Early Years Foundation Stage & Year One Transition 2021 2022 - All Saints ...
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Early Years Foundation Stage &
Year One Transition
2021 - 2022
Contents
Mission Statement 3
Our School & Parish 3
Ethos in Reception Class 4
Our Curriculum 5-7
Reading 7
Phonics 8
Launchpad for Literacy 9
Maths 10
Religious Education 11
Continuous Provision 12
Learning Journals 13
Transition to Reception 13
Extra-Curricular Activities 14
Transition to Year One 14
Ethos in Year One 14 – 15
The Year One Curriculum 16
Maths 16
Reading & Phonics 17 – 19
Religious Education 19
The Wider Curriculum 20
Special Educational Needs & Disabilities 21
Communication with Parents 21
Please read alongside our School Brochure & Wider School Curriculum Document
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Our Mission Statement
The Mission of All Saints’ School and our logo was developed by pupils in November 2017 and
decided upon by voting which took place in school, at home and in the parish. We are very proud of
our Mission Statement – it is at the heart of everything we do here. Our Mission Statement is:
As unique children of God we:
aspire not to have more but to be more.
To:
Love Christ
Listen to Christ
Learn from Christ
The school aims to:
*bring young people to their full and unique potential as children of God in a supportive and
caring environment
*develop the whole child – spiritually, intellectually, morally, physically, socially and emotionally
*provide an excellent quality of education which is inspired by the values of the Gospel in which
our children will feel valued and cherished
*ensure that the children’s experience of interactions and friendships within the school have a
formative and significant influence on their understanding of relationships
*foster in our children the qualities of self-esteem, justice, honesty and respect for other people
and cultures
*provide an atmosphere of warmth, care and justice in which children, parents, staff, governors
and visitors are welcomed, accepted and affirmed
Our School
All Saints’ opened on 1st May 1905 and over the years it has been
altered and extended. We now have seven classrooms, a hall, a
library, an outdoor classroom, one playground, a multi-use games
area and a sports field. A pavilion has been built to further extend
outdoor learning and we aim to further develop the outdoor space
in the future.
Our Parish
The Parish of All Saints’ incorporates Lanchester and Burnhope. Fr. Cornelius O’Connor is our Parish
Priest. Here at All Saints’, we realise that we are very fortunate to be so close to our Parish Church
and we believe that the school is an important part of the life of the Parish and that the Parish is
equally important in the life of the school.
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Our Ethos in Reception Class
In All Saints’ Reception class we strongly believe in combining the very best of Early Years’ practice,
methodologies and pedagogies to create our very own holistic approach to educating our pupils.
Children are welcomed into our school family in a calm and nurturing environment and are
encouraged to develop their learning creatively and independently in our EYFS setting.
We naturally implement many mindfulness and resilience strategies into our daily routines. Circle
time, class liturgies, activities taken from Relax Kids, clear expectations and high quality role models
all help to develop children’s confidence, independence and maintain their mental health. Our
school values are deeply embedded in day to day school life and help the children to feel safe and
part of a family. Our Year Six children take great pride in welcoming new starters to All Saints’
School via our ‘buddy system’. This system really strengthens the family feel and allows our
youngest children to grow in confidence with help of their new ‘special friend’. This relationship
continues throughout their first year and is such a unique and special opportunity for both the
youngest and the eldest pupils in school.
From their first day in school, the children are assigned to their House group. We have four houses
based upon the lives of four Northern Saints: (Aidan, Hilde, Cuthbert and Bede) identified by the
colours green, red, blue and yellow. Following our whole school visit to Durham Cathedral to learn
more about the Northern Saints for All Saints’ Feast Day, we assigned a value to each house based
upon the virtues of each saint:
St. Aidan – All Saints’ House of Perseverance
St. Hilde – All Saints’ House of Peace
St. Cuthbert – All Saints’ House of Wisdom
St. Bede – All Saints’ House of Learning
Points are awarded for work, attitude and behaviour and the team totals are updated each week,
with the winning team being presented with a cup during our celebration assembly. At the end of a
term, the winning house receives a small prize. Various events happen during the school year
where the school is separated into house groups for the day.
