OUR CURRICULUM
General
Cobden Primary School follows the requirements of the new National Curriculum
and its associated assessment systems Nationally.
The Curriculum is designed to meet the needs of each child through careful
programming
to
include
the
following
areas
of
experience:
linguistic,scientific;mathematical; technological; physical; moral and spiritual;
human and social; aesthetic; creative.
The school operates a creative curriculum which aims to provide exciting starting
points for learning and links together subject areas. Mathematics and PE are largely
taught as separate subjects,but will link to other areas of learning when appropriate.
Within this framework, opportunities are provided for children to work independently,
together, and actively, and great importance is placed on experiential learning at all
stages in a child’s development. To this end we try to ensure that every opportunity
is provided for a child to learn by investigating, talking and doing.
All work programmes have built-in progression, and children develop new skills and
concepts according to their age, ability and aptitude.
We value each child’s contribution and individuality and consider it important to
satisfy educational, social and personal needs and to encourage a sense of selfesteem and pride in all our pupils.
The National Curriculum
The school aims to provide a broad and balanced curriculum for each child to ensure
that the requirements of the National Curriculum are met.
Assessment Arrangements
The Government have introduced Baseline assessments at age 5 when children first
enter Foundation Stage. The schools can select which test they want to administer
from a limited choice. These tests are done 1:1 and will only provide a limited view of
what a child can do and will be used as a basic starting point for assessing future
progress. The staff in Foundation Stage will continually build up a picture of your
child’s achievements each term by observing them and recording key observations.
These records are held electronically called Learning Journeys and will be shared
with parents at two termly parents consultations. We also encourage parents/carers
to add to these by sharing with school achievements at home.We strongly believe
that parents are the first educators of their children and have much to contribute.
Older children are tested at age 11. Writing is currently a teacher assessment.The
tests are devised by the Government and are referred to as S.A.T.s (Standard
Assessment Tasks). Staff, however, are constantly assessing children (APP),
monitoring their progress and refining the curriculum to meet individual needs, and
these assessments are a very important tool for discussion with parents on progress.
The school has replaced the former levels of attainment with bands. These reflect
the demands of the new National Curriculum and currently link with Reading, Writing
and Mathematics. Other subjects will be incorporated over the next few years.
We also use formal tests in the core subjects of Reading, Writing and Mathematics
which are administered termly and inform our teacher assessments.
Parents receive a detailed written report for their child each Summer Term.
There is a school policy on Assessment, Recording and Reporting.
(b)
The curriculum offered can be divided into areas of experience, each of which
is developed as follows.
1.
Mathematics
2.
English
3.
Science
4.
Information Technology (I.T.)
5. Religious Education (R.E.)
6.
Physical Education (P.E.)
7.
Geography
8.
History
9.
Music
10.
Art
11.
Design Technology
12.
Personal & Social Education
13.
Health Education (SEAL)
14.
Citizenship
15.
French (Y2-6)
) These are National Curriculum core areas
) subjects and more emphasis is placed on
developing skills in these 4 major areas
)
)
)
)
These are National Curriculum
)
subjects, all of which must
)
be taught
)
)
)
Additional curricula elements
Although there are no prescribed time allocations from the Government for each
subject, at Cobden we give more time to English, Mathematics and Science. But all
subjects are included in the curriculum.
Mathematics
There is a broad, balanced Mathematics curriculum. Children are given a variety of
experiences which encourage them to make predictions, solve problems, carry out
investigations and develop and test hypotheses. Whenever possible, mathematical
skills are taught in the context of real situations. Children develop a range of skills
for calculating, which include mental and written forms of expression, the use of
calculators is permitted but not in tests. We have introduced Numicon equipment
which can be useful for some children to select as a tool for developing mental
models of calculations.
We aim to develop a positive attitude to Mathematics and an awareness of its power
to stimulate, communicate and explain.
We therefore aim:
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to enable children to experience Mathematics in a creative form and as a
tool for problem solving.
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to increase children’s confidence in using Mathematics in making
decisions, in explaining, in discussing and asking questions which
begin “what if ...?
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to develop children’s ability to organise, communicate and manipulate
information and to predict and describe.
Mathematics can be defined under four broad headings:
Using and Applying Mathematics
Number – including algebra
Shape, Space and Measures
Handling Data
Some activities in these areas will be designed to develop children’s understanding,
others to assist in developing skills in problem solving.
