Pupils usually join our assessment nursery from the term following their third birthday. Some children attending our nursery may also access their local pre-school or nursery. The nursery is open three days a week. Children can attend for half or full-days up to their allocated 5 sessions.
Pupils in Reception generally attend full-time but some attend part-time and build up towards full-time when they reach statutory school age, (the term after they turn 5).
This year, our Early Years classes are Blackbirds Class (our assessment nursery) and Nightingales, (our Reception children).
Please see the staff structure page on this website for who leads these classes.
A play-based, heuristic, (enabling someone to discover something for themselves) ‘continuous provision‘ approach is used in the delivery of the Early Years curriculum with opportunities for both indoor and outdoor learning experiences. This allows children to become independent in making choices and supports them to become ‘active’ learners. Our EYFS team support access to this provision through careful use of language, skills and knowledge to scaffold children’s learning.
Observing children within the areas of continuous provision is a crucial part of the adult’s role and the findings from these observations will have an impact on what is planned for children’s next steps. Through observations, our practitioners are able able to identify key elements a child’s behaviour, their interests and patterns of their learning and development. Continuous provision supports children’s learning and development across all seven areas.
As well as these child-initiated activities, children are supported to join in adult-led activities which include reading and phonics. To find out more about how we deliver this, please see the ‘Reading and Phonics’ page on this website. Alongside this, children will have access to group activities based on their needs.
The EYFS entitlement is outlined in the EYFS Framework. More information about it can also be found on the Foundation Years website.
The ‘Curriculum Map’ page on this website outlines our three year EYFS cycle of topics that provide the context for learning and the development of skills. These topics have been carefully chosen to engage pupils and introduce them to and extend their range of, experiences and vocabulary. See the ‘Our Curriculum Areas’ page on this website to find out about the different areas of the EYFS curriculum.
Specialist approaches and strategies are used to support curriculum delivery. To find out more about these, please see the Professional Development Resources page on this website. Quality interactions and modelling by staff are key are across all delivery of the curriculum.
If you wish to know more information about the Early Years Foundation Stage curriculum, please contact our Early Years Lead [email protected].
This year, our Primary classes are Swifts and Goldfinches, (Key Stage 1 classes) and Lapwings, Sandpipers and Avocets, (Key Stage 2 classes).
Please see the staff structure page on this website for who leads these classes.
In the Primary Phase, pupils transfer onto the curriculum areas outlined on our ‘Curriculum Areas’ page. The ‘Curriculum Map’ page on this website outlines our 6 year cycle of topics that provide the context for learning and the development of skills. See the ‘Our Curriculum Areas’ page on this website to find out about the different areas of learning that are covered by our curriculum.
Pupils in the Primary phase are taught by their pastoral teacher, (or pastorals teachers where the class is shared) for the majority of the week. This provides security and familiarity for young children learning to adapt to the routines of school life.
As in other key stages, morning sessions focus on Communication and Interaction and Cognition and Learning curriculum areas. There are 4 Cognition and Learning areas – Literacy, Numeracy, Science and Technology and Understanding the World. See our ‘Reading and Phonics’ page to see how we deliver this important area of the curriculum. Afternoon sessions focus on Social Emotional Well-Being, Personal Care and Independence, Arts, Physical Development, Understanding the World and Sensory therapies although Physical Development and Swimming slots may take place in the mornings. See the ‘Our School Day’ page for more information about what a typical day looks like. As explained on ‘Our Curriculum Areas’ page, these areas may be taught in cross-curricular ways depending on the age and stage of the learner. The sequence of learning and the approaches and strategies used to help pupils access learning is, as in all key stages, personalised to each learner, based on their prior learning and levels of engagement.
If you wish to know more information about the Primary Phase curriculum, please contact our Lower School Lead [email protected], (if your child is in Key Stage 1 – Swifts or Goldfinches classes) or our Middle School Lead [email protected] (if your child is in Key Stage 2) – Lapwings, Sandpipers and Avocets classes.
This year, our Secondary classes are Redshanks, (Key Stage 3 class) Buzzards and Merlins, (Key Stage 3 and 4 classes) and Falcons, (Key Stage 4 class).
Please see the staff structure page on this website for who leads these classes.
The Secondary Phase curriculum mirrors the Primary Phase in many ways, (see above) with some important key differences. The 5 year cycle of topics that provide the context for learning and the development of skills in the Secondary phase, (see our ‘Curriculum Map’ page) are more grown-up to reflect the chronological age of the pupils. There is also greater movement between groups and classrooms; at all levels, pupils are encouraged to become more independent and are given an increasing range of responsibilities such as being allocated key roles on the School Council, taking part in competitive sports events outside school or sailing with the Woolverstone Project. Many other one-off opportunities crop up during the school year too and we always take advantage of these to further develop the life skills of our Secondary pupils. Such opportunities might include meeting and greeting VIPs, organsing whole school charity days, sitting on interview panels and taking part in forums outside of school.
The Key Stage 4 curriculum focuses heavily on encouraging independence and preparing pupils for transition. Pupils work towards nationally recognised accreditation including the Trinity Arts Award, OCR Life and Living Skills and AQA Unit Awards. They are given the chance to take part in performances across Suffolk. Year 11 pupils attend sessions at Further Education colleges on the College Link Programme and all Key Stage 4 pupils access a variety of work-based learning opportunities whether work experience, work taster days, work shadowing. You may hear these referred to as ‘Experience of Work’ opportunities. Some pupils may also have Travel Training sessions.
If you wish to know more information about the Secondary Phase curriculum, please contact our Middle School Lead [email protected] (if your child is in Redshanks) or one of our Upper School Leads [email protected] or [email protected] (if your child is in Buzzards, Merlins or Falcons.)