Merlin School - Curriculum Policy
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Merlin School Curriculum Policy
Curriculum Policy
This document is also written with reference to:
• the Regulatory Requirements, Part 1, paragraph 2 (2) (a) to (j)
(curriculum) Regulations 2012
• This policy is written in compliance with:
• Keeping Children safe in Education 2015:Updated 09.2020
• The London Child Protection Procedures 2010 (4th Edition)
• Working together to Safeguard Children 2018.
• Safeguarding Children and Safer Recruitment in Education (SCSRE)(2007)
guidance
• Department for Education Guidance (DfE): Dealing with allegations of abuse
against teachers and other staff (August 2011)
• Prevent Duty Guidance 2015
• This policy complies with Regulation 3 paragraphs 7a) and b) of the
Education (Independent School Standards, England (Amendment)
Regulations 2012
• The policy on Child Protection is in accordance with Wandsworth Borough
Multi Agency Child Protection Procedures.
• Statutory Framework for Early Years Foundation Stage 2017 Ref: DFE-
00169-2017
• What to do if you’re worried a child is being abused – March 2015 DFE-
00124-2015
• National Curriculum 2013 updated 2014 – Maths, English and Science
• This policy applies to the whole school including the Early Years
Foundation Stage ({EYFS) and all teaching and support staff.
Policies & Documents that support the Curriculum Policy in school:
• Teaching and Learning Policy G&T Policy
• Assessment Policy Homework Policy
• SEN Travel & Trip Policy
• Subject Policies/Subject Schemes of Work
This policy is made available to parents, staff and pupils via the school
website and on request a copy may be obtained from the Office.This policy is subject to continuous monitoring, refinement and audit by the Headmistress. Due to COVID-19 there have been necessary adjustments to the curriculum to assess the children in the first few weeks of term and to make more time for reading, English and Maths throughout the term. For example, singing has been temporarily integrated into the Music lesson just during covid; indoor PE is now class time for assessment/reading. Year Heads are responsible for the day to day organisation of the curriculum and monitor the weekly lessons plans for their year group ensuring that all classes are taught the requirement of the schemes of work and that all lessons have appropriate learning objectives. Year Heads also review both the long term and medium term plans in their team and ensure that appropriate teaching strategies are used. It is intended that the constant review and development of the curriculum support enthusiastic and inspirational teaching which is at the core of Merlin School. The Headmistress monitors and reviews the curriculum planning on a termly basis and undertakes a formal annual review of this policy by no later than one year from the date shown below or earlier if significant changes in legislation or regularity requirements so require. Signed Date Policy reviewed: November 2020 Policy update: November 2021
The General Aims of the Curriculum
• To generate a passion for knowledge and learning
• To stimulate pupils to think for themselves
• To enable pupils to develop self-reliance, self-esteem and self
confidence
• To enable pupils to use leisure time enjoyably and profitably
• To promote health and fitness
• To develop an awareness of themselves as feeling part of a smaller
community that is part of a larger world
• To encourage the development of personal values based on loving,
caring, sharing, thanking and giving.
Aims of the Policy
We aim to provide a challenging and stimulating curriculum which
encourages an enthusiasm for learning, intellectual curiosity, creativity,
personal growth and development. The school provides an academically
challenging environment which is vibrant, happy, creative and stimulating.
Our teachers have high expectations but equally foster a nurturing
environment in order to promote pupil’s academic growth and to provide the
support they need in order to make excellent progress in their studies.
We are striving to allow pupils to achieve intellectual and creative breadth
and depth. We aim to encourage pupils so that they take pride in their work
and attain the highest levels of which he/she is capable. Pupils are
encouraged to have high expectations of themselves and to learn to work in
co-operation with one another. The curriculum underpins the fundamental
aims of the school; all children at Merlin School know that they are to ‘have
a go’.
The school encourages its pupils to develop intellectual independence and an
enduring love of learning for its own sake, equipping them for the challenges
of a rapidly changing world. The programmes of study at Merlin School
extends beyond the National Curriculum. They include not only the full
range of academic subjects but also a wide variety of physical and creative
experiences. Pupils benefit from opportunities to exercise initiative,
develop team-working skills, and participate in visits beyond the classroom.
