Early Years Foundation Stage
Our provision reflects the four guiding principles of the Early Years Foundation Stage:
- a unique child
- positive relationships
- enabling environments
- learning and development
These principles support the development, learning and care of young children in our Reception Classes. Our provision ensures a balance of adult-directed and child-initiated learning. Play underpins the delivery of all the EYFS and all development and learning for young children. Children have opportunities to play indoors and outdoors and it is through play that they develop intellectually, creatively, physically, socially and emotionally.
Adult-directed and child-initiated learning are well planned and resourced, following the children's interests, and support children to thrive in a secure environment with enjoyment and challenge.
Children’s attainment is measured using the EYFS profile, and progression and achievement are tracked throughout the EYFS through whole group, small group and individual observations which create a picture of the whole child.
We continuously reflect on how to improve our settings, so that they meet the highest standards, and offer the best experience for young children.
Key Stage 1
In Key Stage 1 we aim to develop children’s independence and self-esteem.
Our Key Stage 1 children access the National Curriculum as well as the Literacy and Numeracy Framework, which is differentiated to cater for children’s individual needs. More emphasis is placed on cognitive work, although pupils continue to benefit from skills encouraged in Early Years.
We follow the Floppy Phonics Scheme (Oxford University Press).
We use a variety of Reading book schemes which include: Pearson Phonic reading scheme, Oxford Reading Tree, Dandelion Launchers, Big Cat Phonics, Fire Flies, Rigby Rockets, Snap Dragons and Ginn.
In lessons we aim to enhance learning opportunities for children using a range of multi-sensory approaches. Speaking and listening are extensively implemented and children interact effectively with their peers and adults. Children take part in daily phonics sessions which are taught in a variety of stimulating ways.
To enhance the pupils' learning, we organise a variety of educational visits and trips throughout the academic year.
Classes benefit from additional support from experienced and well-qualified Teaching Assistants.
Key Stage 2
By the time children leave St Andrew’s School at the end of Year 6, they are expected to be confident and independent learners, having achieved a good level of academic progress which is above the national average.
All aspects of the curriculum are planned so that there is consistent practice throughout the school and the appropriate progression in skills and knowledge is gained.
Where appropriate, each class is assisted by teaching support staff, language support teachers, the teacher responsible for special needs, and outside agencies.
We offer a diverse and challenging curriculum which is supplemented by extra-curricular activities and visits to specialist sites and attending educational trips. Key Stage 2 children have the opportunity to attend residential centres.
We constantly reflect on our practice and endeavour to deliver a varied and interesting curriculum, at all times maintaining our high standards of learning.
Further information about the National Curriculum for Primary Schools is available here.
For a parent's guide to the National Curriculum, click here.
Termly Curriculum Maps for each class are found here:
Thunderbolt: Annual Curriculum Map
Goldfinch: Term 1
Churchill: Term 1
Goldolphin: Term 1
In addition to the National Curriculum, we use the Prospectus Curriculum to ensure an engaging, thematic approach to foundation subjects. Each class will be learning a selection of the themes outlined in the curriculum maps below:
Each theme links directly to our termly POWer Project homework.