If children are to perform well at school and to achieve their potential then they must be happy in their working environment. Each child is an individual and we aim to encourage and develop their strengths whilst nurturing and supporting their weaknesses. Success develops confidence and self-esteem. We aim to motivate our children to progress, achieve their potential and become independent learners. The department is well resourced and operates within a happy, stimulating and caring environment. A successful school life is a partnership between parents and teachers and we endeavour to work closely with parents so that pertinent issues are addressed quickly and effectively.
Junior School caters for children between the ages of 3 and 11 years. Our youngest pupils may begin on a part-time basis initially, increasing their school hours as both parents and staff consider appropriate. Pre-school and Reception children follow the Early Years Foundation Stage Profile. Time is given to developing the seventeen early learning outcomes which provide a basis for planning throughout the EYFS, aiming to lay secure foundations for future learning. There are seven areas of Learning. The three prime areas are:
- Personal, Social and Emotional Development
Children will be provided with experiences and support which will help them to develop a positive sense of themselves and others; respect for others; social skills; and a positive disposition to learn. We aim to support children’s emotional well-being to help them to know themselves and what they can do.
- Communication and Language
We will develop children’s competence in communicating, speaking and listening, they will be read to and will begin to read. They will learn to pay attention to what others say and to respond appropriately. They will be given opportunities to use these skills in a range of situations and for a range of purposes.
- Physical Development
We will encourage the physical development of young children through the provision of opportunities for them to be active and interactive and to improve their skills of co-ordination, control, manipulation and movement. We will support them in using all of their senses to learn about the world around them and to make connections between new information and what they already know. They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food, hygiene and toileting.
The four specific areas of learning are:
Children will learn to read and understand simple sentences, use phonic knowledge to decode regular words as well as some irregular ones as well as to write words which match those spoken sounds. They will demonstrate their understanding when talking with others about what they have read. They will write and read their own simple sentences where some words are spelt correctly.
The children will be supported in developing their understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They will be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.
- Understanding of the World
Our children will be supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning must be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical ‘experiments’; and work with a range of materials. They will recognize that a range of technology is used in various places and select and use technology themselves where appropriate.
- Creative Development
We will provide opportunities to support and extend children’s curiosity, exploration and play. They will explore and share their thoughts, ideas and feelings through art, music, movement, dance, imaginative and role play activities, mathematics, and design and technology.
One full time infant teacher is responsible for the class, which is limited to 15 pupils in size.
The primary curriculum is planned to promote learning, personal growth and development. It includes the formal requirements of the National Curriculum, but also a range of extra-curricular activities which aim to enrich the experience of the children. It also encompasses the ‘hidden curriculum’, (what the children learn from the way we teach them, treat them and expect them to behave.) We aim to teach children how to grow into positive, responsible young people, who can work and co-operate with others while developing knowledge and skills, so that each can achieve their true potential.
In addition to the ‘Aims of the School’ the aims of our department are:
- To enable all children to learn and develop their skills to the best of their ability;
- To promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning;
- To teach children the basic skills of literacy, numeracy and information technology;
- To enable children to be creative and to develop their own thinking;
- To teach children about their developing world, including how their environment and society have changed over time;
- To help children understand Britain’s cultural heritage;
- To enable children to be positive citizens in society;
- To fulfil all the requirements of the National Curriculum;
- To teach children to have an awareness of their own spiritual development, and to understand right from wrong;
- To help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all;
- To enable children to have respect for themselves and high self-esteem, and to be able to live and work co-operatively with others.
To see how this dovetails into the secondary department refer to the school’s ‘Curriculum policy’
At Key Stage 2 junior classes also have their own form teacher who is responsible for the majority of classroom teaching.
A broad and balanced curriculum has been written, and is under continuous review, development and improvement. This incorporates all National Curriculum areas and operates across both Key Stages. Links have also been established with Key Stage 3 in order to aid the transition of pupils to senior school at year 7.
A quite formal approach is used in the teaching of English and Mathematics, both of which are taught on a daily basis. A literacy hour is identified each day and where possible is taught simultaneously in all classes. This incorporates use of the New Reading 360 comprehensive reading and language development programme, development of phonics and spelling, grammar, punctuation and creative and extended writing.