In our approach, opportunities included are:
Mental arithmetic ,including times tables learning and application
Practical work
Approaches to problem solving
Traditionally-based mathematics activities, e.g. multiplication tables
Paper and pencil calculation & Calculator work
English (Literacy)
Children are encouraged to develop their ability to listen attentively and reflectively
and to express their thoughts and feelings. Drama, discussion and debate help to
build confidence orally and children’s writing skills are developed to enable them to
write appropriately for different purposes. For example, taking decisions about
content and presentation, and developing fluent handwriting, accurate spelling,
punctuation and use of grammar (SPaG).
We aim to develop pleasure in reading by introducing stories and poetry, and
encouraging shared reading both at school and at home. Visits to the local library
and use of school library facilities encourage children’s reading of both fiction and
non-fiction materials.
Language provides the main instrument of learning throughout the school curriculum.
It is taught both as a subject in its own right and as an integral part of all other
subject areas. In the National Curriculum, English is gathered into three main
headings. These are:
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Speaking and Listening
Here our aim is to develop children’s understanding of the spoken word and
the capacity to express themselves confidently and effectively in a variety of
activities involving different types of audiences. We involve the children in all
stages of the lesson with opportunities to talk together (talk partners). Children
can share ideas with each other before sharing with the whole group/class.
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Reading
In reading we aim for children:
to read fluently with understanding and enjoyment
to develop secure phonics and word recognition skills (daily)
to develop the skills of retrieving information for study purposes.
to develop comprehension skills
We provide an environment where books and other reading materials are
presented in an attractive, inviting and stimulating way.Each week the children
Will be grouped in class for ‘Guided Reading’ sessions. These provide a
chance for children to develop comprehension skills appropriate to their
needs. Some 1:1 reading is done with children and we benefit from the
support of reading volunteers who have training in this work.
We encourage parents to share books and to read with their children at home.
Parents are asked to write in their child’s reading diary each day.
Our ultimate aim is for our children to become enthusiastic readers for life, to
view reading as a pleasure and an important tool for life long success.
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Writing
Here we aim for children:
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to be able to write independently with the confidence needed to write in an
appropriate style for a variety of purposes and different audiences. We also
identify opportunities for children to write in other areas of the curriculum.
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to be able to spell a widening range of words correctly and punctuate correctly.
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to apply correct grammar
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to acquire and develop the skills of using a dictionary and a thesaurus.
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to develop the skills of drafting and editing their own work.
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to learn and develop a fluent, legible style of handwriting.
SCIENCE EDUCATION
As a national curriculum core subject, the teaching of science at Cobden School
aims to make a large contribution to children’s overall awareness of the world,
regarding physical life and materials.
We aim to:
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continue and develop good science education;
encourage observation;
encourage hypotheses and to test these through experiment and investigation;
encourage safe and sensible investigation through practical exploration;
encourage children to take an active role in, to enjoy the process of discovery,
and for them to be questioning of the world around them;
encourage conclusions to be made and then recorded in a variety of ways
including spoken, drawn and written;
promote high standards of work and to encourage children to have pride in their
achievements;
give children opportunities to use these skills to relate science to their own lives
and surrounding community and to their understanding and knowledge of the
world;
ensure complete access to the science curriculum for all children of different race,
gender and ability.
Concepts
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How humans, plants and animals grow, live, reproduce.
Classification of living things
Properties of materials both natural and manufactured.
Habitats including food chains
Materials & their properties
Sources and behavior of light and sound
How forces can change things.
Energy including electricity
The Earth in space and wider galaxies
Skills
The skills which children acquire through science are developed from an early age.
The five senses are paramount in this process. Children are encouraged to:
 observe
 listen
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touch
smell
taste (where appropriate)
to be aware of health, hygiene and safety in science.
They are also encouraged to:
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observe and ask questions
try out ideas  hypothesise/fair testing
predict and investigate
conduct surveys and engage in research
draw conclusions and communicate findings in a variety of ways.
Using scientific vocabulary and equipment to show:
 that they can select appropriate materials for tasks
 that construction of the building, sticking, sliding materials is careful
 that accuracy in pouring, observing and measuring is important.
Knowledge
As they progress through the school, this concept is added to further with
knowledge which contains more detail: what we need to live, comparing kinds of life.
As the skills, concepts and attitudes are added to gradually, it is hoped that subject
knowledge is consolidated and developed, and that children will be able to assume
greater independence in deciding how to investigate.
Values and Attitudes
In order to develop scientific attitudes, the teacher’s role is to provide opportunity,
example and encouragement in a supportive manner. This is achieved through
organisation and planning.