Our school ethos and certainly the ethos of our Reception class is based around embedding
concepts long term for children using our various teaching methods, trusting relationships and a
stimulating classroom environment. Children are used to the repetition of various skills throughout
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the day, whether it be counting the fruit at snack time or blending sounds whilst waiting for
everyone to gather for a home time story. Constant consolidation is key. Providing opportunities for
children to engage in these skills in all learning areas of the classroom is another way of deepening
children’s knowledge and building really strong foundations for learning.
The Curriculum in Reception Class
Our curriculum is designed to create a happy and productive work environment. Everything is
thought about carefully, from a cheerful welcome into school to the calm daily routine, to the
opportunities for both guided and independent learning. Our half termly themes are a careful
balance of child led topics and adult led learning opportunities. We fully appreciate that we are the
building blocks for each individual’s school career and dedicate our time to developing positive
attitudes to learning.
Our day is a mix of shorter adult-led learning and longer child-led sessions that, when combined,
foster the characteristics of effective learning. Our children’s experiences are planned to offer
opportunities to develop their skills in a coherent sequence. Black Pen Writing is an example of this.
With a ‘special’ black pen, and portfolio, children begin the year by representing stories pictorially
and slowly introduce their knowledge of letters and sounds until they are able to write their own
version of the story by the end of the Summer Term. Despite finding this forward planning useful
when trying to optimise every child’s opportunity we also benefit from ‘child led planning’. The
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Early Years staff thrive on listening to the children’s interests through observations and responding
by providing further resources and opportunities to extend learning through exploration and play.
Our curriculum is based around challenge. We aim to provide children with opportunities that are
met with the highest levels of engagement. Witnessing these ‘eureka’ moments and seeing our
children shine inspires us to help them to reach their potential. Children are encouraged to meet
these aims and to develop their own passions at the same time. We hope that this provides children
with a sense of competence and the desire to match our high expectations.
The curriculum of the Early Years Foundation Stage underpins all future learning by supporting,
fostering, promoting and developing the children’s:
Personal, Social & We promote an inclusive ethos and provide opportunities for each
child to become a valued member of the class and school community
Emotional
so that they develop a strong and positive self-image.
Development
Communication & Through role play, small world play, puppets, storytelling, group play
both indoors and out, and Show and Tell times, children practise and
Language
extend their communication skills and widen the range of their
vocabulary.
Physical Development A combination of informal play in the outdoor area and formal PE
lessons provide opportunities for each child to develop gross motor
skills and increase their understanding of how their bodies work. Fine
motor skills are promoted throughout the continuous provision.
Literacy In an atmosphere rich in text in many different contexts, the children
explore, enjoy and learn to use words. At All Saints’ Primary School we
follow the Letters and Sounds teaching document and teach letters
through a fun playful approach.
Mathematics Indoors and outdoors, the children have a broad range of opportunities
to develop key mathematical skills. The exploration of ideas in
situations that are meaningful to them which enable the children to
develop their mathematical understanding.
Understanding the A challenging and stimulating classroom environment provides the
children with many opportunities to explore new things, solve
World
problems, make decisions, experiment, predict, plan and question the
world in which they live.
Expressive Arts & Children are encouraged to express their thoughts, feelings and ideas
through a variety of art, design and technology, movement, dance and
Design
imaginative role play activities.
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Fostering a Love of Reading
Developing a love of reading and the ability to communicate clearly is at the heart of our Reception
Class. Our passion and enthusiasm are shared with our parents through regular communication via
home-school readers. Our phonics teaching is logical and rigorous. Phonics is only a small part of
how we nurture a love of reading. Our classroom is full of high-quality texts for the children to
access in their independent learning, often inside and outside. The children’s individual reading
books are carefully matched to their phonic ability and aim to spark both enthusiasm and pride in
their developing ability. The reading journal that accompanies the children’s reading books
strengthens our home school partnership through the written communication between parent and
teacher. High frequency words are taught through fun and imaginative games, both using
technology and concrete resources. Our curriculum is taught most weeks through a book.
