Pupils learn through a balance of child-initiated and adult-directed activities.  The timetable is carefully structured so that children have rigorous directed teaching in English, maths and phonics everyday with regular circle time sessions to focus on PSED.  These sessions are followed by group work where children work with a member of staff to develop their individual targets.  This focused group time means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning.  

Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas. The curriculum is planned in a cross-curricular way to enable all aspects of the children’s development including understanding the world and expressive art and design as well as to promote sustained thinking and active learning.

Reading is at the heart of our curriculum.  Children follow the rigorous and highly successful Pearson’s Bug Club Phonics and Early Reading program faithfully so that they meet good outcomes for reading with almost all children passing the Year One phonics screening.

We follow the White Rose Maths approach in Reception with an emphasis on studying key skills of number, calculation and shape so that pupils develop deep understanding and the acquisition of mathematical language.  Pupils learn through games and tasks using concrete manipulatives which are then rehearsed and applied to their own learning during exploration. These early mathematical experiences are carefully designed to help pupils remember the content they have been taught and to support them with integrating their new knowledge across the breadth of their experiences and into larger concepts.

Our inclusive approach means that all children learn together but we have a range of additional intervention and support to enhance and scaffold children who may not be reaching their potential or moving on children who are doing very well. This includes, for example, Talk Boost; nurture groups with some of our vulnerable children or additional ‘catch-up’ provision in Maths.  The characteristics of effective learning are viewed as an integral part of all areas of learning and are reflected in our observations of children.