In this school, children are encouraged to:
 work together, collaborate and co-operate;
 be curious about life; questioning about the world around them; to want to know
about materials, life (the universe!) - leading to a need for ideas and facts;
 be open-minded, willing to consider various ideas and to have respect for their
findings;
 have the ability to reflect upon methods and materials used; wanting to improve
ideas and to fair-test objects and ideas.
 be flexible (this is part of science); ideas change and are tentative in their nature
so willingness to reconsider ideas is also important and a help towards interesting
investigation.
 be sensitive to living things and to the environment is one of the most important of
attitudes to be nurtured in scientific learning;
Assessment, Records and Reports
The assessment of science at Cobden is in keeping with the whole school policy of
assessing, marking and record keeping. At the end of a topic, children’s
understanding and knowledge is assessed. Teachers are expected to consider an
assessment for each child in relation to age expectations in each area of
science.There is not an expectation of large amounts of recorded work.Currently we
are working towards moving from assessments in levels to new skills bands.
History
Our history coverage follows the programmes of study laid out in the new National
Curriculum (see link provided with this item).
We teach history to:
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Fire pupils' curiosity about the past in Britain and the wider world
Encourage thinking about how the past influences the present
Help students develop a chronological framework for their knowledge of
significant events and people
Foster a sense of identity and an increased understanding of pupils' own
position in their own community and the world
Develop a range of skills and abilities - particularly those related to finding out
about the past, explaining what happened and what people then and now think
about what happened.
Through history we can also:
Develop cross curricular skills including research skills and ICT
Develop pupils' thinking and communication skills
Promote pupils' awareness and understanding of gender, cultural, spiritual and moral
issues
Develop pupils as active citizens
In learning history pupils will:
o
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Use a range of sources such as people, the local environment, sites,
photographs, visual materials, artefacts, written materials, ICT based materials,
data including digital media
Investigate significant issues about the past
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Work in a variety of contexts - individually, in groups, as a whole class
Present their knowledge and understanding in a variety of ways such as
through drama, art, models, various writing styles / genre, collage, timelines,
sketches, maps
As they grow in confidence, begin to pose and investigate their own questions
about the past
When teaching history we:
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Carefully outline the purposes of intended learning and related success criteria
Often use key questions to direct pupils' thinking / enquiry about the past
Use contexts for learning which the children will more easily understand
Vary the resources and activities to ensure each pupil can be effective in
finding out about and trying to explain the past
Use starters and plenaries to ensure students fully understand what they are
learning, how they learn and how well they are progressing
To assess pupils' progress in history we:
o
o
Gather evidence of what individual pupils know, understand and can do in
history by observing them at work, listening to and discussing with them, and
evaluating any work they produce.
Report annually to parents on how well the pupil has achieved.
In our curriculum history is taught:
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Within a topic approach linking it with other subjects as appropriate. History will
sometimes be the main driving subject for a topic. Topics usually last for a period of
a half term.
To teach history we have a range of resources:
Texts, artefacts, videos, computer sites, photographs, portraits, primary sources, ICT
and visits to places of interest
Geography
Geography teaches an understanding of places and environments. Through their
work in geography at Cobden Primary School children learn about their local area
and compare their life in this\area with that in other regions of the UK and the rest of
the world. They learn how to draw and interpret maps\ and they develop the skills of
research, investigation, analysis and problem-solving. Through their growing
knowledge and understanding of human geography, children gain an appreciation of
life in other cultures. Geography teaching also motivates children to find out about
the physical world and enables them to recognise the importance of sustainable
development for the future of mankind.
Teaching Styles & Organisation
We use a variety of teaching and learning styles in our geography lessons. We
believe in whole-class teaching methods where appropriate and combine these with
enquiry based research activities. We encourage children to ask as well as answer
geographical questions. We offer them the opportunity to use a variety of data, such
as maps, statistics, graphs, pictures and aerial photographs. We enable them to use
IT in geography lessons where this serves to enhance their learning. They are given
opportunities to engage in problem-solving activities. Wherever possible we involve
the children in “real” geographical activities e.g. research of a local environmental
problem or use of the internet to investigate a current issue.
The learning objectives and success criteria are introduced to the whole class
through the use of stimulating varied starting points.
Coverage of topics
In the Foundation Stage Geography is part of the Knowledge and Understanding Of
The World area of learning and the sense of place Early Learning Goals are worked
towards through cross curricular topics.