Furthermore, we enjoy sharing a book weekly with the class. This use of repetitive language and the
familiarisation of so many texts, both fiction and non-fiction, have proven to inspire a love of
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language in the children. Daily reading aloud by the teacher is important in modelling reading
strategies, displaying reading for fun and gives the group an opportunity to discuss the text in
guided reading sessions. Children are also welcome to bring their favourite books in from home to
share with the group and we visit the school and community library regularly. Children’s work is
often compiled into a class book that is bound and displayed in the reading corner for children to
enjoy and take pride in.
Phonics
As soon as the children start their journey at All Saints’ in the Reception Year, our phonics
programme is followed. We deliver high quality phonics
using segmentation and blending based on synthetic
phonics. This is in place to improve children’s
Communication, Language and Literacy Development and
provides children with basic skills in reading and spelling.
The programme is split into six phases; Phase One
designed to develop speaking and listening skills, up to
Phase Six where children begin ‘reading to learn’ rather
than learning to read. Generally, children complete Phases
One, Two and Three during Reception and begin working
in Phase Four. They complete Phases Four and Five during
Year One before consolidating Phase Five and completing
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Phase Six in Year Two Phonics plays an integral part in our day and is woven into almost everything
we do, consolidating the children’s knowledge through conversation, games and learning.
Launchpad for Literacy
Our Early Years and our Key Stage One classes are currently using an approach called ‘Launchpad for
Literacy’ in order to assess literacy readiness, speech and language, SEND/and general progression.
It is an excellent tool to use when looking at what children can do and what their next steps should
be, encouraging moving forward in a targeted and systematic manner. Our targeted good practice
and quality interactions are underpinned by an in-depth knowledge of progressive next steps and
the gaps that need to be filled. Our interactions have many areas of focus, including:
•building interaction, listening and engagement and/or two-way communication;
•turn-taking, facilitating two-way interactions or interactions between peers;
•verb vocabulary;
•using language to ask;
•vocabulary expansion and semantic links (words that go together);
•developing key concept vocabulary which will be required for literacy acquisition (e.g.
beginning, middle, end, etc.);
•building understanding by considering the amount of language used with different
children;
•sentence skills such as using pronouns, past tense verbs or linking sentences together
with conjunctions (and, so, because, etc.).
Observations, group work, social conversations and child-initiated learning are all perfect
opportunities to help language skills to evolve and to get a good grasp on what each individual child
is already competent with. This increased awareness of developmental sequences and children’s
current skill levels allows for a strong Early Years practice across all areas of the curriculum and
ensures constant high quality language exchange between staff and pupils.
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Maths
In Reception, the children are beginning to get to grips with the ideas of numbers and calculations.
Children work with numbers every day, in a range of different ways including the use of familiar
objects. We are careful to link numbers to topic work. For example, if they are learning about
dinosaurs, they could be counting dinosaur teeth on a necklace or measuring the length of a
diplodocus on the school yard. Children are encouraged to be curious and to explore numbers.
Together we play number games, sing counting songs, make models and use the role-play area, as
well as exploring the ideas of addition and subtraction. It is so important for children to see just how
much maths is used in everyday life and to feel confident when tackling maths challenges.
10 | P a g eReligious Education
As a catholic school, Religious Education is at the core of our curriculum as well as everyday life at
All Saints’. We follow the ‘Come and See’ programme in all Key Stages including EYFS. Great
importance is placed on providing opportunities for everyone within the school community to
continue their personal faith journey. During the school year there are many opportunities for the
children to take part in worship and prayer through liturgies, assemblies, Mass, liturgical dance,
collective worship and other celebrations. RE comes in many forms in Reception Class. We
particularly enjoy exploring the gospels through role play and storytelling.
11 | P a g eContinuous Provision
The purpose of our continuous provision is to offer our children a constant environment that is safe
for them to explore whilst also challenging their learning. This, we feel, is a vital part of our
classroom practice and is so important in supporting our children’s development. It is through
accessing our continuous provision that children are able to demonstrate the characteristics of
effective learning and display their own individual learning styles.
Children often return to activities either later in the day or later in the week to explore what they
might change, improve or add to their work. For example, our models in the ‘model gallery’ rarely
remain the same, whether it be alterations to the model itself or the label that accompanies the
creation. This early form of ‘evaluation’ is a great way to extend learning and to broaden thinking.