The curriculum not only supports pupils’ academic progress but also fosters
in them awareness and understanding of a range of spiritual, moral, culturaland social issues. In this way, it promotes their development into compassionate, empathetic and confident individuals. Teachers should get to know the pupils well, becoming aware of any factors which may affect their learning, e.g. minor hearing problems. Moving around the class will let pupils feel they have had the teacher’s individual attention. An ethos should be established whereby a contribution from pupils is valued, with all achievements being celebrated and pupils being encouraged to become involved and to take risks with the articulation of ideas and suggestions. Constructive feedback should be given to pupils orally and in the marking of their work. Records of assessment, which indicate what each pupil has already achieved and their individual levels of understanding, are also kept. A stimulating teacher has to be interesting in their attitude and their responses, with a natural voice and a reassuring, calm manner. To be alert and not jumpy, on-watch all the times in order to read the children’s mood and steer appropriately – a bit of stimulation now, now something peaceful, now a surprise, now some laughter, now something solemn to think about. This requires concentration as well as planning; planning on its own does not work, concentration on its own does not work either. The skills of a good class teacher – making the right move at the right moment – are wonderfully well worth brushing up and used time and again when far from school. It is hard to think of a better opportunity to consider how extraordinary is the variety of human nature than through making friends with a class of children. The range of extra-curricular activities that the school organise enriches the experience of pupils. This includes the ‘hidden curriculum’ or what the pupils learn from the way they are treated and expected to behave. Children in the Upper School have the option of attending various after school activities ranging from Chess Club, Gymnastics, Ball Skills, Green Club, Drama, Sewing and Computer Club. These clubs vary from term to term but there is always a broad range available for the children to choose from. Children in Year 2 and 3 are also encouraged to join the school choir; no auditions necessary just enthusiasm, practices are held once a week
after lunch. The children work towards various performances including concerts to the parents and participation in local music festivals. Year 2’s and 3’s are also given the opportunity to represent the school in various sporting fixtures including football, hockey and cricket. The teams involve both girls and boys and provide for a range of abilities to participate. At Merlin School we offer a broad curriculum which is characterised by breadth, depth, differentiation and progression. English and Maths underpin the core curriculum teaching everyday in school and Science, PE/Games, French, ICT and Music are taught by specialist teachers with their own specific curriculums. Cross-curricular Topic teaching enables the History, Geography, ICT, D&T and Art to be delivered in a more imaginative and creative way. We aim to adopt a very practical approach to classroom learning where at all possible. In English and Maths this will involve lots of word games, snakes and ladders, counting games, perhaps games supporting concepts that will involve use of the playground. In all subject areas, this same rule applies. In lessons the children are always ‘making and doing’ the subject; they are taking an active role in it rather than being passive participants in teacher led, textbook driven, learning. Above all, we believe in making learning fun and engendering in young people a love of lifelong learning. Great attention is paid to the timetable to provide interest and pace. The success of our seriousness is gauges by the skip in our pupils’, the bounds with which they descend the stairs, the laughter and liveliness in the air, the inventiveness and discussion and energy in the classrooms and playground. Should a specialist subject e.g Music, Science, Computing, French be cancelled due to a class trip, external visitor, dress rehearsal, interviews etc it is at the absolute discretion of the specialist teacher as to whether the lesson will be rescheduled. We try to avoid cancelling Games and PE lessons – however in the event of extreme weather conditions this is sometimes necessary and Games and PE lessons are reorganised where possible on the school premises. e.g. ballroom/dining room/playground. On
such occasions, the PE/Games teacher can offer to supervise quiet reading as long as equipment doesn’t need to be moved from outside etc (not to cover normal class lessons). It is at the absolute discretion of the PE/Games teacher to reschedule any missed lessons if at all possible. Below we include pie charts showing the dedicated time to each subject per week, per year group. The timetable is constantly under review and is subject to changes in staff and staff responsibility.
Rec
Subject Hours
English 3.5
Maths 2.5 Reception - Hours per subject per
Science 0.5 week
Art 1
English Maths Science Art Music
Music 1
French PE Games ICT PSHE/RE
French 0.5
PE 0.5 Topic Reasoning Presentation Creative Play Quickies
Games 1
ICT 0.5
16%
PSHE/RE 1 23%
Topic 2.5 12%
7%
Reasoning 0 2% 2%
12% 5%
Presentation 0.5 0%
5%
Creative Play 1.5
5% 2% 5% 2% 2%
Quickies 5
21.5
Year 1
Subject Hours Year 1 - Hours per subject, per week
English 3.5
English Maths Science Art Music
Maths 3
French PE Games ICT PSHE/RE
Science 1
Topic Reasoning Presentation Creative Play Quickies
Art 1
Music 1
French 0.5
20% 16%
PE 1.5
0%
Games 1 2%
ICT 0.5 2% 14%
PSHE/RE 0.5
14%
Topic 3
4%
Reasoning 0.5
5% 7% 5%
Presentation 0.5 2% 5%
2% 2%
Creative Play 0
Quickies 4.5
22Year 2
Subject Hours
3.5
English
Maths 4.5
Year 2 - Hours per subject per week
Science 1 English Maths Science Art Music
Art 1 French PE Games ICT PSHE/RE
Music 1
Topic Reasoning Presentation Creative Play Quickies
French 0.5
PE 1
Games 1 20% 15%
2% 0%
ICT 1
2%
20%
PSHE/RE 0.5 11%
Topic 2.5
2%
Reasoning 0.5 5%
4%
Presentation 0.5 4% 4% 2% 4% 5%
Creative Play 0
Quickies 4.5
23
Year 3
Subject Hours
English 3.5
Maths 3.5 Year 3 - Hours per subject per week
Science 2
English Maths Science Art Music
Art 1
French PE Games ICT PSHE/RE
Music 0.5
Topic Reasoning Presentation Creative Play Quickies
French 0.5
PE 1 0%
Games 1 16%
2% 18%
ICT 1 2%
PSHE/RE 1 16%
11%
Topic 2.5 9%
Reasoning 0.5
4%
4% 5%
Presentation 0.5 4% 5% 2% 2%
Creative Play 0
Quickies 4
22.5Linguistic (including English & French): This area is concerned with developing pupils’ communication skills and increasing their command of language through listening, speaking, reading, writing and spelling, (including Merlin phonic spelling programme from Reception to Yr. 3). French is taught from the Reception onwards and is taught by specialist teachers. We successfully run language conversation clubs at Merlin on a termly basis. Mathematical This area helps pupils to make calculations, to understand and appreciate relationships and patterns in number and space and to develop their capacity to think logically and express themselves clearly. Their knowledge and understanding of mathematics is to be developed in a variety of ways, including practical activity, exploration and discussion. Scientific (including General Science which covers aspects of biology, chemistry and physics): This area is concerned with increasing pupils’ knowledge and understanding of nature, materials and forces and with developing the skills associated with science as a process of enquiry: for example, observing, forming hypotheses, conducting experiments and recording their findings. Technological (including Art, Design and ICT): Technological skills can include information and communication technology (ICT); developing, planning and communicating ideas; working with tools, equipment, materials and components to produce products which the pupils are proud of; and evaluating processes and products. Topic and SMSC (including Geography, History, Religious Studies & SMSC): This area is concerned with people and with their environment and how human action, now and in the past, has influenced events and conditions. In our school, the subjects of history and geography make a strong contribution to this area. PSHE develops the moral and social development of the children. Physical (including PE and an extra-curricular programme for the Upper School): This area aims to develop the pupils’ physical control and co- ordination as well as their tactical skills and imaginative responses, and to help them to evaluate and improve their performance. Pupils should also
