Learning

English

Every aspect of the children's work is influenced by the extent to which they use language with imagination and accuracy. Competence in reading, writing, speaking and listening is encouraged throughout the curriculum in order to enable the children to communicate appropriately and effectively. However, we teach English daily as a discrete subject in the ‘Literacy hour’ from Year 1 to Year 6 following the Primary Literacy Framework, with opportunities for Literacy in the Foundation Stage being incorporated within the child’s day according to principles of the Early Years Foundation Stage (EYFS).

Reading is taught initially using the phonics programme FLOPPY phonics, this is a phonics programme which follows closely the guidance of ‘Letters and Sounds,’ alongside our reading scheme. The programme is introduced in the Reception class and consolidated throughout Key Stage 1 and Lower Key Stage 2 with the LCP programme. Opportunities are also given during upper Key Stage 2 for further consolidation of phonics and some pupils undertake 1:1 intervention if they experience difficulties with reading.

Please use your child's year group page to find out what they are learning about each half term!

Also, you can click here to download a a writing guide for parents.

Mathematics

The school uses a variety of teaching and learning styles in mathematics lessons. Our principal aim is to develop children’s knowledge, skills and understanding in mathematics. We do this through a daily lesson that has a high proportion of whole-class and group-direct teaching. During these lessons we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources such as number lines, number squares, digit cards, whiteboards and small apparatus to support their work. Mathematical dictionaries are available in all classrooms. Wherever possible, we encourage the children to use and apply their learning in everyday situations.

In all classes there are children of differing mathematical ability. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies – in some lessons through differentiated group work and in other lessons by organising the children to work in pairs on open-ended problems or games. We use Teaching assistants to support some children and to ensure that work is matched to the needs of individuals.

We use a variety of teaching materials to provide the opportunities for learning. These include published scheme books, games, short tasks and activities and interactive games on the laptops and internet. The children are expected to complete weekly homework tasks and return this work for evaluation. The work may be linked to the weekly lessons, or may be work derived from the four operations ( x  ÷  +  - )