A numeracy hour is also taught daily, utilising but not dependent upon, Heinemann Mathematics, a balanced course progressing from nursery through infant and junior stages. This course has a practical approach, is presented in a variety of contexts and involves problem solving, calculator work and mental arithmetic. This incorporates regular themed assessment as well as end of term assessment tests. In addition it is supported by courses to further develop mental arithmetic and investigative mathematics. We also utilise Heinemann Connections, a series of graded books and associated worksheets which aim to support those children who require learning support.
A topic approach is taken to the teaching of Science. Our scheme has been based upon National Curriculum guidelines and utilises a wide variety of resources. Topics taught across both key stages are: Ourselves, Food, Sound, Light, Colour, Sense, Animal and Plant Life, Electricity, Magnetism, Health, Weather, Forces, Materials, Energy, Heating & Cooling, Earth & The Solar System and The Environment.
A similar approach is adopted to the teaching of History. Here study units include; Romans, Explorers, Tudors, Aztecs, World War 1, Britain since 1930 and a local study unit based upon either the school itself or local settlements. Seven geographical strands have been identified and these are taught throughout both key stages. These are Environmental and Physical Geography, Maps and World Geography, Weather, Places and People, Water, Transport and finally Localities.
Moral education is an aim and function of the entire school, conveyed through other aspects of the curriculum as well as through religious and moral education. Work throughout the departments is based upon three recurring strands. These are; Christianity, World Religions and Personal Search. There are four interrelated strands identified in the PSHE and citizenship framework which are designed to further support children’s personal and social development. The strands are: developing confidence and responsibility and making the most of their abilities; preparing to play an active role as citizens; developing a healthy, safer lifestyle; and developing good relationships and respecting the differences between people.
In addition the following subjects are taught within all classes:
- Design and Technology
- Physical Education. (Games, P.E & Swimming)
- Art & Craft
- German is taught from year 3 and Food Technology from year 5
Individual academic requirements are met through a close working relationship between form teachers and the Learning Support Department. Here, appropriate assistance is tailored to the child’s specific needs and six monthly Individual Pupil Plans are formulated.
Specialist teachers from the senior school deliver the Games, Music, Food Technology and Languages curricula. Key Stage 1 and 2 assessments are undertaken at the end of years 2 and 6. Transition from Junior to Senior School is carefully aided and managed by staff to ensure pupils settle quickly and easily into their new working environment.
Further detailed guidance can be found in the ‘Departmental Plans and Schemes of work’ and in the schools ‘Curriculum Policy’.
Educational visits are encouraged since they afford a unique opportunity to enhance and develop our children’s learning across all areas of the curriculum.
Guidance for such visits can be found in the school’s ‘Policy for Welfare, Health and Safety on School Trips’.
- 8:50am - School Starts
- 11:00 - 11:20am - Morning Break Time
- 12:20 - 1:30pm - Lunchtime
- 3:00 - 3:15pm - Afternoon Break Time
- 4:15pm - School Finishes
Special Educational Needs.
Those children receiving specialist learning support will usually be taught individually, sometimes in small groups or may occasionally be supported in normal class lessons. Individual Pupil Plans will usually be prepared twice a year either by a member of the Learning Support staff in consultation with form teachers or by form teachers themselves.
Where a member of staff has any concerns regarding a child whom they feel may need intervention and support then their initial concerns are expressed and noted on the relevant ‘concern sheet’ so that a staged approach may commence.
We aim to:
- Represent and safeguard the interests of our pupils with learning difficulties.
- Promote positive and constructive attitudes towards learning difficulties.
- To nurture self-esteem in every pupil regardless of his/her level of functioning.
Our role is:
- To identify pupils with Special Educational Needs. (SEN).
- To assess these needs according to the staged approach.
- To discuss with staff, parents and the child concerned the appropriate course of action.
- To devise an Individual Pupil Plan and implement a teaching programme to achieve it.
- To promote staff awareness of the child’s needs and suggest/discuss ways in which he/she can be helped in the classroom.
- To counsel pupils whenever necessary.
- To support pupils regarding their class work.
- To ensure all pupils are able to access lessons, making separate appropriate provision whenever necessary.
- To review progress and, if necessary, modify its provision.
- To check that the terms of any Statement are as far as possible provided for.
