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The Early Years Foundation Stage Curriculum – Nursery and Reception

Children starting at School are eager to find out about the world and are trying to make sense of it. Our aim is to welcome the children into a warm, caring and secure atmosphere where they will have the opportunity to explore and discover in order to understand. Children are given opportunities to talk about, and listen to, real, meaningful and imaginative situations in order to sequence and develop their thoughts. They are encouraged to think about what they are saying and to listen to others.

The curriculum is based on the government’s Early Years Foundation Stage (EYFS).

The Early Years Foundation Stage Curriculum Framework is based around four themes, each of which is linked to an important principle:

A unique child – every child should be helped to become a competent learner from birth, who can be resilient, capable, confident and self-assured.

Positive relationships – children should be encouraged to be strong and independent from a base of loving and secure relationships with parents and/or a key person.

Enabling environments – care and learning must recognise that the environment plays a key role in supporting and extending children’s development and learning.

Learning and development – children develop and learn in different ways and at different rates, but all areas of learning and development are equally important and interconnected.  The framework is intended to provide a consistent but flexible approach to care and learning and ensure that each child will receive a quality experience that supports their development and learning.

The areas of learning are: Personal, Social and Emotional Development, Communication; Language and Literacy; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Physical Development; and Creative Development.

 

Key Stage 1 (Yr 1 and 2) and Key Stage 2 (Yr 3, 4, 5 and 6) Curriculum

We believe that a broad and well balanced curriculum is essential if children are to learn successfully. The subjects taught by the school are directed by the National Curriculum supported by the Literacy and Numeracy Strategies.

The school has developed a policy, a programme of study and a scheme of work for each subject to ensure full coverage and continuity throughout the school.

The curriculum is divided into 3 key stages:-

Foundation      for  3–5 year olds, Nursery and Reception

Key Stage 1       for 5, 6 & 7 year olds, Years 1 and 2

Key stage 2       for 8 –11 year olds Years 3 –6.

At the end of Key Stages 1 and 2 children complete statutory national tests in English and Maths. The results of last years tests are published in this brochure.

The subjects taught in school are the core ones: English, Maths, Science and RE; and the foundation subjects: ICT, History, Geography, Design Technology, Music, Art, PE and Personal Social and Health Education. All children in Key Stage 2 also have at least one session of a Foreign Language a week. From Year 3, children are able to have instrumental tuition from visiting musicians. The children are taught mostly by their class teacher with some lessons focusing on more than one area of the curriculum.

Collective worship takes place every day in school. The aims of these assemblies are to develop pupils’ awareness of themselves, others, the world around us and religious and spiritual experiences.

We are very fortunate to have recently updated computers in school, with networked   networked MacBooks available to every class, as well as iPads.

We also extend children’s learning outside the school context.  Within the last 12 months, our children have taken part in a range ore educational visits including:

  • The Elizabethan House Museum
  • The Time and Tide Museum
  • Poringland Woods
  • The Dinosaur Park
  • The Playhouse Theatre
  • Epic Studios
  • Norwich Theatre Royal Opera Project
  • Norwich Castle Museum
  • Thetford Castle

We also organise annual residential visits for our older pupils.  In 2017, our Year 5 children take part in a 2 night residential trip to How Hill, and our Year 6 children spend 2 nights in York.

Weekly swimming lessons also take place for groups of children in Year 4.  Our Year 5 and Year 6 children enjoy a program of Outdoor and Adventurous Activities at Whitlingham.

Extra-curricular Activities

There are a range of after school and lunchtime activities available. These change according to season. An up-to-date list is available from the office.

Some of the activities are run by visiting professionals and charges may be payable.

At the moment our extra-curricular activities include:

  • Junior and infant choirs;
  • Drama Club
  • Multi-skills
  • Recorders
  • Samba
  • Chess
  • Football
  • Cross-country

We are part of the South Norfolk School Sports Partnership, and we regularly enter teams of children to compete in festivals and tournaments with children from other schools, both within the cluster and the partnership.  In 2016, our school was awarded The School Games Silver Kitemark.

Breakfast Club

The school runs a Breakfast Club from 7.45am until 8.45am.  Please ask at the School Office for further details.

Musical Instrument Teaching

We have visiting teachers for woodwind, strings, drums, samba, singing and keyboard who teach children in small groups. There is a charge for the lessons and children must provide their own instrument or hire one from the music service. Instrument tuition is open to children in Year 4 and older.

Safeguarding

This school is committed to promoting the health and welfare of all pupils. We are required by law to follow procedures laid down by the Norfolk Local Safeguarding Children Board if we see signs which suggest that one of our pupils may have been a victim of abuse.

Use of the procedures in this way is an obligation placed on the school by legislation and in no way infers that any parent / carer is being accused of wrong doing.

Special Educational Needs and Disabilities

We believe that all children have their own special and individual needs, and most of these can be accommodated in the normal class situation. If, however, a child is identified as having specific needs, we are able to give more attention and specialist help by using the School Support Team. Children with specific special needs are monitored closely, taught in varying ways, and usually make good progress. We aim to build a good working partnership between school, the family and outside agencies.

The school has well documented procedures that follow the agreed policy; parents may ask to see this policy.

School and Eco Council Council

We believe that children’s views should be represented in order to foster a sense of ownership and pride in their school.  Therefore, elected children form a school council, where they discuss and share ideas, and make decisions regarding whole school issues and fundraising ideas.  The council is then responsible for spending their money raised efficiently and effectively on what they feel is important.

Midday arrangements

Children can go home during lunchtime, but at present, all pupils remain at school for lunch. Hot meals are provided by the School Kitchen.   Meals should be ordered and paid for each Monday, and menus are distributed termly. Vegetarian or specialist diets can be accommodated.  Sandwiches and wraps can also be bought through the School Kitchen.

Packed lunches should be brought in a named lunchbox.  Sweets are not allowed and drinks need to be in an unbreakable container.

Free school meals may be available to families in receipt of some benefits.  Please talk to a member of our office staff.

Pastoral Care and Behaviour Policy

Pastoral care is generally the responsibility of the class teacher, who may consult senior staff if necessary.  However, all staff in the school play an active role in supporting children, and children feel comfortable approaching all members of staff if they need help.

A copy of the school Behaviour Policy is available in school and on our website.  We aim to build a positive and supportive environment for the children to flourish, focussing on praise and rewards.  However, we have clear consequences if things start to go wrong.  Parents will be consulted whenever their co-operation or intervention is thought beneficial to the situation in hand, or if a serious situation arises.