Continuous provision also allows children to make choices and initiate play without interaction with
an adult, giving them confidence and independence which in our opinion is invaluable.
Our continuous provision is set up to be a familiar space for the children to access, both indoors and
outdoors. The areas develop alongside the children’s learning, meaning it is always there to provide
challenge and to inspire children to be curious, creative and to pursue their individual interests.
Our children have continuous free flow access to the outdoors. This is something we value greatly,
regardless of all except the worst of weather. Children gain enormous benefits from learning
outdoors - being outside allows them to move around without many of the restrictions of being
inside. Come rain or shine, our children have access to a wide range of large-scale construction,
gross motor equipment, an enormous mud pit, water, bikes, a planting area, music wall, mud
kitchen and fresh air!
12 | P a g eLearning Journals
Our Learning Journals are a method by which we both document and celebrate our children’s
journey through the Reception Year. These very special books contain observations, independent
work, artwork, photographs and lots of other evidence. Our journals go home every half term for
families to look at and to add to. We actively encourage parents/carers to annotate our evidence
with their own views and opinions. It is lovely to be able to share what the children have been
getting up to. The journals also let our families know about upcoming topics and allow them to
express to us any interests their children might have outside of school.
Transition to All Saints’
School Visit
Children have three opportunities to visit our lovely school and meet their classroom staff and new
friends before starting school.
Welcome Meeting
All parents and children are invited to a welcome meeting the term before their child starts school.
Parents/carers and pupils have the opportunity to meet many members of staff, become familiar
with the school site (toilets, dining room, canteen etc.) and spend some time exploring the many
areas of continuous provision in the classroom.
Nursery visits
All children are visited by the Reception Teacher in their nursery setting. Professional dialogue
between the Reception and Nursery teacher allows for a greater understanding of the child and
their family.
Parent & Child Welcome Meeting
This takes place at the beginning of the new school year. Parents are invited into school to hear
Mrs. Stephenson, the Head Teacher, speak for a short while about the school aims, past successes
and vision for the future. You then have the opportunity to join your child in their classroom to
listen to the teacher talk about the routines and expectations for the following year.
At all times, parents are welcome to ask questions!
13 | P a g eWelcome Liturgy
Your child’s life in All Saints’ begins with a Welcome Liturgy led by Year Six. It is a chance for you to
meet their buddies and see the class together, as part of our school. It is always a wonderful
worship and a very special moment in your child’s journey with us.
Extra-Curricular Activities
We offer a range of activities throughout the year that encourage collaboration between child,
school and parents/carers. Our home/school agreement begins our journey together. We regularly
communicate through both Reading Journals and Learning Journals. Our class blog allows a weekly
insight into the activities that the children have been enjoying as does our school Twitter page. The
children really enjoy producing class assemblies for their families and the rest of the school to
enjoy; it is a pleasure to show off their hard work. Reception class are able to share their work and
classroom activities with their parents/carers on our termly ‘Welcome Wednesdays’. We love
having you into school to experience what your child gets up to day to day.
Transition to Year One
We spend a lot of time together as a school, celebrating and learning. For example, worships,
masses, productions and celebration assemblies are attended by the whole school. In addition to
this, there are many opportunities throughout the year when classes and year groups collaborate
together. Our infant children, Reception, Year One and Year Two, enjoy break times and lunchtimes
together. Due to this, the children at All Saints’ are familiar and comfortable with the pupils and
adults in other classes.
Before the end of the summer term, each class has the opportunity to spend two afternoons in
their new classroom with their new staff members. Often, this will be a chance for the children to
become familiar with their new staffing team and to complete some creative work which will be
used again in the new school year.