Geography is taught through cross curricular topics in Key Stage 1
Geography is taught as a specific subject in Key Stage 2 with cross-curricular links
where appropriate.This will be the main topic area for that half term.
At Cobden we have included a focus in KS2 on Asia in order to reflect the fact that
many of our pupils originate from that region of the world.
An annually produced overview indicates which areas are covered.
Assessment
Currently we are working towards a new banding assessment system.
Music
Music is essentially a practical subject which should be enjoyed by all. From an early
age children have an awareness of rhythm, pitch and sounds around them and these
should be developed on entry to school.
Aims.
• To encourage awareness, enjoyment and appreciation of Music in all its forms.
• To develop imagination and creativity.
• To help children of all abilities develop positive attitudes and to experience success
and satisfaction in Music.
• To offer opportunities to perform, compose, listen and appraise.
Performing skills.
Children will be taught to sing a wide ranging variety of songs and to use their voices
expressively. They should have the opportunity to play tuned and un-tuned
instruments with increasing control and should rehearse and perform with others,
with an awareness of audience.
Composing skills.
Children will create Musical patterns and will be shown how to explore, select and
organise Musical ideas, recording these in a variety of ways, (e.g.: pictorial score, by
means of a digital recorder, tape recorder or video or using notation).
Appraising skills.
Children will be given the opportunity to explore and explain their own ideas and
feelings about Music, using Music, dance, expressive language and Musical
vocabulary. They will analyse and compare sounds and will become confident at
suggesting improvements for their own work and that of others.
Listening and applying knowledge and understanding.
Children should be able to listen with concentration and to internalise and recall
sounds with increasing aural memory. They will develop a growing awareness of the
eight Musical elements: pitch, duration, pace, dynamics, texture, timbre, form,
silence. They will learn that time and place can influence the way Music is created,
performed and heard, that Music is produced in different ways and is described
through invented and standard notations.
Approach.
• Music is taught throughout the school, establishing cross curricular links where
possible, e.g.: Literacy, Early Years, Maths, Physical and Creative development.
• As well as Music lessons in class, year 1and year 2 have a singing assembly led by
staff members on a rotation, years 3 to 6 have a singing assembly. All assemblies
take place weekly.
• Pupils are given the opportunity to listen to a range of Music at the beginning and
end of our assemblies through our composer of the week scheme.
• Choirs and Music groups are formed to meet the school needs e.g. for assemblies
and performances at Harvest and Christmas.
• Instrumental groups will be encouraged to perform in Assembly whenever
performances are ready to be heard.
• Whole class teaching takes place all year groups once a week and with the use of
the ‘Charanga’ Ukulele programme and other tuition books to support a KS2 year
group has instrument teaching.
• Year 2 learn to play the recorder in a whole class setup during the summer term,
led by year 2 teachers.
• We have reviewed our Scheme of Work and are using ‘Charanga’ and the LA
scheme of work throughout the school. This serves as a base to aid and enhance
our teaching, and be rigidly adhered to. However teachers can make professional
judgements about when to adapt, miss out or add additional materials where this
would benefit learning.
• All schemes can be supplemented by the subject leaders and the teacher’s own
input to match and compliment our Creative Curriculum. The scheme also provides
the necessary details, activities, accompaniments and recordings online to support
our Music teaching.
• Music Skills and skills progression are monitored using ……………………..
Differentiation.
• Those children with a particular interest or aptitude in Music can be given the
opportunity to extend their education in a variety of ways, for example, recorder
groups, choir, and instrumental performances in Assembly.
• Pupils experiencing difficulties can be given extra encouragement by working in a
small group with the teacher or with a more musically able child.
Assessment.
Assessment will form an integral part of the teaching and learning of Music. This will
be done by observing children working and performing, by listening to their
responses and by examining work produced.
Resources.
• We have a range of Music equipment and resources that can easily be moved
around the school.
• There are a number of tuned and un-tuned instruments.
• We have a piano in the hall and keyboards available for use.
• Recording equipment is available in school.
• ‘Charanga’ music programme is available for all teaching staff to access through
the computer.
• Our CD collection and song books are kept in the music coordinators classroom
and hall. The CD collection will be extended as funding allows. Where possible CDs
purchased for the school will be copied to the network to be shared across the
school.
Design & Technology
The importance of Design and Technology
Design and technology prepares pupils to participate in tomorrow’s rapidly changing
technologies. They learn to think and intervene creatively to improve quality of
autonomous and creative problem solvers, as individuals and members of a team.
