The School's Governing Body agree with the Essex policy, but would wish to emphasise the development of attitudes in our pupils relating to the community in that they should not only be able to understand the outside world but also learn to value the achievement of man - they should not only appreciate their environment but also develop positive responsibility for it.
Our School encourages the development of concepts, skills, positive attitudes and self confidence that are pre requisites for future employment together with an appreciation that not all worthwhile endeavours have a financial gain.
We believe the School has an essential role in preparing our pupils for the inevitable challenges of the wider world. Learning to share, learning to persevere, learning to cope with winning and losing and learning to know right from wrong.
It is the School's philosophy that no one method, scheme or activity has all the answers and so we attempt to embrace all types of good quality reading materials, number equipment and teaching methods that will assist our children who have different abilities, aptitudes, and interests. Lessons and activities are carefully planned and year group teachers work together to ensure continuity and equal provision for all the children.
Through our newsletters we endeavour to keep parents informed of what is happening and to encourage any involvement which they can offer. Comments, queries and ideas are always welcomed.
The whole school policy is in line with the National Curriculum which is introduced, when appropriate, at the reception level and continues through the School e.g., level 1 & 2. Some children will begin level 3 before the end of the infant stage but obviously progress will be at the rate appropriate for each individual. There will be children who have special needs requiring some modification and support.
The Numeracy and Literacy Strategy are well established in the school and ERRing (Early Reading Research) is offered to all children daily to improve phonic reading skills and daily Booster classes assist efficient whole word reading and spelling.
Generally teaching is based on topics or themes which enables the transfer of ideas and concepts. However, the basic skills of writing, spelling, reading, number and memory training require more regular and structured opportunities and these are provided regularly, regardless of the particular topic, but hopefully enriched and made more purposeful by this approach.
The progress that the children make through the National Curriculum at this initial stage will to some extent be determined by their readiness for school. There is an early meeting with parents of the new academic year children who are given an entry profile questionnaire to assist the teacher in having a clearer, more informed, awareness of the child. Parents find having the questions before the meeting helpful as it gives them time to think about their responses and questions they may have. There will be ongoing school assessment during the child’s first term to determine their readiness together with observations of physical ability in preparation for medical visits. It is essential that parents inform us of any problems that are present or may develop.
Clearly parents can help their children on this first step of the ladder by teaching them to perform simple tasks for themselves at home and by enabling them to develop independence and confidence. We would hope children who begin school will be able to use the toilet properly, dress and undress themselves and be able to put things away that they have been using. The opportunity to communicate is vital for your children but we would urge that they are also given opportunity at home to use pencils, crayons, round ended scissors, play games, recognise colours and numbers.
SPORTING AIMS AND PROVISON FOR SPORT
There are equal opportunities for PE and games.
Apart from the Religious Education taught in classes we lay great emphasis on our daily collective worship, which includes specific religious teaching both non-denominational and multi-cultural. At these times we share our wider experiences and interests from within the School and outside community. We promote through our daily assembly, collective responsibilities for each other and the environment, items of interest and of cultural importance, music, dance, singing, poetry, drama, stories etc.
Parents have the statutory right to withdraw their child from acts of worship, and Religious Education. If this is their wish they should consult the Headteacher who will make alternative arrangements.
SEX EDUCATION GOVERNORS' STATEMENT
As sex education is the prime responsibility of parents, it is not intended that there will be formal sex education in schools but that it will continue to be introduced through incidental experience and as part of our cross curricula approach of developing awareness and responsibility for ourselves and each other. Class topics relating to ourselves and other animals will provide the opportunity for questioning by the individual as awareness develops.
Care of our bodies and the respect for others will be encouraged with particular emphasis on caring relationships and personal and social hygiene.
Any other matters relating to teaching which may arise and which might necessitate more explicit reference will be covered with parental agreement and co-operation.
The needs of our children as they develop will be met in a caring, informal way giving due regard to their questions and concerns as they arise.
Pupils will be encouraged to have a regard for moral considerations and the value of family life.