acquire knowledge and understanding of the basic principles of fitness and health. Aesthetic and creative (including Art, Drama and Music): This area is concerned with the processes of making, composing and inventing. There are aesthetic and creating aspects of all subjects, but some make a particularly strong contribution, including ICT and the study of literature, because they call for personal, imaginative, and often practical, responses. We have specialist Music and specialist Drama teachers who teach from Yr. 1 to Year 3. Opportunities for visits from Drama groups and external agencies are planned as appropriate. Pupils are encouraged to demonstrate their learning in a variety of ways. We have termly musical/ drama events such as a carol concert, a Reception, Year 1 and Upper School drama productions, Music Festivals & concerts. We have a responsibility to adapt our teaching to ensure that all pupils are engaged in their learning, motivated and enabled to succeed. Teachers are expected to ensure that pupils who are experiencing difficulty or becoming demotivated are identified early and given necessary support, encouragement, guidance and, if necessary, different teaching styles and differentiated tasks. Involvement in all subject areas is based on academic suitability and appropriateness, regardless of gender, race, disability, religion or belief. In accordance with statutory requirements the School aims to make the curriculum accessible to all pupils as far as is reasonably practicable. The School has a policy for Special Educational Needs and Disabilities, and an Accessibility Plan which are available to parents on request. Standards of attainment We carry out data analysis in English and Maths each year and use this data to find out how well pupils in our school are achieving, compared with pupils against national standards. This and other data can help identify any groups of pupils who may be under performing or who are gifted and talented. (See Assessment policy for further details on this.)
The Learning Environment
It should be:
• Encouraging independence – tolerating and encouraging child initiative
• Accepting – encouraging acceptance of others’ ideas and opinions
before evaluating them;
• Complex – including a rich variety of resources, media, ideas, methods
and tasks
We believe that a purposeful and structured learning environment is
essential in promoting high standards. A positive caring environment and
culture will promote positive self-esteem and confidence. Organised
resources, displays of pupil’s work, stimulating materials and bright,
colourful language enriched and interactive displays all help to provide the
best possible environment for a child to learn in. We ensure that all tasks
and activities that the pupils perform are safe. When we plan to take pupils
out of school, we follow a strict set of procedures to ensure safety: where
applicable the venue is visited, risk assessments are completed, and various
permissions are obtained. Parents/guardians are informed, and their
permission obtained before the visit takes place.
Teaching assistants and other adult helpers are deployed as effectively as
possible. Sometimes they work with individual pupils and sometimes they
work with small groups.
Our school is an attractive learning environment. Pupil’s work is displayed
constantly over the year and Golden Galleries in each class, display
exceptional effort or piece of work. We believe that a stimulating
environment sets the climate for learning, and an exciting classroom
promotes independent use of resources and high-quality work by the pupils.
Differentiation
As a non-selective school our pupils have a wide range of ability across the
age groups and in addition to this English is often a second language.
Careful planning and differentiation is expected at Merlin, to make all
teaching and learning experiences enjoyable and challenging for children,
extending and supporting their individual strengths and needs.A curriculum that is differentiated for every pupil will: • Build on past achievements; • Present challenges to allow for more achievements; • Provide opportunities for success; and • Remove barriers to participation In general there are two forms of differentiation – that within the work of a single learner and that between pupils as they progress through the school. Pupils learn at different rates, have different areas of interest and different levels of motivation. It is unlikely that all pupils in the same class will be at the same level in particular areas of the curriculum. Similarly, it is unlikely that any one pupil will be at the same level in all parts of the programme of study. All classes will require an element of differentiation if the pupils are to meet all the learning outcomes. The following is a guide to how we attempt to achieve this, and to make tasks accessible to a whole range of pupils within a class. Adjusting Questions During large group discussion activities, teachers direct the higher level questions to pupils who can handle them and adjust questions accordingly for pupils with greater needs. All pupils are answering important questions that require them to think but the questions are targeted towards the pupil’s ability or readiness level. Language Considerations It can be misleading to assume that the language used by a teacher will be understood by all the class. Some pupils have very weak linguistic abilities with both receptive and expressive language problems. The may miscomprehend simple commands and appear to be lazy or stubborn, when in reality they just don’t understand the instructions. Bearing this in mind, the teacher needs to differentiate the language used, keeping it simple, again highlighting key words, and ask pupils to repeat the instructions of a given task in their own words.
Differences in learning styles (Visual, Auditory) The differences in learning styles are often linked to personality and emotional factors. Teachers should be aware of this wealth of individual differences within their teaching groups, and to maintain a flexible approach to teaching methods. A wide range of audio and visual resources is encouraged in order to create a greater variety within each lesson. Admittedly this is easier in some subjects than others. To differentiate effectively, teachers must recognise the differences in leaners and create learning opportunities for all these pupils. This requires activities in which pupils can learn at different rates, to different levels and employ a range of strategies. There are obvious ways in which the curriculum does need differentiation for some individuals. Pupils with visual impairment will require enlarged texts in addition to the presentation of the lesson through a variety of media. Hearing impaired pupils will need to sit in the best possible position to make use of residual hearing and see the teacher in order to lip-read. Differentiation can be tackled from several standpoints, for example by presenting and setting tasks at various levels of complexity. It can also be addressed by the way in which the children are expected to carry out tasks, the groupings, resources, and mechanisms for feedback by teachers and children. Enrichment opportunities All pupils in Yr. 2/3 have the opportunity to develop existing interests and nurture new ones through a variety of clubs and enrichment activities, which operate after school. These reflect the talents and interests of the staff and pupils. The extra-curricular clubs range from drama and chess, to gardening and band. Within the classroom, Topic teaching provides many opportunities to expand the children’s experiences by inviting relevant visitors in to share their areas of expertise with the children. Teachers are encouraged to arrange trips out to places of interest that will support the work they are doing in the classroom.
