Children make continued progress in learning with good planning, high quality teaching, informative assessment and record keeping. We teach most subjects of the curriculum through our termly topic themes, making links with prior learning and making links across the curriculum.
Our lessons are structured, beginning with whole-class exploration and direct teaching, before focused group and individual work, enabling the children to practice the skills that they are learning. Teachers and Learning Assistants work with a different group each lesson, to ensure that all pupils work in a focus group each week with their teacher.
We use a range of learning strategies to support all learners. These include accelerated learning, the use of talk partners and strategies to support visual, auditory and kinaesthetic learners. We set targets and monitor and track children’s progress. We use marking and feedback to inform our next lessons, so that we respond to what learners need. Teachers assess children’s attainment individually, in groups and as a whole class. Children’s work is sampled and assessed on a regular basis.
Children have differing abilities. We match learning activities to their ability, ensuring that there is challenge in every lesson, regardless of a child’s ability. We use intervention groups to scaffold learning, provide additional support and repetition and move children on to the next stage of their learning.
We believe that children learn from quality, first-hand experiences. We use our outside learning areas whenever possible and involve school visits, visitors and interactive resources to enrich our teaching.
Early Years Foundation Stage
The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of your child from birth to 5 years old. Our Year R (Reception) pupils follow the Early Years Foundation curriculum and are our teaching is centred around topics each term.
Areas of learning
Your child will mostly be taught through games and play.
The areas of learning are:
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
- Understanding the World
- Expressive Arts and Design
Your child’s progress will be reviewed by their class teacher will assess them at the end of the school year. The assessment is based on classroom observation and talking with the children, rather than testing pupils in a formal way. We assess the extent to which the children have reached the Early Learning Goals, which can be found in the early years framework.
During their time at Windlesham children work through reading schemes which are book banded into different levels. We use a range of reading schemes to provide our children with a rich reading diet and these include Oxford Reading Tree, Rigby and Collins. In this way, our children read fiction, non-fiction, poetry and play scripts.
We follow the "Letters and Sounds” scheme, enriched by Jolly Phonics and Phonics Play. Each class has a daily phonics lesson, linked to the age-related expectations of their year group.
Year 1 children take a Phonics Screening check with their teacher during June so the school can determine if your child is making the expected progress with phonics for their age. This is reported to the Local Authority.
We follow the Maths Mastery approach, which emphasizes the importance of concrete experience before moving on to pictorial representations and abstract examples. In this way, we teach each area of maths so as to deepen the children’s understanding so that they master each concept. We use "Power Maths" to enrich our teaching in Year 1 and Year 2.
Social, Moral, Spiritual and Cultural Education
At Windlesham Village Infant School, we believe in educating the whole child. This means that we look to promote the children’s social, moral, spiritual and cultural development. We do this through our daily interactions with the children, as well as our planned curriculum. We teach and promote a different value each half-term.
At Windlesham Village Infant School we provide a values-based education for the children. We work on developing principles that guide children’s positive attitudes and behaviour, which will, in turn, support them in becoming citizens and develop them into self-disciplined, active learners. Ultimately, we are laying the foundations so that we support our pupils to develop the knowledge, skills and values they will need to function effectively as global, national and local citizens.
The values we promote are: Respect; Friendship; Happiness; Courage; Cooperation; Appreciation.
We promote 6 key values in school and focus on one each half-term. This means that for every year that the children are at our school, each child is introduced to, and gets an understanding of, the core values that will set them up for life. These values live through the behaviours that we encourage and that the staff model at school. We bring them to life through weekly assemblies and learning activities to help the children understand and demonstrate these values. Children who show us that they understand and demonstrate these values well are rewarded with recognition certificates as part of our Celebration Assemblies.
We organise special days throughout the academic year which may raise awareness of issues, allow the children to practise key skills, develop team-building skills, have fun together or raise money for a charity or cause. These have included, most recently: “Lots of Socks!” day for Down’s Syndrome; Super Hero Day for Comic Relief; Camo Day for ssafa. In addition, the school celebrated 200 years of a school in Windlesham in June 2015. The pupils helped us to plan the event; we baked celebratory cakes and decorated the school with bunting. Past pupils let us borrow artefacts so that the pupils could be detectives and find out what our school was like in the past and some people visited Year 2 pupils to talk about their memories.
We draw on the cultural diversity within our school and celebrate our difference. We learn about different faiths and festivals throughout the year. This is supported by our RE teaching.
We hold a Weekly Vote in class to encourage discussion of differing viewpoints, promoting acceptance that we all see the world differently. The topics under debate are wide-ranging and include examples here.
We promote resilience and responsibility. We involve the children in key tasks throughout the day, such as keeping our classrooms tidy, helping to serve at the salad bar at lunchtime, setting up the cups for lunch, collecting our daily fruit and milk, signalling the end of playtime and lunchtime and helping each other. Our pupils act as envoys of our school at events, such as the Remembrance Day Service. We look to engage with the views of our pupils through the School Council, who give us feedback.
We follow the Surrey Agreed Syllabus for Religious Education.
RE Planning Grid-Foundation and Key Stage One
Physical Education (PE)
Each class has two lessons of PE per week. These lessons follow a theme and planned progression to enable the children to develop greater physical literacy within the disciplines of gymnastics, dance, athletics and games. The class is taught by the class teacher and we work closely with SCL Coaching to enrich the children’s physical education.
Sports and Health Week in June allows us to immerse ourselves in the teaching of PE for the week and provide the children with opportunities to learn new sports, such as Zumba, Tennis, African Dance and Skipping, for example. The week ends with our Sports Morning, which combines a multi-skills team event for all year groups before individual track races.
Aims and Principles of Assessment
• an integral part of the teaching process
• used by teachers to plan and teach appropriate and challenging work/activities
• used to monitor and track children’s achievement and inform target setting
• used to monitor school performance and provides the basis for evaluation of intervention programs
• used to empower pupils to self-assess by enabling our children to demonstrate what they know, understand and can do to progress further
• used to provide regular information for parents that enables them to support their child’s learning
Types of Assessment
This fulfils a summarising function, summing up attainment at a particular time. It provides a snapshot of attainment at the end of a unit, year group, key-stage or when a pupil is leaving the school. It makes judgements about pupils’ performance in relation to national standards and is used to report attainment and progress.
At the end of Year R, children are assessed by their teacher as to how far they have met the Early Learning Goals at the end of the Early Years Foundation Stage.
In June each year, Year 1 children complete the Phonics Screening Check. Any child who does not meet the threshold can repeat the check the following year.
At the end of Key Stage 1, as the children approach the end of Year 2, a statutory teacher assessment is made for all pupils in the National Curriculum subjects of Reading, Writing, Mathematics, Computing and Science. SATs (standardised tests) are used to inform Teacher Assessment of whether the pupils have met the end-of-Key Stage 1 criteria.
Formative assessment is largely “assessment for learning”. It is showing what pupils know, understand and can do through day to day on-going assessment, enabling teachers to identify the next steps in pupils’ learning and to enable pupils to have greater involvement in and responsibility for their own learning. It takes place as part of daily learning activities and helps pupils learn through clarifying expectations, and provides specific, constructive and timely feedback. Key strategies used to ensure good formative assessment takes place include observation, discussion, questioning, paired response work and quality marking.
There are statutory assessments within the Foundation Stage and at the end of Year 1 and Year 2. In Year R, class teachers make their assessments through talking and observing the children as they learn.
Standard Assessment Tasks (SATs) are taken by Year 2 children in May and are used to support teacher assessments.