Our Ethos in Year One
Year One is a very unique year group as the curriculum is transformed from being based on the
Early Years Foundation Stage in Reception to the first year of learning under the National
Curriculum. The transition from Reception to Year One has to be implemented with the children in
mind, catering to their current level of development: some children are not fully ready for a formal
environment at the beginning of Year One therefore the Year One classroom environment,
equipment available and approach to working develops over the year. Throughout Year One, our
pupils build upon a wide range of knowledge, skills and competencies whilst practising and applying
what they have learned in Reception class. We would like our children in Year One to become
14 | P a g eincreasingly independent, resilient, confident and self-assured. Similar to our Reception classroom
environment, all teaching and learning is based around the fundamental values of positive
relationships, high quality language and communication, an enabling classroom and outdoor
environment, and encouragement for all children to develop their unique gifts and talents.
15 | P a g eThe Year One Curriculum
The Year One curriculum involves adult-led learning, adult-initiated learning and child-initiated play.
Adult-led learning: can be whole class, small group or individual. Learning is developed through
questioning, reasoning, suggestions, exploration.
Adult-initiated learning: instigated by an adult with a clear learning focus but children access
activities independently. Tasks are purposeful and are designed to allow children to make links.
Child-initiated learning: at times in Year One, children are able to access the classroom
environment based upon their own interests and spirit of enquiry. The work produced from child-
based learning is acknowledged and celebrated in a number of ways including via class blogs,
individual Learning Journals, presentations to the class and via photographs. A stimulating and well
thought out environment which links to our Year One Curriculum Progression Document is available
for all children to access.
In autumn term, adult-led, adult-initiated and child-based learning is interwoven. There are more
opportunities for formal working throughout the spring term and into the summer term in
preparation for the Year Two curriculum. Children have a short whole class input for both English
and Maths (10-15mins). There will be a mixture of ability levels present and the focus of this time
will be to share ideas or view a stimulus. After the main ‘input’ the teacher will work with a focus
group. These groups will vary in size and length depending upon the activity. Sometimes it will be a
mixture of abilities and, at other times, it will be children of a similar level. During this time you will
see many of the same things you would see in a traditional whole class session: teachers will model
on the board and children may respond using whiteboards/resources on the table and/or orally.
The children will then begin to work independently and the teacher will support where necessary.
Constant feedback is given to the children so they are able to correct errors there and then and
move forward with their learning. The teacher will aim to work with half of the class in one day for
each subject. The children who are not working with the teacher may be accessing the adult led
learning, often supported by the Teaching Assistant, adult initiated learning or accessing the
classroom environment independently using resources that will help consolidate or extend learning.
Maths
Each day, children will have a maths session. Over the course of two weeks in autumn, each child
will alternate between five sessions which are adult-led and five sessions which are adult-initiated.
As pupils move throughout spring to summer term, they will gradually have more adult-led sessions
in preparation for Year Two. Mathematics in Year One consists of lots of concrete and pictorial work
and there is a heavy reliance on the use of mathematical vocabulary. There are also opportunities
for pupils to explore maths in the classroom environment.
16 | P a g eReading & Phonics
Following on from phonics in Reception class, Year One continue daily, systematic phonics sessions.
Children revise phase three and move through phases four and five throughout the year. The
children’s reading books are matched closely to their phonics progression and there are a number
of times for the children to apply their knowledge throughout the day including during English
lessons, as part of the wider curriculum and when exploring the wider classroom environment as
part of their child-initiated learning. Our guided reading sessions focus upon developing specific
literacy skills.
Developing the children’s love of reading continues to be a crucial element of the earliest years at
All Saints’. English sessions are developed around a book and the children also read a different story
book each day spanning the course of a week. Essentially, certain books are chosen per half-term
with one book being read every day for a week and so on, for the half term weeks. By repeating
each story five times we are creating ‘sticky knowledge’ for the children. The story becomes
familiar, embedded. The archetypal characters and story tropes become second nature and as a
result the children’s repertoire is expanded as evidenced in their writing and their understanding of
similar stories during their reading lessons. By using this method, we can guarantee that by the time
our children leave KS1 they have been exposed to over 120 high quality stories from a range of
authors, covering a range of traditional tales, cultural and social issues.