Gifted and Talented
Gifted and Talented pupils may suffer from a decline in focus and
motivation without some attention to differentiation. This can be
addressed, to some extent, by extending the existing curriculum and
setting more challenging homework assignments for these pupils. We aim to
encourage:
• Higher levels of thinking – setting tasks which involve logical
problems, critical thinking and problem solving
• Open-endedness – with highly able and motivated pupils sparking each
other in the task, with this sometimes being on a competitive and
sometimes on a cooperative basis (depending on the task and its
objectives)
• Variable pacing – allowing pupils to move through lower order thinking
more rapidly but allowing more time for children to respond fully on
higher order thinking tasks;
• Variety of learning processes – accommodating different pupil’s
learning styles;
• Debriefing – encouraging pupils to be aware of and able to articulate
their reasoning or conclusion to a problem or question;
• Freedom of choice – involving pupils in evaluation of choices of topics,
methods, products and environments;
• Grouping strategies – facilitating pupils to work with ‘like minds’ and
encouraging group interaction (see separate notes on ability
grouping).
Our separate Gifted and Talented Policy provides details of the provision
organised by the school in this area.
Organisation and planning
We have curriculum policies which give an overview of how the subject is
delivered from EYFS to Year 3. On top of that we have schemes of work
that give a more detailed, termly view of what is taught across the
different age groups. Teachers will have their own weekly plans which show
how they will be delivering the specific objectives from the schemes of
work. This applies to the following subjects: English, Maths, Science, ICT,
PE & Games, Music, French, RE and D&T. Art, History & Geography are
taught under the umbrella of termly Topic in school and as such are planned
slightly differently in the curriculum. An overview of the topics for theentire year is prepared by the class teacher and objectives are drawn from the 3 subject policies to form the curriculum that will be delivered for that topic that term. Close attention is paid to planning termly Topics to ensure that all objectives are covered throughout the year and are not unduly repeated. The half term planning sheet gives clear guidance on the objectives covered each half term. Weekly plans detail objectives, resources and teaching strategies that teachers write on a weekly basis. Half term planning sheets: These indicate WHEN the material will be delivered and are prepared on a half-termly basis from the Scheme of Work in response to individual group needs. They include teaching objectives and resources. Additionally we notify parents of upcoming topics at the start of each term via the class newsletter, as they may wish to prepare their child for the upcoming topics. Additionally we notify parents of forthcoming Topics at the start of each term via the class newsletter, so that they are aware of what their child will be focusing on in class and can also support this outside school if they so wish to. Weekly planning sheets: Short term plans are on a weekly basis which detail the learning objectives, strategies, activities and identify the resources we are going to use in the lesson. These plans are concerned with HOW material is taught and with the details of delivery. Teachers annotate the weekly plans with evaluations. When there is more than one class in a year group, weekly planning meetings are held to discuss the following week’s plans for English and Maths. Children from January in Reception, all the way through to Year 3 are streamed in ability groups in these subjects. Teachers teach the same objectives, and may use the same resources, however, they will select activities and approaches which are appropriate to their streamed group. We refer to the streamed groups as ‘Team Teaching’ at Merlin. When teaching we focus on motivating the pupils and building on their skills, knowledge and understanding of the curriculum, so that they reach the highest level of personal achievement.
Delivery of the Curriculum
Teachers have high personal expectations of their individual pupils and use
a range of teaching methods. Shared experience between teachers and
learners should be developed with the promotion of the view that learning is
enjoyable, stimulating, rewarding and confidence-building.
Various curricular areas reinforce and complement each other so that the
concepts, skills and attitudes developed in one area may be put to use and
provide insight in another, thus increasing pupils’ understanding, competence
and confidence.
Teachers seek constantly to maintain and improve good standards and to
assess expectations and achievements.
Homework - We recognise the importance and value of homework as an
extension and consolidation of classwork. We have a separate Homework
Policy. Homework assignments can be varied in line with the ability of the
pupil.
Transition Support - We ensure all pupils are prepared for their transition
into the next academic year and Key Stage. We have ‘move up’ morning at
the end of each year when pupils spend a session with their new teacher and
parents have the opportunity to meet with them after school.
Moving on to new schools
Pupils at Merlin School are supported in their preparation for formal
examinations or assessments at 7+ or 8+. These syllabus’ are taught and
the pupils receive informal interview practise prior to selection at their
chosen schools.
Communication with Parents and Guardians
We believe that parents and guardians have a fundamental role to play in
helping pupils to learn. We do all we can to inform parents and guardians
about what and how their pupils are learning by:
• holding year groups meetings for parents to explain the year
ahead for each year group including an overview of the curriculum
and how parents can support their child’s learning;• holding a formal parents’ evening in the Autumn term and Spring
term.
• LS and US present a Maths inset for parents in the Autumn term
• Head and Deputy hold a presentation for parents on Behaviour and
what to expect early in the Autumn term
• sending half termly letters and termly bulletins detailing Topics
and activities children have been studying through the weeks;
• class teachers send letters at the beginning of the term that
their child will be engaged in
• parents receive half termly reports in which we explain the
progress made by each child and indicate dhow the child can
improve further
• being available - we have an open door policy.
