Early Years Foundation Stage (EYFS) The Foundation Stage makes a crucial contribution to children’s early development and learning. We provide children with a rich variety of teaching and learning experiences that are appropriate to their needs. The Foundation Stage is about developing key learning skills such as listening, speaking, concentrating and learning to work and co-operate with others.
Three areas are seen as particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:
We also support the children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
Teaching to achieve these early learning goals is carried out primarily through first-hand experiences and structured play. The outdoor environment is a very special part of the Foundation Stage curriculum and both the Lower and Upper Foundation classes use the specially equipped outdoor areas which are planned for and in constant use.
Key Stage 1 & 2
In Key Stage 1 we encourage children to learn in an exciting, creative and supportive environment. Each child is treated as an individual and encouraged to take control of their own learning. Being a team player and working collaboratively within class enables children to build important social skills.
In these formative years the essential building blocks of learning are established through a rich and varied curriculum. The children are taught the core subjects of Literacy, Numeracy, Science and ICT, as well as Physical Education, Religious Education, Design and Technology, Art, Music, History and Geography. Furthermore we focus on SEAL- Social and Emotional Aspects of Learning, which encourages children to take more responsibility for their own actions. This is turn enables them to choose good behaviour, increase self esteem and helps them to manage difficult situations.
In Key Stage 2, we again focus on SEAL- Social and Emotional Aspects of Learning, which helps children understand the right way to behave and enables them to choose good behaviour, increase self esteem and helps them to manage difficult situations and develop life skills, which also encourages children to take more responsibility for their own actions.
Years 3 and 4
In Years 3 and 4, children are met with new challenges and are expected to work with greater independence and concentration. We make all aspects of learning fun, creating a vibrant environment for the children to learn in.
The children at St Peter's love to learn and that is created through many different opportunities that they are given. In Years 3 and 4 the children take part in several school visits, which aid their learning. For example, when learning about the Ancient Egyptians, they visit Bagshaw Museum in Batley where they are able to see an atmospheric Egyptology gallery, where dramatic lighting effects help to recreate the interior of a tomb. Another example is when learning about the Vikings, the children have visited Danelaw Dark-Age Village, using the atmospheric Viking / Saxon village at Murton Park, near York which offers the children the chance to try out life in the “dark-ages” for themselves.
During time in year 4, the children have the opportunity to experience a residential visit to Cober Hill at Cloughton, Scarborough North Yorkshire. As part of the geography topic, the visit offers a wide range of activities and educational resources, which we believe is invaluable to the children's learning.
Years 5 and 6
As the children move up into Years 5 and 6 we expect them to develop their role and set good examples to the younger children in school. As they are now the oldest, we encourage the children to take on different roles of responsibility such as, house captains, cloakroom monitors to name a few. They are also encouraged to take part in the school council, electing a chair, treasurer and secretary.
During the course of Year 5 and 6, the children are given the opportunity to experience many fun activities both in and out of school. As part of our topic work we hold an Aztec day, where children make and then dress up in their creations, ready for our parade in the afternoon! We even have a flavour of Aztec food by tasting the different foods they eat!
The children have taken part in visits to Eden Camp Museum located in Malton to enable them experience the sights, sounds and smells of those dangerous years of the 1930s.
As part of the Topic on Tudors a visit to Oakwell Hall in Birstall is organised, the children and staff arrive at the hall dressed in costume for the period they are learning about. During the day they make and learn about the different crafts used in the Tudor period. Whilst at the hall the some of the children are given the task of helping to prepare a banquet, which all the children then enjoy.
When the children are in year 6, their final year, the children have the opportunity to visit Ingleton in the Yorkshire Dales where they take part in a residential, staying at the Youth Hostel. Whilst there, they get the experience of caving, rock climbing, abseiling and problem solving. This is a great way to prepare the children for the high school, encouraging independence.
Children in Key Stages One and Two (KS1 / KS2) Like all maintained primary schools, at St Peter’s subjects are taught in accordance with requirements set out in the National Curriculum. These include the core subjects of mathematics, English, science, information and communications technology (ICT) and RE. These are supplemented by a range of foundation subjects which include art, design and technology, geography, history, music, PE and French. Over the course of the year children are taught the full range of subjects within the National Curriculum. In addition to this, however, they are also encouraged to develop social, moral and spiritual aspects of their education.
As a staff, we continually monitor and review our planning and teaching against the requirements of the National Curriculum. We aim to ensure effective coverage of all subject areas within a curriculum framework, which is both broad and balanced and which provides opportunities for all children to develop in a rich and stimulating environment. This can involve work in separate subject based lessons and through topic based themes which each may have an emphasis to a particular curriculum area.
Whether children are taught as a class, in ability groups or sets, teachers use a range of teaching strategies to deliver lessons. Individual children are given support as appropriate whilst those having special educational needs may be provided with an individual education plan.
Throughout the course of the year staff use a variety of methods of assessment to monitor each child’s progress through the curriculum and report these at parent meetings and with brief end of term reports in the Autumn and Spring term. In the Summer a more detailed written report is provided. If a member of staff is concerned about a child’s progress parents are notified and may be invited to discuss this further. Parents meanwhile are always welcome to come into school to make an appointment to discuss any concerns they may have with their child’s class teacher or the Headteacher.
In 2014, the National Curriculum went through a period of change and expectations for each academic year was revised and re-written.
Key Stage Coordinators at school have developed a list of key assessment criteria (KACs) for each year group which closely follows the learning objectives outlined for Reading, Writing and Mathematics.
Every half term, each child’s work is assessed against the KACs and a judgement is made on their individual performance and attainment. Most pupils will perform at ‘Expected’ levels of understanding. Few are ‘Working towards Expectations’ and are identified as needing additional support in some areas of the curriculum. Similarly, towards the end of the academic year, some pupils will demonstrate ‘Exceeding levels of learning and understanding’.
This attainment is tracked and analysed so that future work is planned to address weaknesses or to develop and extend learning in English and Mathematics.
In the final summer term, the KACs are closely linked to the outcomes in both Science and Religious Education.
Each year group’s KACs for Reading and Mathematics are available to view below. This will give some indication as to what your child is expected to achieve at the end of each academic year :-