In the Reception class, children have clear, challenging targets for their work. They work well, both on their own and also cooperatively with other children.
Children make very good progress in the Reception class to reach attainment that is a little above average in all areas of learning.
Our EYFS classroom is a purpose built unit designed to cater for the needs of up to 30 children and operates under the direction of our Early Years Foundation Stage Manager. It is well equipped with a fenced outside play area environment which includes both grassed and garden areas and provides a stimulating and secure environment for children.
On entry to school, the children follow the Early Years Foundation Stage Curriculum which incorporates the following six areas of learning:
- Personal, Social and Emotional Development - involves helping children to develop a positive sense of themselves, and others, to form positive relationships and develop respect for others, to develop social skills and learn how to manage their feelings, to understand appropriate behaviour in groups and to have confidence in their own abilities.
- Communication, Language and Literacy development involves giving children opportunities and experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
- Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
- Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and to describe shapes, spaces and measures.
- Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places technology and the environment.
- Expressive arts and design involves enabling involves enabling children to explore and play with a wide range of media and materials as well s providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
- More information on our Induction Programme and about education in the Early Years Foundation stage is available on demand. Please just ask!
As a school we see literacy as one of the most important areas of the curriculum. We teach the basic skills which underpin literacy development such as phonics, correct letter formation, spelling patterns, punctuation and comprehension. We also encourage the children to develop a love of language by introducing them to a wide range of literature. Through themed project work we find "real" reasons for children to write letters, invitations and reports and to design questionnaires, conduct surveys and plan interviews. Children are also given opportunities to present their work to a variety of audiences including their parents. The children are taught how to read fluently, accurately and with enjoyment through a range of published reading schemes including Rigby Star and Oxford Reading Tree. Many read the same book in groups and there are discussions about the understanding of the text.
We believe that numeracy should be a stimulating, challenging and enjoyable subject for all children. We use core schemes to ensure progression and to promote understanding of mathematical concepts and key skills. As well as the "four rules" children have the opportunity to apply their knowledge through practical experience in shape, measurement, algebra and data handling. Mathematical investigations and problem solving are also an integral part of the children's work. There is an emphasis on number work and mental calculation throughout the school and children are encouraged to look for order, relationships and pattern in groups of objects and to show information pictorially as well as in words and figures.
Children enter school with a natural interest in the world around them and we actively encourage and develop this curiosity. In their science work, children will be developing their powers of observation, investigation and interpretation. By posing questions and hypothesizing, children will be able to devise experiments to test their ideas. Recording their findings and drawing conclusions will help children to extend their understanding. Much of their work will be drawn from everyday situations and the local environment to find out about such things as energy and forces, living things, light and sound and the earth and atmosphere.
Our children are growing in a world which uses technology in a variety of ways and we have a responsibility to prepare them for life in the 21st century with its fast and ever changing opportunities.
At our school, we view technology as a tool to assist children in the learning process and, as such, they are introduced to a range of computer activities from Reception. Each class base has access to an interactive whiteboard and to a wide variety of classroom based technology including laptops, Macbooks, digital cameras, GOTABS and Ipads which are used to develop skills such as word processing and data handling, information storage and retrieval and to present tasks. The teaching of ICT is linked to all areas of the curriculum and technology is used on a daily basis to enhance the children's learning experiences.
Our blogs provide a fantastic diary of the wide range of activities that take place both in and out of school on a daily basis. These can be found at https://moorfield.taw.org.uk
MODERN FOREIGN LANGUAGES
At Moorfield, children start learning French from the age of four! Our Year Six children are given the opportunity to participate in an extra-curricular visit to France which usually takes place in March. We spend the week at Chateau Beaumont located in the beautiful Mayenne countryside. The Chateau stands on the crest of a hill in 10 acres of grounds with lovely views across the valley. Here the children have plenty of opportunities to practice their French language skills whilst exploring the rich history and culture of France. For more information and details the website address is www.chateau-beaumont.co.uk
Our Religious Education programme is planned to meet the demands of the Agreed Syllabus and actively promotes the development attitudes and values such as belonging, caring and respect. We also aim to foster positive feelings such as excitement, awe and wonder. We introduce the children to many important world religions and, in particular, Christianity. We encourage children to develop their understanding and to care for and respect people with beliefs that are different to their own.
As a school we meet together on a daily basis for assembly. Collective worship is led by the Headteacher, , children and staff and provides opportunities for children to participate, respond and reflect. We respect the right of parents to withdraw their child from Religious Education lessons and/or Collective Worship but this should only be done after consultation with the Headteacher.
HISTORY AND GEOGRAPHY
The teaching of History and Geography is theme based and is usually taught on a "blocked" cross-curricular basis.
History projects are designed to allow children to appreciate that the present world grew out of the past, to look for similarities and differences, to try to explain how and why change did and did not occur and how to develop a sense of chronology and time. From a very early age children are encouraged to use historical evidence in the form of pictures, objects, written records and the memories of people still alive.
Geographical work involves the children in investigations based on the local environment from which they can begin to understand and compare other areas of the country and parts of the world. They are taught to make and interpret maps and to begin to develop an understanding of the relationships between people and their physical environment.
DESIGN AND TECHNOLOGY
From an early age we encourage children to identify the needs and opportunities for design and technology using the skills and knowledge acquired across other subject areas. Design and Technology is planned to encourage the development of aesthetic, economic, social and technological judgement whilst fostering a sense of enjoyment and pride in designing and making.
ART AND DESIGN
Through creative activities, children are introduced to a variety of techniques and media ranging from observational drawing to textiles and pottery. Children are also introduced to the work of artists, crafts people and other cultures and designers from a variety of periods and cultures. The work of all year groups is regularly proudly displayed in our corridors and classrooms.
Children are helped to develop their enjoyment of music through singing, playing percussion instruments and listening to music from different eras and cultures.
From Year 3 onwards, children have the opportunity to learn a variety of instruments including violin, flute, guitar and clarinet.
PE promotes physical activity, a healthy lifestyle, positive attitudes and an awareness of safety. We aim to provide an enjoyable range of activities that promote the development of skills and co-ordination within a friendly, relaxed, supportive environment. The children are encouraged to participate in a wide range of sports including dance, gymnastics, swimming, athletics, netball, rugby, football and outdoor pursuits and have many opportunities to participate in inter-school events.
Team sports are valued and sports students and local coaches are used to coach skills, team sports, fitness and health awareness to children both during and out of school hours.
PERSONAL SOCIAL AND HEATH EDUCATION
The school’s work to keep pupils safe and secure is outstanding. Pupils feel extremely safe in school. They understand how to keep themselves safe, for example when using the internet.
Pupils say that bullying is rare, and pupils are confident that staff would resolve any incidents effectively. Older pupils understand its different forms, such as cyber-bullying, and how to respond to them. Pupils feel very well looked after and supported by adults.
(Ofsted 2014 )
These are sessions during which children are encouraged to speak frankly and honestly about their feelings and events that are taking place in and around our school. The children are also encouraged and supported to find ways of resolving these issues. We have been successful in gaining the Healthy Schools Award.