We believe that parents and guardians have the responsibility to support
their pupils and the school in implementing school policies. We would like
parents and guardians to:
• ensure that their child has the best attendance and punctuality
record possible;
• do their best to keep their child healthy and fit to attend school;
• inform the school if there are matters outside of school that are
likely to affect a child’s performance or behaviour at school;
• promote a positive attitude towards school, staff and learning in
general;
Pupils with Special Educational Needs and Disabilities (SEND)
Our curriculum is designed to provide access and opportunity for all pupils
in the Merlin School. We comply with the Special Education Needs Code of
Practice (2001), updated September 2014. If we think it necessary to adapt
the curriculum to meet the needs of individual pupils, then we do so only
after parents have been consulted. If a child has a special need, our school
complies with all legislative and best practice requirements to meet these
individual needs. If a child displays signs of having special needs, the
teacher makes an assessment of this need and in most instances is able to
provide resources and educational opportunities which meets the child’s
needs within the teaching group. Small groups or one to one sessions withthe SEN team are timetabled for those with needs identified as requiring additional support beyond the classroom. If a child’s need is more severe, consideration is given to involving appropriate external agencies. We always provide additional resources and support for pupils with learning difficulties and/or disabilities. This includes providing a Personal Learning Plan (PLP) which is reviewed formally on a termly basis and informally half termly. The provision in this respect is coordinated by the SENCO.
EYFS Curriculum Policy
• Merlin School wholeheartedly supports these mandatory changes to
the EYFS framework
• The EYFS aims to provide secure foundations of learning, equality of
opportunity, quality and consistency and establish working
partnerships between staff and parents
• The four Overarching Principles of the new EYFS are as follows:
1. Every child is a unique child, who is constantly learning and can
be resilient, capable, confident and self-assured
2. Children learn to be strong and independent through positive
relationships
3. Children learn and develop well in enabling environments, in
which their experiences respond to their individual needs and
there is a strong partnership between practitioners and
parents and / or carers
4. Children develop and learn in different ways and at different
rates. The framework covers the education and care of all
children in early years provision, including children with special
educational needs and disabilities.
• At Merlin, we value children as unique individuals and celebrate their
achievements, no matter how tiny they may be. (This is through ‘Star
of the Week’, stickers, golden gallery etc. – see Merlin behaviour
policy and section and Promoting Good Behaviour through Positive
Language in the EYFS-below).
• At Merlin, we endeavour to develop positive relationships with
children and families to encourage children to be strong and
independent. (There is plenty of opportunity for parent / carer and
teacher interaction – yellow reading record, at pick-up time in the
playground, scheduled appointments etc).
• At Merlin, we are committed to providing enabling environments and
we appreciate and support the different rates and styles of
children’s learning. (Teachers are expected to show differentiation
for all sessions on planning, and in practice. Small groups are run by
teachers or TAs to meet the needs of those in the EYFS needing
extra support or extension, and we teach differentiated group
sessions from the Spring term in English and Maths each week – we
call it ‘mix up Maths or English.’)What follows is a set of notes on how the different requirements of the
new EYFS framework will be met at Merlin. These notes are numbered as
they are in the Statutory Framework for the Revised EYFS Framework
2017 document, for ease of reference.
1.4 and 1.5 The Areas of Learning and Development
Merlin recognises the inter-connectivity of all areas of learning, especially
through topic teaching, which extends throughout the school. Merlin EYFS
therefore provides a fantastic foundation for and flavour of learning to
come, allowing children to develop their skills during their school journey.
Whilst we recognise that each area of learning could be applied to ‘lessons’
and exploratory sessions in many guises, for ease of comparing the Merlin
timetable to EYFS requirements, each area of learning will be broadly
delivered under the following Merlin headings (given in italics):
The Prime Areas
• Communication And Language – this underpins all teaching and
learning at Merlin, but specific sessions on Presentation in
Reception, as well as Circle Time, allow staff to focus on this
area in greater detail.
• Physical Development – children receive one outdoor PE lesson
per week, as well as an indoor Music and Movement session.
They also spend Wednesday afternoons at a local Games field,
and Thursday afternoons engage in Creative Play. These
sessions primarily foster gross motor control and co-
ordination, and fine motor skills are strengthened in Art,
Design and Technology, Handwriting and Creative Play as well
as in activities set up or the children during Reading lessons. .
• Personal, Social and Emotional Development – through RE and
Circle Time sessions, as well as some Topic lessons through
enduring , positive relationships formed with key workers,
Merlin aims to provide a nurturing and enabling environment for
children.
The Specific Areas
• Literacy – this is taught through on-going speaking and listening
sessions, as well as Presentation sessions, individual and group
Reading sessions, Handwriting, Creative Writing and Phonics
sessions. We refer to literacy lessons at Merlin as ‘English’
lessons.• Mathematics – Maths at Merlin is split into sessions covering
strands such as Numbers and the Number System, Shape, Space
and Measure and Calculation, Handling Data. Reasoning skills are
embedded into the Maths curriculum – please see schemes of work
for details.
• Understanding the World – this area of learning will be delivered
through Science, Computer Time, Circle Time, RE and Topic
sessions.
• Expressive Arts and Design – this area of learning will be split into
Art, Design & Technology, Music, Role Play, Creative Play and
Music and Movement as well as some Topic sessions.
NB.
• Please see Merlin Curriculum Policies for details about specific
subjects.
• All areas of leaning are also fostered through our indoor and outdoor
Creative Play sessions, and there are also opportunities for exploring
all 4 areas of learning during Quickies. (See Merlin Quickies policy).
1.7 Differentiation
Careful planning and differentiation is expected at Merlin, to make all
teaching and learning experiences enjoyable and challenging for children,
extending and supporting their individual strengths and needs.