Reception Weekly Year One Weekly Year Two
Story Choices Story Choices Weekly Story Choices
And Tango Makes Three by Justin Dear Teacher by Amy Husband Show and Tell by Rob
Richardson Biddulph
But Why Can't I? by Sue Graves
Amazing Grace by Mary Hoffman & Desideria Guicciardini Here was Samuel Pepys by
& Caroline Binch Paul Harrison
The Name Jar by Yangsook Choi
The Mega Magic Hair Swap! by Billie the Bus and the Great
Ladybird Favourite Stories
Rochelle Humes & Rachel Tour of London by Trevor
(Classic, traditional tales) by
Suzanne Ladybird Hawes
Amazing by Steve Antony I am Enough by Grace Byers
Your Heart and Lungs (Science
The Ghanaian Goldilocks by Dr. in Action) by Sally Hewitt Man On the Moon by Simon
Tamara Pizzoli Bartram
The Growing Story by Ruth
We’re Going on a Lion Hunt by Krauss & Helen Oxenbury Grace Darling by Christine
David Axtell Moorcroft
Secrets of Winter by Carron
The Gruffalo by Julia Donaldson Brown & Georgina Tee St. Bede
Open Very Carefully by Nick Where the Poppies Now Grow Pudsey’s Great Fundraiser by
by Hilary Robinson and Martin
17 | P a g eBromley Impey the BBC
Room on the Broom by Julia Is it Because? by Tony Ross Greta and the Giants by Zoe
Donaldson Tucker
Tree: Seasons Come, Seasons
Spinderella by Julia Donaldson Go by Patricia Hegarty & Britta Inspector Brunswick and the
Teckentrup Case of the Missing Eyebrow
Pete the Cat: I Love My White
by Chris Lamsam & Angela
Shoes by Eric Litwin Have You Seen My Dragon? by
Keoghan
Steve Light
The Very Hungry Caterpillar by
Three Wise Women by Mary
Eric Carle The Crayons' Christmas by Drew
Hoffmann
Daywalt & Oliver Jeffers
The Colour Monster by Anna
The True Story of the Little
Llenas Silent Night by Lara Hawthorne
Pigs by Jon Scieszka
Ten Black Dots by Donald Crews Questions and Answers About
The Highway Rat by Julia
Weather by Katie Daynes &
Mr Big by Ed Vere Donaldson
Marie-Eve Tremblay
Jasper’s Beanstalk by Nick A First Poetry Book by Pie
Toys Around the World by
Butterworth Corbett
Joanna Brundle
Funny Bones by Mark and Janet The Magic Paintbrush by Julia
Toys and Games by Sally Hewitt
Allberg Donaldson
First Poems by Julia Ecclestone A Great Big Cuddle: Poems for Fruits: a Caribbean counting
poem by Valery Bloom &
Supertato by Paul Linnet & Sue the Very Young by Michael David Axtell
Hendra
Rosen Oliver’s Vegebables by Alison
Li's Chinese New Year by Fang Bartlett & Vivian French
Wang & Jennifer Corfield One World Many Colours by
Ben Lerwill The Twits by Roald Dahl
The Journey Home by Frann
Preston Gannon Making Friends by Deborah The Lion & the Unicorn by
Chancellor & Elif Balta Parks Shirley Hughes
The Squirrel’s Busy Year by
Martin Jenkins Almost Anything by Sophie Don’t Look in this Book by
Henn Samuel Langley-Swain
Quacky, Quack-quack by Ian
Whybrow The Secret of Black Rock by Joe Mr Majeika by Humphrey
Todd-Stanton Carpenter
Good Girl, Gracie Grawler by
Hilda Offen A Journey Through: Space by The Pirates Next Door by
Steve Parker & John Haslam Jonny Duddle
Robots by Clive Gifford
Little People, Big Dreams Series Somebody Swallowed Stanley
by Sarah Roberts & Hannah
18 | P a g eHoot and Peep by Lita Judge Peck
A Squash and A Squeeze by Julia
Donaldson Rosa Parks: My First Rosa Parks:
Snow White and the Seven 7 (Little People, Big Dreams) by
Dwarves
Lisbeth Kaiser
Scaredy Squirrel by Melanie Watt
Beautiful Oops by Barney The Tale of Three Trees by
Saltzberg Angela Elwell Hunt
Where’s My Teddy? by Jez The Easter Story by Brian
Alborough Wildsmith
The Dinosaur Who Pooped a Jim and the Beanstalk by
Planet by Tom Fletcher Raymond Briggs
Not A Stick by Antoinette Portis
Ten Seeds by Ruth Brown
The Lion Inside by Rachel Bright
Secrets of the Vegetable Garden
First Atlas by Phillip Steele by Carron Brown
See Inside Castles by Katie
Daynes & David Hancock
Small Knight and George and
the Royal Chocolate Cake by
Ronda Armitage & Arthur
Robins
Your Fantastic Elastic Brain by
JoAnn Deak & Sarah Ackerley
Thank Goodness for Bob by
Matthew Morgan & Gabriel
Alborozo
Ready Steady Mo! by Mo Farah
and Kes Gray
