"A strong feature is the way teachers enable pupils to use their knowledge, skills and understanding in a wide range of interesting and, often, real-life situations" Ofsted March 2014
The curriculum is approached through a combination of skills based teaching and subject focus. Basic skills are taught to support the development of the core National Curriculum subjects of English, Mathematics and Science and the foundation subjects including Computing. Blocks of themed work enable the children’s skills to be used in a meaningful and relevant way. Cross curricular themes of safety, Personal Social and Health Education (PSHE), environment and community care are integrated into the appropriate subject areas.
Reception
"Teaching in the Early Years Foundation Stage is very effective. The staff plan work that builds well on children’s own particular interests and, consequently, they thrive in the supportive atmosphere. The adults question children well to deepen and check on their understanding. Ofsted March 2014
The Foundation Stage curriculum gives a high priority to the seven areas of learning.
The areas of learning are:
communication and language
physical development
personal, social and emotional development
literacy
mathematics
understanding the world
expressive arts and design
There is a great deal of emphasis on the three key characteristics of effective teaching and learning.
These are:
Playing and exploring
Active learning
creating and thinking critically
Much of the work is practical and investigative, children will be learning through a range of structured and play activities both inside and outside the classroom. The children will be encouraged to use an independent approach to all activities. The Mantle of the Expert features heavily in our reception curriculum bring learning to life.
Year One and Year Two
Teachers have high expectations of themselves and pupils. They make sure that pupils of all abilities learn well by providing work at the right level of difficulty. A very close check is kept on the progress made by each pupil. As a result, staff know pupils really well. Those at risk of falling behind get the extra help they need." Ofsted March 2014
The whole curriculum is planned by the teaching teams to incorporate appropriate themes and the subject requirements of the National Curriculum and the Primary Strategy. Every classroom is organised to enable the children to operate individually, in groups and as a whole class where appropriate. The emphasis in all curriculum areas is on the attainment of an independent approach to learning and self-motivation towards quality work.
Special Educational Needs
At Barnes Farm Infant School, we believe that every child is entitled to full access to the Foundation Stage and National Curriculum, including children who are especially gifted as well as those who have particular difficulties. We are committed to inclusion and endeavour to make the best possible arrangements for all children to enable them to participate as fully as possible in learning, physical, practical and extra-curricular activities.
We recognise the importance of the early identification of Special Educational Needs. Children who are experiencing difficulty in one or more of the four broad areas of need are identified initially through discussions between teachers and parents. The purpose of identification is to work out what action the school needs to take, not to fit a child into a category. The four broad areas of need are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties and Sensory and/or Physical Needs
"Teachers and teaching assistants work well together to help pupils of all abilities, including disabled pupils and those who have special educational needs" Ofsted March 2014
More Able Pupils
Pupils are assessed on entry and regularly throughout their time in school. Identification of particular talent or skills results in the child’s inclusion on our More Able Register.