Opportunities for teachers to discuss children’s progress with their
families occur daily, and specific parents’ evenings and written reports are
scheduled throughout the year, to ensure that staff have plenty of
opportunity to discuss any concerns about children’s progress in prime areas
of the curriculum. Weekly staff meetings are held, in which staff can relay
any developments in the learning journey of individuals to colleagues so that
a rounded provision can be made to accommodate the needs of individuals.
1.8 EAL / Speech and Language
Parents are asked to specify any EAL and / or language and communication
issues which may be relevant, before their child begins at Merlin. In the
first fortnight of term, teachers are required to complete a Merlin Baseline
Assessment of the children’s on-entry strengths and needs, involving an
initial assessment of speech and language development. We also assess the
children at this stage using the CEM Reception Baseline Assessment
programme. Should this, or further experience at school, reveal that there
are specific issues, teachers will discuss concerns with the children’s
families, and where appropriate, seek advice from relevant professionals.
The school currently has strong links with both private and NHS speechtherapists who visit the school to work with both individuals and small
groups of children. The learning Support Teacher runs a ‘social skills’ club
and an EAL club which takes place once weekly. The purpose of these clubs
is to support those children who experience difficulty with communication,
either through EAL issues, developmental issues, or shyness for example.
The sessions may focus on maintaining eye contact, using appropriate
vocabulary, or speaking in an audible voice for example, and are tailored to
the needs of the individuals in the group. Details of each session are
outlined in the plan and evaluated by the teacher who took the session.
1.9 Adult-Led and Child-Initiated Activities
To ensure a balanced provision for each area of learning, lessons are
timetabled for each Reception class. Some lessons will be child-led or led by
adults. By the end of the Spring term at the latest, children will be mostly
learning during adult-led sessions, in order to ensure smooth transition into
Merlin Year 1. However, throughout the Reception year, children will
continue to have free-play choices during quickies every day as well as
during Thursday afternoon Creative Play. During this session, which is held
outside whenever possible, children have access to a wide variety of
resources, rotated to represent each of the 7 areas of learning, and they
initiate all their own activities. Members of staff are on-hand to support or
extend play for learning as appropriate. The resources provided each week
are rotated to ensure a stimulating learning environment.
1.10 Effective Teaching and Learning
The three principles outlined in the Statutory EYFS Framework (playing and
exploring, active learning and creating and thinking critically) are all
incorporated in the Merlin motto of ‘have a go,’ as well as embedded in our
ethos for teaching and learning.
- The Merlin Ethos
The Merlin ethos is that children should be given encouragement to reach
their own fullest potential – academically, physically and emotionally – in a
happy atmosphere. Good manners and consideration for others are valued
and expected. European and global awareness is encouraged, especially
through class topics.
- The Merlin Mission Statement
Our Mission is to give the child a very broad and exciting education,
developing a thirst to learn. It is also to encourage the individual pupil to
become independent and to have a go within a supported environment.
1.11 Key Person Approach
Each Reception Class Teacher will take the role of Key Person for each child
in their class, supported by the team of teaching assistants. The Reception
Team 2017-2018 will be:Teachers:
Violet McConville – Head of Reception
Natalie Triay
Alice Bacon
Jess Ewart
Teaching Assistants:
Lolly Taylor
James Burr
Kasia Sikorska
Lindsay Lister
1.12 Staff Training and Development Needs
The Head teacher operates an on-going dialogue with staff in relation to
training and development needs, and The EYFS team check the Wandsworth
Training Directory each year to see which courses may be appropriate to
attend. The school also operates a comprehensive induction system for new
staff, and NQTs work closely with mentors, to ensure continuous support.
Staff who have attended external training sessions are encouraged to give
feedback at the whole staff meeting to share good practice.
2.1 and 2.2 Assessment
Children’s learning strengths and needs are constantly assessed at Merlin,
in the following ways:
• Initial, on-entry, comprehensive assessment across the 7 areas of
learning, with reference to the Early Learning Goals.
• Merlin Baseline Assessment
• CEM Reception Baseline Assessment
• Formative and summative assessment in the form of teacher
/assistant reflections and notes on pupil outcomes after specific
sessions - recorded in the Merlin EYFS tick list booklets used by
each class teacher.
• Teachers’ own self-evaluations (after certain sessions or series of
sessions) and team evaluations (discussed at planning meetings) aimed
at improving teaching and learning opportunities created.
• Ongoing observations of the children across the 7 areas of learning
recorded on the ipads for their profiles (2Simple, 2Build a Profile)
• Regular discussions, both informal and formal, between teachers,
parents and carers for staff to stay in touch with current pastoral
needs of each pupil.
• Standardised assessment are completed by the children towards the
end of the Summer term (please see assessment policy for details ofNfer assessments in Maths and Reasoning). This has been undertaken
to ease the transition between EYFS and Year 1, and to provide the
class teachers in year 1 with objective information about the pupils
they will receive, allowing them to plan appropriately for the new
Autumn term. See Merlin whole school assessment schedule and
policy for more details.
• Self-portraits which are completed every term by each child –
progress tracked.
• Writing assessments are completed each term (see Merlin writing
levels)
• Maths assessments are completed in January and repeated in July
2.3, 2.4 and 2.5 – Progress Check at Age 2
• Although the progress check at age two does not apply to us at
Merlin, its ethos is the same as ours regarding keeping parents as up-
to-date as possible with their children’s progress. We will continue to
ask parents to complete the Merlin ‘all about me’ form with their
child before he / she begins school with us, and to request a copy of
any relevant nursery reports about the child. We understand that we
must not specifically request a copy of the progress check outcomes,
but we hope that by requesting such information, we indicate to
parents that it would be very beneficial for us to know as much about
the child we are receiving as possible, allowing us to plan effectively
to support their strengths and needs.
