Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.
The Prime Areas:
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development
The Specific Areas:
- Understanding the World
- Expressive Arts
The impact of our provision is measured by how effectively it helps our pupils develop into well rounded individuals who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens.
It is a privilege to be part of such an important stage in our children’s development and our dedicated staff work tirelessly to deliver the best possible outcomes for our children.
A Unique Child
At Christleton we recognise that every child is an individual with different skills, abilities and talents and we understand that children develop at different rates. We aim to provide quality and consistency so that every child makes good progress and no child gets left behind. Children’s dispositions and attitudes to learning are influenced by the feedback they receive from others. We value each other’s contributions and time is set aside to reflect on this. We use praise and encouragement, as well as celebration and rewards to develop a positive attitude to learning.
Children learn best when they are healthy, safe and secure, when their individual needs are met and when they have positive relationships with the adults caring for them. We take our role very seriously in ensuring that this is their experience. We recognise that children learn to be strong and independent through positive relationships so we work to develop caring, respectful, professional relationships with children and their families.
Within school we operate a very successful buddy system. Year six children are paired with a Foundation Stage child to support them through their first year at school. They help in various ways including supporting at lunch time, during whole school events and with some reading activities.
- Provide parents with a ‘One-page Profile’ in order to provide the opportunity for parents to write about their children prior to them starting school e.g. children’s interests, friends, worries, Likes /dislikes and anything else parents feel will be of value
- Openly encouraging parents to come in and talk to a member of the Foundation Stage staff, either in the morning or after school to discuss any worries or concerns
- Inviting parents to a ‘meet the teacher’ evening at the beginning of the Autumn Term, where the Foundation Stage curriculum and assessment documents are discussed and whole school procedures are explained
- Holding formal parents’ evenings in the Autumn and Spring Term, where parents meet with class teachers to discuss their children’s attainment and progress
- Providing parents with a written report on their children’s attainment and progress at the end of the Summer Term
- Inviting parents to ‘Share the Learning’ events, where children are encouraged to share the work they have been doing during the term
- Encouraging parents to contribute to their children’s Learning Journey by filling in moments of achievement by their children when they are not at school
- Inviting parents throughout the year to attend curriculum meetings. These meetings explain how we teach subjects such as phonics, reading and mathematics and suggest ways in which parents can support their children’s learning at home
- Sending home reading books and phonic activities weekly for the children to practise and complete at home
- Sending home curriculum overviews to parents at the beginning of each term, these share the learning intentions for the children each term. Information is regularly sent home informing parents of what the children have been doing at school in the form of a learning update
- Using the school twitter account to inform parents of activities and experiences taking place in school
- Inviting parents to come into school to talk about their jobs or special talents
- Accepting offers of help in the classroom from parents
- Inviting parents to accompany children in the Foundation Stage on school trips
An Enabling Learning Environment
At Christleton we recognise that children need time, space and materials to investigate and explore. The Foundation Stage classroom is organised to allow children to explore and learn securely and safely. The classroom is set up in areas to enable children to find and locate equipment and resources independently. Some areas provide opportunities for the children to be creative and loud whereas other areas provide opportunities for children to play quietly or rest. The children have the use of a covered outdoor area allowing for free flow activity between inside and outside during the day. The outside area provides opportunities for the children to do things in different ways and on different scales than indoors. It offers the children the space to explore, use their senses and be physically more active. Outdoor activities are planned to help the children develop in all areas.
Creative and Critical Thinking
When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better understandings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions.
At Christleton we aim to provide opportunities for children to be creative through all areas of learning. As adults we support children’s thinking and help them make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open questions. We make sure children can access resources freely and are allowed to move around the classroom to extend their learning independently.