Aims and objectives
At Cobden Primary School the teaching of technology should help children to
develop an interest in and an appreciation of the technological world.
 To be able to work independently and with confidence on activities that involve
them in both designing and making
 To become more aware of the way in which everyday objects have been designed
and made
 To become more skilled at using a range of tools and materials
 To encourage children to make an evaluation of the technological quality of their
own work and that of others
 To encourage respect for the ways in which people of different cultural
backgrounds, both past and present have shown the ability to enrich their
environment.
 To develop their knowledge and understanding, and apply it to their technology
work
 To be able to work individually and in teams.
Skills Development
It is intended that by the end of Key Stage Two, the pupils in our school will have
taken part in a variety of activities which will enable them to achieve the following
objectives:
 Have worked with a range of materials and equipment
 To have an understanding of how things work through the skills of investigating,
disassembling and evaluating
 To understand the behaviour of structures
 Use appropriate vocabulary
 Have an appreciation of the work of distinguished engineers and technologists
and the historical development of familiar products and to be given the opportunity
to work alongside these people where appropriate
 Be able to research information from a variety of sources and apply ICT where
Appropriate
 Evaluate their own work
 Use a variety of ways to communicate their ideas
 Build on previous knowledge and experience and skills from programmes of study
of other subjects
 To work economically and safely, being aware of health and safety hazards.
Planning
Cobden has a standard format for medium term planning for all Curriculum subjects.
These plans outline the main learning objectives, planned activities and the criteria
against which the children will be assessed. Planning should be organised into the
six areas of learning; design and technology comes in the area of Scientific and
technical development. Design and technology may be taught as a cross-curricular
topic or theme, to include ICT when appropriate. Long term plans can be found in the
Appendix 1.
Design and Technology in the Foundation Stage
Design and Technology forms part of two of the six areas of learning in the
foundation stage
“Knowledge and Understanding of the World”. Early learning goals give guidelines
for the expectation required by the end of this stage for each child.
Children are encouraged to find out about the technological world through
investigative activities and play. Through this children are able to develop the crucial
knowledge, skills and understanding to help them make sense of the world.
Assessment, Recording and Reporting
Assessment forms an important part of the teaching and learning process and is
carried out on a regular basis. Assessment opportunities in Design and Technology
are included in the teacher’s medium and short term planning for the year group. Key
skills are identified for each unit and each child is assessed on these skills
the child.
The assessment methods can include
observing children working, individually or in groups
questioning and listening to children
assessing written work
testing
use of ICT
teaching observations
Accurate records help to ensure progression and continuity across the curriculum.
Records
kept relating to achievement in Design and Technology conform to the whole school
policy on
record keeping.
Health and Safety
Information & Communication Technology
Information and Communication Technology (I.C.T.) is used as a tool throughout the
curriculum. Children of all ages have access to a computer. From an early stage,
they work with a computer through a simplified keyboard and then with a standard
keyboard, using software designed for word processing and the storage and display
of data. Children also work with equipment such as tape recorders and camera.
The school has excellent ICT facilities which include two computer suites and two
banks of wireless lap-tops (30 in total). All classrooms have interactive facilities.
The aim is that as children learn to use computers to communicate and handle
information by word processing, desk top publishing and spreadsheets to handle
number work and databases to store, retrieve, interrogate and display information,
they develop logical thinking and specific skills in language and mathematics.The
development of programming skills is now a part of our ICT curriculum.
ICT skills are now vitally important in our fast changing world. We have recently
received funding enabling us to purchase more multi-media PC's and to provide
Internet connections for each class except the very youngest children.
We require all parents/carers to sign a safer access to the internet permission form
when
they join the school. We also regularly brief the children about cyber bullying and
e.safety.
Collective Worship
In order to meet the requirements of the Education Reform Act, this school will
provide a daily act of collective worship for every pupil.
The nature of the collective worship in this school will be broadly based to take
account of the pupils’ religions and family backgrounds and for which permission has
been given by the Standing Advisory Council for Religious Education (SACRE) 2009.
We only inform pupils factually about other religious beliefs and do not encourage
pupils to perform acts of worship linked to a religion. Our assemblies are based on
stories and contexts which have a moral or inspirational basis eg human
achievements.
As a parent, if you wish to withdraw your child from collective worship, you have the
right to do so under the Education Reform Act. Please ensure that the Headteacher
is informed of your decision.