2.6 – 2.10 Assessment at the end of the EYFS
• Merlin teachers will complete an EYFS profile for each child as
specified, drawing on all records kept on each child, as well as staff
knowledge, to do so. The Profile report will be handed to year one
teachers in the form of the profile evidence (recorded using
2Simple), the Merlin PPIF files, along with Merlin class teacher
reports, plus notes on the three characteristics of the child’s
learning, and will form the basis for handover discussion for class
teachers. Parents will be informed of the on-going collection of
EYFSP data, as well as how and when to discuss this with the class
teachers, during the initial Reception Parents Welcome Meeting in
September.
• Early Years Foundation Stage Profiles(See assessment paragraph above). EYFS profiles are compiled by class
teachers to highlight the progress made by each child in each of the 7
areas of learning. EYFS Profiles at Merlin consist of:
• the electronic profile (created using 2Simple, 2Build a Profile),
evidencing the children’s achievements towards the Early Learning
Goals and tracking the their progress against the Early Learning Year
profile.
• the academic subject folders (English, Maths, Topic, French,
Science)
• notes and observations made by the teacher or teaching assistant in
the EYFS checklist booklets - organised with different pages for
each Early Learning Goal (ELG)
• observations recorded in the yellow reading record
• any other anecdotal knowledge of the child that is discussed by
staff, parents or carers.
EYFS Profile Observations
Observations are recorded on ipads using the programme ‘2 Simple 2 Build a
Profile’. This is automatically backed up on to the website which only the
teachers have access to using a secure password.
It is hoped that teachers and assistants who record profile observations
will try as far as possible to capture the essence of the occasion they
witness, and the actual language used by the children. We hope that these
observations will be much richer than those recorded more quickly in the
EYFS checklist booklet, and that the ‘voice of the child’ will shine from the
page. Observations should reflect the sometimes unique knowledge that
teachers and teaching assistants can have of children, and therefore
provide an all-round picture of each individual child, highlighting their
strengths in each area of the EYFS.
Photographs and EYFS Profiles
• we take photographs for the purpose of recording a child or group of
children participating in activities or celebrating their achievements
for EYFS profiles to record their progression in the Early Years
Foundation Stage and other areas of the school. However, it is
essential that photographs are taken and stored appropriately to
safeguard the children in our care. Please see ‘Confidentiality section
on page 20
• When pupils join our school we ask parents to sign consent for
photographs and videos to be taken for such purposes.2.11 Information to be provided to the Local Authority
• Merlin agrees to participate in EYFSP moderation, and to report
profile results to Wandsworth LEA or the appropriate body.
Section 3 – Safeguarding and Welfare
Please refer to the relevant Merlin Whole School Policies for details of how
Reception, as well as the whole school, will meet the requirements for
Safeguarding and Welfare.
Risk Assessment
See Merlin whole -school risk assessment, as well as separate risk
assessments that have been carried out for EYFS children. See Merlin
EYFS Risk Assessment.Managing Behaviour in the Early Years Foundation Stage (EYFS): Including
Rewards, Sanctions and Promoting Good Behaviour through Positive
Language
Rewards
The following is a list of rewards given to children individually and
collectively at Merlin:
• Stickers – these are given out readily and frequently by all staff, for
reasons as diverse as super drawing, kindness in the playground,
excellent table manners or for ‘having a go’ at something new.
Stickers give a visual reminder of the verbal praise given to the child,
and act as a prompt for parents / carers / other teachers to ask ‘why
were you given that sticker?’ so that they can share and reinforce
the child’s achievement.
• Star of the week – one or two individuals are awarded this
certificate from each class each week, for diverse reasons, as shown
above. There should be no achievement too small to be celebrated in
this way, as even tiny steps forward can sometimes seem hard-earned
for children. Each child will receive one star of the week in the
Autumn term and then one other across the year.
• Marble jar – when the children in each class work together
successfully (by tidying up as a team, ALL trying hard with an
activity, or ALL having lovely manners during the register for
example), the teacher or teaching assistant may put marble(s) in a jar
clearly displayed in the classroom. When the jar is full, the children
have earned a reward such as an extra outside playtime, the chance
to watch a short cartoon, the chance to play with bubbles!etc).
• Raffle tickets are awarded in the playground for children who have
played nicely, followed rules and followed the playground rules.
These are collected by teachers and at the end of each half term one
ticket per class is chosen at random and that child wins a prize in
assembly.
Sanctions• Even though we practise positive behaviour management, there are
occasions where children begin or continue to act in anti-social ways.
• It is crucial that all staff remain calm when dealing with such
incidents and act fairly and consistently, in accordance with the
Merlin Behaviour Policy.
• Staff should consider the nature of the individual incidents before
deciding how to deal with them (always in accordance with the Merlin
behaviour policy however). For example, if a usually well-behaved
child is slightly disruptive, it may be because they are tired, need to
visit the lavatory or need a drink of water, rather than because they
are deliberately trying to be ‘naughty’. Staff should check with the
child that there is nothing they need to make them feel better
before speaking to them about their negative behaviour.
• For low-level disruption, teachers are asked to point out the
behaviour of a child who is doing the right thing (‘catch them doing
good’), rather than point out strongly that they are doing wrong. This
will hopefully lead the child to correct their own behaviour.
• If the negative behaviour continues, teachers are asked to give clear
feedback, for example – ‘Please remember to listen Johnny, as you
will not understand the game if you chat now!’ This ensures that the
child is aware of what the undesirable behaviour is, and its
consequences.
