Why this is leading practice
Provision for our Early Years Foundation Stage pupils has accelerated during the last two years; this provision runs in line with the high standards flowing across the school. Staff work together as a strong, effective team with high aspirations. Many changes have taken place during the last three years within the Foundation Stage: a new classroom, new Teaching Assistant, new curriculum and a new outdoor area. In February 2008, the school was inspected by Ofsted and described the school as 'good with outstanding features'. We are contiunally building on our successes and striving further. Last academic year our Foundation Stage assessments were moderated externally and the school received praise for its performance in this area.
Impact to date
The Key Stage 1 Teacher meets weekly with the Teaching Assistant to plan and assess work for Reception children therefore maintaining high standards. All staff are involved in observing the children and the Teaching Assistant keeps detailed records to describe each pupil's progress. Some Year 1 pupils work with Reception to reinforce phonic knowledge and the more able Reception pupils work alongside Year 1 pupils. The outdoor area is widely used and provides the pupils with an enhanced learning experience. Pupil targets are set regularly and shared with parents. Pupil progress is a shared process between school and home; standards are high.
Rationale / Start Point
As a Key Stage 2 teacher, the new Head teacher prioritised her involvement with key Stage 1 and the Early Years Foundation Stage. She worked closely with Key Stage1 staff: attending courses, setting staff meetings and working alongside School Improvement Officers to assess and plan for provision for the children. As a result of this work, staff are highly knowledgeable and effective and provision for all children is relevant and effective. The school works very closely with all stakeholders and prides itself on its close relationship with parents. The school enjoys a happy environment where quality learning takes place.
• Developed very good communication with feeder nurseries including the collection of relevant data on individual pupils
• Established good lines of communication with parents
• Introduced strategies to support pupils at each transition stage
• Developed excellent monitoring , assessment and reporting procedures for every child which progresses with the child through school
• Enhanced continuous provision for all pupils through the above
• Developed a new outdoor play area in which pupils can gain knowledge and understanding of the world and improve physical and numeracy skills
• Purchased equipment specifically to develop key skills
• Focused learning equally on boys and girls
• Begun to develop child-initiated learning
• Developed excellent planning mechanisms between all staff and between head teacher and staff
Sustainability and Further Development
The school has excellent procedures in place for monitoring, assessing and recording pupil progress and this is impacting strongly on standards in the school.
The school is developing further opportunities for pupils to initiate their own learning both within indoor and outdoor play.