Poems Out Loud! First Poems to
Read and Perform by Ladybird
How Many Spots Has a Cheetah
Got? by Steve Martin & Amber
Davenport
19 | P a g eReligious Education
For Religious Education, we continue to follow ‘Come and See’ in Year One and throughout the
school. We follow the ‘Journey in Love’ scheme for our Relationships Education. Our R.E. scheme
continues to introduce the children to the themes of the Domestic Church, the Sacraments, the
Universal Church and World Faiths. The process for delivering the topics in ‘Come and See’ has
three stages – ‘Explore’, ‘Reveal’ and ‘Respond’.
The Wider Curriculum
In Year One, all of the National Curriculum subjects are taught discretely. Many are linked up via the
use of topics. We encourage the use of visitors where possible and utilise our local area for
educational visits. During many Foundation Subjects, there is an opportunity for child-initiated
learning and exploration. In all areas of the Year One curriculum, we encourage independence,
cooperation, responsibility, enquiry skills, creativity, problem solving and organisation. Below are
some examples of the areas in our Year One classroom that the children can access independently
when they have allocated time.
Reading Reading books; story sacks; puppets; phonic games; comfortable seating;
book reviews available.
Writing Magnetic letters; sound cards; selling/tricky word games; variety of paper
and writing equipment; writing frames; story dice; character, setting,
problems dice; recordable whiteboards
Maths Number lines; 100 grid; ‘magic number’ charts; clocks; money; maths
games; 2D and 3D shapes; 10 frames; bead strings; base 10; numicon;
arrow cards.
R.E. Bibles; role play equipment.
Science Labels; animals grouped differently throughout the year; a range of
materials; non-fiction books; thermometer; images; puzzles.
Geography Maps; globes; atlases; jig saws; flags; blank writing frames.
History Timelines; topic words and questions.
Design Technology/ Books; junk modelling materials; blocks; range of fabrics; materials.
Art
ICT E safety; ipads; laptops; beebots.
Physical Activity Outdoor classroom
20 | P a g eSpecial Educational Needs and Disabilities
All children are entitled to a broad, balanced, relevant and differentiated curriculum. When
children experience temporary or long-term difficulties for a variety of reasons and need help over
and above what most others require, they have Special Educational Needs. Provision for Special
Educational Needs and Disabilities (SEND) covers all learning difficulties, whether physical,
intellectual or emotional. A child’s problem may range from severe and complex to relatively minor
or temporary.
Children with SEND receive individual or group programmes of learning to supplement their
classroom shared experiences. The Special Education Needs Co-ordinator (SENCO), Mrs. Bryant,
along with the governor responsible for Special Educational Needs & Disabilities (Mrs. Dunn) helps
to arrange and monitor the intervention and Special Educational Needs provision within the school.
We believe that the help of parents is particularly important in supporting the progress made by
each child and we will consult and work closely with them every step of the way.
Communication with Parents
We believe that all parents and carers have a crucial role to play in the education of their child. It is
not only a priority for us to build a relationship with our pupils but with their whole families too.
There are a number of ways we develop our successful home/school partnership. There are many
opportunities to get involved with school life for example, helping out with an extra-curricular club,
attending class assemblies and masses, coming in for specific events such as Welcome Wednesday,
Health Week and fundraisers.
We hope this brochure has given you a glimpse into life in the year groups for our youngest pupils I
school. If you would like to find out more, please do not hesistate to get in touch!
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