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Key Stages

Starting School

Starting school can create anxieties for some children and we understand that this can be a difficult adjustment. Therefore, we do all we can to ensure that this is smooth and effective. We want all our new children to feel happy, safe and secure. The quicker they settle in, the more confident they become helping them to develop independence, and enjoy their learning. Liaison with parents is a crucial factor which enables us to ‘get to know’ our new children before they arrive.  In term 6, we invite children to visit the school, spend an afternoon with their teachers, attend an assembly and share playtimes.

The Early Years Foundation Stage (EYFS)

At Woodthorpe Church of England Primary School, we recognise the importance of these early years as giving the children the best start to their education. The children in the Reception Class follow the Statutory Framework for EYFS, as outlined in the Department for Education's published document of March 31 2021.  The New Framework

The EYFS learning and development requirements comprise of the seven areas of learning and development and the educational
programmes and the early learning goals, which summarise the knowledge, skills and understanding that all young children should have gained by the end of the
Reception Year.

This curriculum is designed to provide the children with key skills needed for learning. There is an emphasis on helping children to think; allowing their physical skills to develop; building their confidence; aiding auditory discrimination; developing their self-help skills and providing children with skills to socialise.

Phonics & Spelling

At Woodthorpe C of E Primary School we follow the Read, Write Inc. programme to support the children's development of Phonics.  The pupils are assessed regularly, by our English/Phonics Lead, in order to monitor their progress and adjust pupil groupings accordingly so that all pupils gain the most from their learning at the appropriate stages in their development.

Key Stages 1 and 2

Pupils in KS1 (Years 1 & 2) and pupils in KS2 (years 3, 4, 5 & 6) follow the National Curriculum. This consists of:

Core subjects:

English, Mathematics and Science

Foundation subjects:

Computing, History, Geography, Music, Physical Education, Art and Design Technology, Modern Foreign Language (French)

We also teach Religious Education and Personal, Social, Health and Citizenship Education (PSHCE), Relationship, Sex and Health Education (RSHE) and Online Safety.

Additional Educational Needs

All children are valued, respected and welcomed to the school whatever their additional educational need. We will support their learning and ensure they are fully included in all school activities, making full use of externally provided facilities where appropriate.

Special Educational Needs

Special Educational Needs Code of Practice 2014 recognises that there are four broad areas:-

Communication and interaction (language and autism spectrum disorder)
Cognition and learning (general learning and specific learning difficulties)
Physical and sensory
Behavioural, emotional and social

Our set procedure for identifying and assessing the special needs of individual children involves pupils, parents, teaching staff and external agencies. We are able to provide an environment which enables access for all pupils regardless of their need.

Accessibility Plan

The school is committed to being fully inclusive and will make such arrangements as are feasibly possible to adapt existing infrastructure and teaching as necessary. This will only be done with the advice of recognised advisory specialists in the appropriate disability.

Challenge for all our pupils

We recognise academic and practical performance as well as those who show outstanding artistic, musical and creative talent, physical skills, leadership qualities and the ability to process ideas and information.

As a school, we aim to nurture and develop the range of talents and gifts our children have. Through collaboration with parents, we identify these talents and gifts and seek opportunities, both in and out of school, to provide the best environment to challenge and enrich the learning of these children.