Personal and Social and Citizenship Education
In developing citizenship within the whole curriculum, we concentrate on rights,
responsibilities and justice (fairness), but also highlight friendship, rules and laws,
freedom and constraint, power and authority, community and environment and
respecting differences. This is done by encouraging children to listen, to think, to
express feelings and to be sensitive to the needs of others by taking their part in
developing a healthy society where unfairness, racism, bullying, lying, stealing,
meanness and cruelty are activity discouraged. On occasions the School Nurse and
our local Police Officer comes into school to work with the children. We use the
Jigsaw resources in school which help the children to build positive relationships and
consider the consequences of their actions in a variety of situations.
Health Education/Sex Education
The school was successful in achieving the Enhanced Healthy Schools Award . Our
Health Education programme draws on the valuable skills already taught by parents
in the home, e.g. road safety matters, the danger of strangers, basic hygiene, etc.,
and staff are aware of the need for sensitivity and a knowledge of parental approach
when considering more sensitive areas, e.g. sex education. Where appropriate the
School Nurse is involved in teaching about or discussing aspects of health or sex
education. The School Nurse can also provide support to families on request.
We are also particularly keen to raise awareness of healthy eating and actively
encourage pupils to bring a water bottle to school and drink regularly. We have fresh,
filtered drinking water on site.
Sex Education
Sex Education is included within science and Health Education. Children learn
about the human body and many of its functions. We talk about how the body
changes at puberty and how this affects their moods and behaviour. Children are
taught in both whole class situations and occasionally in single sex groups. The Sex
Education Policy and scheme of work is available for parents to read and we
welcome comments.It is a parents right to absent their child from sex education.
Drugs and Alcohol Abuse
The School has an active approach to outlining to children the potential dangers and
risks which would be encountered by exposure to drugs and alcohol.
Special Needs
Many children are identified as having Special Needs at some time in their school
life. Some children will need help on a temporary basis. Others will need work
modifying and some individual or small group work to help them learn basic
concepts. Those with complex learning or behaviour difficulties will require formal
statutory Assessment and the protection of a statement.Please refer to the school
offer for Special Educational Needs on the web-site (Policies section).
At all times, parents will be consulted with regard to the best way of helping their
child, and information regarding relevant support agencies is always available.
Regular review meetings between teachers and parents are held to discuss progress
and identify new targets.
Our main aim is to identify a child’s special needs, in partnership with parents,
colleagues and professionals, and to follow procedures to develop a programme of
mutual support whereby the child’s recognised needs are met in the most
appropriate settings and manner, through the use of any resources which are
available and are designed for the task. The school will work hard in partnership with
parents/carers, to try to ensure that all children make good progress from their
starting points.
Early Years - The Foundation Stage
At Cobden we aim to provide for the continuing all-round development of each child
according to individual needs and based on the many skills already learned at home.
We are, therefore, concerned equally with emotional, social, physical, aesthetic and
intellectual development. We use the Early Learning Goals- Foundation Stage
Programme.This includes all areas of learning including:
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Health & Self Care
Technology
Moving & handling
Managing Feelings & Behaviour
Exploring Materials
Developing confidence
Listening & Attention
Speaking
Understanding The World
Number
Shape & Space
Reading
Writing
People & Communities
Aims
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to have an enjoyment and pleasure in learning
to encourage the development of self-esteem, a sense of achievement and
self-confidence
to share, take turns, to care and be friendly with each other
to acquire knowledge, skills and practical abilities which will become a firm
foundation for later learning
to encourage independence and a sense of responsibility
to develop language and reasoning skills
to encourage the children to acquire a reasoned set of attitudes and values,
including a respect for other children’s culture, creed and religion.
The children learn through their own play and self initiated learning as well as being
guided in small group situations. We operate a ‘free flow’ provision at certain times of
the day. This provides the children with the opportunity to stay inside or go outside
where learning opportunities are provided. The staff work as whole team and each
child has a key worker. The child’s development will be tracked and recorded
through the ‘Learning Journey’, which is a way for each child’s successes to be
noted.
The Foundation Stage team work very hard to provide an environment which is rich
in stimulating displays and interactive areas. There will be role play areas and lots of
objects which have been provided to stimulate the children’s curiosity. The staff plan
for many outdoor experiences including visits to the local area and further afield. The
staff and children record these shared experiences with photographs, writing and
artwork, which is displayed in the classroom. Many children like to re-visit these past
experiences and staff encourage the children to talk about their adventures.
Parents are welcome to spend time in the classroom and also might get a chance to
accompany the children on the visits.