In addition to providing direct support to those pupils who have been identified, Learning Support staff also carry out further assessments at appropriate times. (e.g. reading, reading comprehension, spelling, cognitive ability tests etc.)
Further guidance can be found in the school’s ‘Special Educational Needs and Disability Policies’ and ‘Policy and Provision for Pupils for whom English in an Additional Language’.
It is not our policy to punish children but rather to promote acceptable social behaviour with emphasis upon self-discipline, honesty, concern and care for others. The happiness of our children is paramount. A happy child will become confident in his or her approach to school and work and will achieve far more than an unhappy one.
It is our aim:
- To encourage honesty, through consultation with the children so that fairness and justice are achieved.
- To promote a concern for the welfare of others and an awareness of their needs.
- To generate independent decision-making and to understand the possible repercussions of those decisions upon themselves and other members of the community.
- To foster kindness towards peers and adults and a caring attitude towards the environment.
- To encourage a high standard of health and personal hygiene.
- To understand the importance of conforming to simple rules designed to ensure the happiness, well being and safety of everyone.
- To promote acceptable social behaviour including good manners, politeness and courtesy to others.
- To encourage responsibility for their possessions and those of others.
- To foster self-discipline and patience towards others.
It is hoped that these aims can be achieved by positive encouragement and the frequent expression of approval rather than by punishment. We can manifest our approval using the following rewards:
- House points system.
- Motivational self-concept stickers.
- ‘Special Award’ certificates.
- Prefect status and accompanying privileges.
- A positive, motivational approach from staff.
Where a child’s behaviour is felt to be unacceptable then the following sanctions may be applied:
- Withdrawal of any privileges.
- Order marks.
- Litter collection.
- Lunchtime detention.
- Report system.
- Loss of time at breaks.
Minor breaches of discipline are dealt with using a system of order marks. This is initially a deterrent to misbehaviour. Order marks are not a punishment in themselves. Pupils who misbehave are given order marks in proportion to the severity of the offence. The system is cumulative; once a figure of twenty has been reached then a lunchtime detention is administered. Detentions are automatically given for swearing and fighting.
If further or alternative sanctions are deemed appropriate, then they are implemented at the discretion of the teaching staff and where necessary, referrals are made to the Head of the Junior Department. Such referrals, as well as any action taken, are documented.
Further guidance may be found in the school’s ‘Behaviour Policy’ and ‘Detention Policy.’
All staff have a duty to safeguard and promote the welfare of the children in our care.
Detailed guidance can be found in the school’s ‘Child Protection (Safeguarding) Policy’.
There are two members of staff designated for Child Protection; Mrs Dianne Rice and Mr Craig Thompson (EYFS).
P.E. / Games and Swimming are a part of the curriculum and no child should miss them without a note from their parents. Every lesson, pupils should change into the appropriate kit. Parents are given a list of school kit that is obtained from the school shop. No jewellery or watches should be worn; these will be removed and kept securely by a member of staff.
Safety is the most important consideration. Rules should be clear and firmly applied. A member of staff will check any equipment that is used. The children are constantly supervised. Children must hand any inhalers or medication to staff before the session begins. These must be clearly marked.
Weekly teacher-led assemblies allow opportunities to develop social skills and to respond to school or news events. Class-led assemblies give children the opportunity to participate in assemblies and develop self-confidence. Rewards assemblies held half-termly allow staff to praise and motivate through the reward of certificates for a range of academic achievements.
Supervision of pupils of all ages from Pre-school through to Year 6 is considered of paramount importance. A member of the residential care staff supervises children at breakfast club and from 8:30am in the playground each morning. They are responsible for them until the arrival of academic staff for registration at 8:50am.
Children are supervised by academic staff all day including break times, in the dining room, any movement required between lessons and at the gate until they are collected by parents.
EYFS and Key Stage 1 children have access to their classroom toilet throughout lessons and at break times.
Key Stage 2 children are permitted (where staff feel appropriate) to go to individual peripatetic music lessons and learning support sessions on their own.
For guidance on when a child is not collected refer to the school’s ‘Non Collection of Children Policy’ and ‘End of School Procedures Policy.’
For guidance on first aid refer to the school’s ‘Policy on First Aid and Administration of Medicines’.
For guidance on our complaints procedure refer to the school’s ‘Parental Complaints Policy’.