There are four classes in school at present. We have a full time, non-class based Special Educational Needs Co-ordinator based in Marlbrook Primary School who ensures the needs of children requiring additional support are met.
Children in Reception follow the areas of learning set out in the Early Years Foundation Stage curriculum guidance. This phase lays the basic building blocks for everything the children learn and experience in school. They are vitally important years, and regular attendance cannot be emphasised strongly enough. Year 1 children follow an ‘integrated day’ type curriculum to enable development of skills in speaking, listening, and role play whilst also addressing the usual curriculum areas. Over the past years we have also been concentrating on developing children’s phonic knowledge from reception onwards– this has had a tremendous impact on children’s reading skills and will continue to be a priority area for future years. Please contact Mrs Matthews for more information.
In KS1 and KS2 the National Curriculum describes in detail what the children should be taught in each subject. English is a core subject, together with Mathematics, Science and Computing (formerly Information and Communication Technology), and we spend a large proportion of time on these subjects. The children also study Religious Education, Geography, History, Design and Technology, Art, Music, Modern Foreign Languages, PSHE (Personal, Social, Health Education) and PE.
Progress is assessed regularly (at least half termly) and recorded by teachers, and reported in writing to parents/carers at the end of each school year.
National Standards Assessment tests/tasks are given to Year 2 and Year 6 children and optional assessment tests are also used for Years 3, 4 and 5. Parents’ Evenings are held once a term, but parents are encouraged to discuss children’s progress at any other time.
A range of teaching methods are used, including whole class teaching, group work, paired work and individual tuition, to suit what is being taught, and the learning styles of the child. This allows a teacher to work on an individual child’s needs when required.