Why this is leading practice
We believe the following contribute to why our Aspect is leading practice:
- Highest standards in planning and assessment putting the child at the centre of all we do.
- Clear expectations in learning for all pupils and parents.
- Smooth transition from Nursery to Key Stage 1.
- Enabled MAP to access appropriately challenging curriculum
- Enabled children to access a learning continuum both inside and outside the classroom
- Supporting children with additional needs with specific and tailored intervention programmes.
- ‘Leading practice’ to unite children and practitioners from FS1 and FS2 to create a setting in which the child is the centre of the learning and all (including staff) are able and encouraged to extend their knowledge and skills.
-
Impact to date
- Outstanding learning environment throughout the school supports pupil learning standards are consistently high.
- Inspirational provision with exceptional organisation of programmes in different environments, high expectations by staff.
- Strong relationship between staff and parents create good transition between home and school for pupils.
- Joint planning and support by parents on individual pupil targets.
- Parents and staff build baseline assessment together extended family via school. Parents feel valued.
- Parents are now involved in planning and target setting in Early Years.
- Learning takes place throughout the school and is not defined by ‘classroom’.
- Pupil progress is good or better in all subjects.
- Standards continuously high in English and Maths.
Rationale / Start Point
In September 2008 we brought together our Foundation Stage 1 and Foundation Stage 2 settings under the leadership of the Early Years Leader who teaches in the new class every day. We have had to evaluate our practice with regards to the implementation of the EYFS and to then create new systems and practices to support the children with their learning journey. This includes extending our transition programme, changes to our planning focus, very clear assessment and target setting. Throughout we engage parents and children in understanding learning and achievement.
Key Strategies
- A member of the Early Years team is part of the School Governance Committee. Again ensuring a strategic level of profile for the Foundation Stage.
- Creating targets for children using their Foundation Stage Profiles at both ‘Nursery’ and ‘Reception’ level. Ensuring high quality learning matched to each pupil and their needs.
- High standards of monitoring by Governing body. 2/3 members look at one aspect each term with link inspector. Structured visit – 2 hours.
- Individual pupil tracking with parent and all staff supports learning.
- Staff given half a day per week to plan and monitor standards.
- Pupil portfolio of learning kept by school but added to by parents provides a very comprehensive learning log.
Sustainability and Further Development
- To further develop school website to include Early Years
- Use local ‘forces’ newspapers to share and engage with community
- To encourage pupils from disadvantaged and non-fee paying areas to share practice / visit
- To create Nursery provision to support Foundation Area