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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 Foundation Stage

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 Foundation Stage of the National Curriculum which has six areas of learning:

  • Personal, social and emotional development
  • Communication, language and literacy
  • Mathematics
  • Understanding the world
  • Physical development
  • Expressive arts and design

Children in the Foundation Stage will be working towards Early Learning Goals with progressive targets within each area.

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 Letters & Sounds programme for Phonics (Phases 1-5).  This begins with Phases 2 and 3 in EYFS progressing to Phases 4 and 5 in Years 1 and 2.  To support and enhance the children’s learning we also use a variety of additional support materials e.g. No Nonsense Spelling and Stareway to Spelling as they progress through the School.

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, Science and Information and Communication Technology (ICT)

Foundation subjects:

History, Geography, Music, Physical Education, Art and Design Technology, Modern Foreign Language

We also teach Religious Education and Personal, Social, Health and Citizenship Education (PSHCE).

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.

Gifted, Able and Talented

Our school will have, at any time, a number of able, talented or gifted 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 the 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.