• If the negative behaviour still persists, staff should say clearly why
they are still upset – for example – ‘I am a little sad Johnny because
I have already asked you to join in with the game by not talking now,
and you are still talking. Please stop talking now.’
• Should the behaviour continue further, staff should say, for example,
‘Johnny, I have asked you twice already to stop talking. If you do
keep talking now, I will have to ask you to finish your work in another
Reception classroom – and I really don’t want to do that, please try
your best to stay here happily with us.’
• After two or three warnings of this type, if the behaviour still
continues, children should be taken calmly to another Reception class
by a member of staff, who should explain to the class teacher what
has happened, eg. ‘Sorry to disturb your lesson, but please may
Johnny finish his sentence in here, as he was finding it tricky to do
properly in our classroom?’ The child should then be settled as quicklyas possible in the new classroom, with a specific, short task to
complete. When the task is done, or after no more than ten minutes,
the class teacher should go to fetch the child, or the child can be
delivered back to their own classroom, and encouraged to reflect
briefly on their behaviour and apologise if suitable.
• For more serious behaviour such as biting, see Merlin Behaviour
Policy, how to use the Specific Incident book and how to inform
parents of incidents.
To Encourage Positive Behaviour in the EYFS we:
• model expected behaviour
• use our body language as well as our words
• share Circle Times to promote good behaviour (stories, kindness, songs &
role play) -see Merlin circle time policy
• use specific praise and stickers to reward positive behaviour
• share positive images to promote kindness and sharing (large SEAL
photographs etc.)
• encourage children to choose the right course of action
• ignore negative and attention seeking behaviour, as far as possible or
sensible
• promote responsibility and independence
• know our families well and encourage parents to contact us if they have
any concerns, just as we contact them to work together to overcome any
problems
• ensure communication with parents/carers is open, responsive and as
positive as possible whilst remaining honest
• point out and praise the positive behaviour of children, in the hope of
discouraging negative behaviour - ‘catch them doing good’ and to
encourage positive behaviour
Promoting Good Behaviour through Positive Language in the EYFS
It is expected that all staff members who work at Merlin School develop,
use and reinforce the following key skills:
1. Always use eye contact with children when you are speaking to and with
them.2. Always aim to get down to the child’s level before you start talking. Eye
contact is easier when you are at child height.
3. Always use eye contact with and amongst staff members working in the
same room. Eye contact is the first point of communication.
Communication is a two way process with a speaker and a listener,
ensure you have engaged your 'listener'.
4. Be aware of personal body language and the impression that it gives the
children. Crossing your arms makes you unapproachable and cuts you off
from spontaneous interactions with the children.
5. Move towards the child or any other person when communicating with
them, remember to respect the other person and child and move so that
your communications occur in the same space between you, not across
the room or table.
6. Use your words to guide the children’s actions, rather than
automatically offering your hand for them to take and then be guided
physically. The children in your care are independent beings and it is our
responsibility to promote this such as “we are going to the bathroom
together.” “We are going to the playground together.” Use the word
TOGETHER to emphasise a joint action to help the child with that
transition from one thing to another.
7. Where appropriate and safe, ignore negatives and praise positives – be
specific about praise. “Good sitting Clive.”
8. Eliminate the words “No” and “Don’t” as far as possible; use positive
phrases: “Please walk”, “At Merlin we sit on chairs”, “Please be gentle”,
“Let’s hold hands to keep safe.”
9. If you wish to promote a transition of the children i.e. from the work
cycle to stories or outside play, engage all the staff in this period so
that all the children are spoken to individually and told what is
happening, give warnings, use visual timers, set expectations , and praise
for achieving. “We are going out to play in five minutes. When you have
finished your work please put your pencils in the pot, and then you can
join us. We are putting our coats on first. Thank you for joining us.” This
ensures that the calm atmosphere remains. A raised adult’s voice or a
jolt within the cycle escalates volume across the areas.
It is not feasible to expect all children in this early 'ego-centric' phase of
development to share automatically, without direction at some stage. Ifthere is inappropriate behaviour i.e. throwing or pushing ask yourself some
simple questions first:
• Is it the throwing / pushing that the child is interested in?
• Is it to initiate contact with another child that this child wants?
With the answer you can then look at your practice and adapt it accordingly.
So in this instance create a safe throwing activity such as balls/ bean-bags
into a basket. When it is the action, label it first so that the child is aware
of what you are referring to. “Bobby, you are throwing. We can throw bean
bags/balls, let’s find a ball to throw.”
Then you can redirect that action in after a couple of sessions. “Bobby
would you like to throw?” “If you would like to throw, we do throwing over
here. I am going to show you where we can throw. This is how we throw
Bobby. You show me how you can throw the bean bag/ball. Throw the bean
bag/ ball into the basket. That is exactly how we throw the bean bag/ball.
Thank you for throwing the bean bag/ball into the basket.” (The content of
these redirections may be adjusted to support the needs of children with
different linguistic or emotional capabilities – the above example is
especially suitable for children who have just started Merlin School in
September).
You have in this instance:
• Identified the action and its requirement to be fulfilled by the child
• Given that action a name, a label so that the child can identify it for
himself
• Provided a safe way in which this need can be satisfied
• Guided the child to this place and demonstrated how it is done
• Empowered the child so that they can do this action whenever they would
like
• Praised the child for accomplishing the task
When these strategies are in place, as soon as you see the throwing of
something inappropriate, you just go back to the original question. 'Bobby
would you like to throw?' and start all over again.
If, it is the contact with the child that is required then demonstrating and
praising is the most simple approach, but one that requires constant re-
enforcing.
“Bobby, when we play with our friends we are gentle. This is how I play with
my friend gently” (Demonstrate soft stroking on your own hand). Can youYou can also read
