge each child’s individual strengths and address her/his special needs
  • To provide a secure and stimulating environment that encourages children to be active learners, and enables each child to develop her/his unique pattern of interests and talents
  • To build positive partnerships with parents and the wider community to promote the development of the whole child

 

The EYFS is based upon four principles:

 

  • A Unique Child
  • Positive Relationships
  • Enabling Environments
  • Learning and Development

 

Learning and Development

 

At Stoke Primary we recognise that children learn and develop in different ways and at different rates.

 

Areas of Learning

 

The EYFS is made up of seven areas of learning: three Prime Areas and four Specific Areas:

 

Prime Areas

 

1. Personal, Social and Emotional Development.

2. Physical Development.

3. Communication and Language.

 

Specific Areas

 

1. Literacy

2. Mathematics

3. Understanding the World.

4. Expressive Arts and Design.

 

All areas of learning are delivered through a balance of adult led and child initiated activities.

 

Learning through Play

 

We recognise that through play children often make sense of the world around them and therefore in Stoke Primary play underpins the Early Years Foundation Stage curriculum. Children are able to explore, make connections and put forward their ideas and thoughts in a safe and secure environment. Staff recognise their role as facilitators and support children’s learning in a variety of contexts.  The children are involved with both group and individual play, some initiated by adults and some by children. Children are able to take risks and make mistakes, and learn from them.

 

Observation, Assessment and Planning

 

In the Early Years Foundation Stage we plan using Long, Medium and Short term planning. Long term plans take into account themes and festivals, the needs of the children at different times of the school year such as induction and transition and seasonal changes. Medium term plans focus on key skills to develop in focused teaching. Short term plans respond to the needs of groups of children and individuals, developing interests and providing next steps in learning.

 

We make regular assessments of children’s learning and we use this information to ensure that future planning reflects children’s Next Steps.  Assessment in the EYFS takes the form of observation, and this involves the teacher and other adults as appropriate. These observations are recorded in children’s individual ‘Learning Journals’. The Learning Journal can also contain information provided by parents and other professionals.

 

In the EYFS we use Itrack as an assessment tool to record children’s progress against the stages of development (EYFS Development Matters Sept. 2012). This information is shared with parents and EYFS staff in Nursery and Reception.

 

Within the final term in Reception, we provide a written summary to parents, reporting their child’s progress against the seven Early Learning Goals – Emerging, Expected or Exceeded (EYFS Development Matters Sept. 2012).  We also report on the Characteristics of Learning of each child (EYFS Development Matters Sept 2012).  We then give a reasonable opportunity for the parents to discuss these judgements with their child’s Reception teacher.


Top