1. Welcome to our Transition Meeting for Y1 – Y6 parents

2. Followed by: Plan for this meeting Presentation:
How are the Key Stages same/different?
What is your child expected to learn?
How do we assess your child?
Parents’ Guide – key changes for September
How are we supporting your child’s transition?
Followed by:
Q&A session with class teacher in classroom
Your feedback

3. Y1 – Y6 End of Year expectations Assessment Guide Parents’ Guide
What’s in your pack?
Y1 – Y6 End of Year expectations
Assessment Guide
Parents’ Guide
Arrangements for collecting your child from school

4. How are the Key Stages same/different
How are the Key Stages same/different? Foundation Stage: 3-5 years/Nursery & Reception Key Stage 1: 5-7 years/Year 1 and Year 2 Key Stage 2: 7-11 years/Year 3, 4, 5 and 6

5. Foundation Stage - follow Early Years Foundation Stage curriculum - lay foundations of learning focusing on PSED & RWM skills - direct teaching in short sessions to introduce and practise skills - daily phonics, writing & maths - continuous provision when children practise and apply skills taught independently - develop characteristics of effective learning - strong focus on learning through play

6. Key Stage 1 - follow National Curriculum - use end of Foundation Stage data to inform planning in Year 1 - build on and develop basic skills in RWM more direct teaching as whole class and groups in daily reading workshop, English & maths lessons - continue daily phonics - Half-termly cross-curricular theme e.g Wind in the Willows/Journeys - characteristics of effective learning are developed as behaviour for learning - strong focus on learning through practical experience

7. Key Stage 2 - continue to follow National Curriculum - use end of Key Stage 1 data to inform planning in Year 3 - continue to build on and develop basic skills in RWM continue direct teaching as whole class and groups in daily reading workshop, English & maths lessons - start daily skills lesson to focus on improving mental maths & GPS (Grammar, Punctuation & Spelling) - Half-termly cross-curricular theme e.g Rainforest/Ancient Egyptians - continue improving behaviour for learning

8. How is the school day organised?
The school day starts at 8.55a.m.
Playtime is from to 10.45a.m.
Lunchtime for Reception and Key Stage 1 is from – 1.00p.m.
Lunchtime for Key Stage 2 starts later at
12.15 – 1.00p.m.
There is a daily collective worship
Morning
Afternoon
Reception
(Class 1)
Daily phonics lesson
Daily Literacy teaching
Continuous Provision
Daily Numeracy teaching
 Continuous Provision
Key Stage 1
(Class 2)
Daily Maths lesson
Playtime
Daily English lesson
Reading workshop
Cross-curricular lessons relating to a
half-termly theme
P.E. 2x per week
P.S.H.E (Personal Social Health Ed)
R.E.
Key Stage 2
(Classes 3,
4 & 5)
Basic skills – GPS or mental maths

9. Our priorities for next academic year
To continue improving teaching and learning with focus on:
Behaviour for Learning
Maths – especially mental maths, introducing No Nonsense Number Facts
Homework – having consistent practice across the school with clear expectations of children, parents & staff
Home school reading
Handwriting and spelling
Science

10. What is your child expected to learn
What is your child expected to learn? In your pack: Y1-Y6 End of Year Expectations Outlines End of Year Expectations in Reading, Writing and Maths Children are taught these skills in daily a.m. lessons then have opportunities to practise and apply skills in p.m. cross-curricular lessons A.m. teaching in English lessons & reading workshop is often linked to cross-curricular themes e.g. reading/writing myths & legends as part of cross-curricular theme about Ancient Greeks

11. How do we assess your child
How do we assess your child? In your pack: The new national curriculum and assessment through KS1 and KS2 – explanatory notes for parents End of year reports will include assessment information:
Achievement in relation to end of year expectations
Working below age-related expectations
Working at age-related expectations 3S
Working at greater depth
Reading
 3S
Writing
 3D
Mathematics
3S +

12. Parents’ Guide
In your pack: Parents’ Guide; Arrangements for collecting your child from school letter
This is a practical guide providing key information to parents. While much of this information will be familiar to you, there will be some changes from September
School to provide all children with water bottles pg 12
Named collectors for children pg 14 and letter to return to school
School uniform update pg 9
Parent class representatives pg 6

13. School Uniform In your pack: Parents’ Guide pg 9 & 10
Blue cardigan/jumper with school logo
White polo shirt
Black or grey trousers/skirt/pinafore/shorts
Black /grey/ white socks or tights
Black sensible shoes/black boots in winter
Team coloured T shirt / plain black shorts
A coat appropriate for the weather
Outdoor shoes/trainers
P.E. bags
Book bags (for reading book/homework/letters)
Cardigans, jumpers, team coloured T shirts, P.E. bags & book bags can all be purchased from school – prices on pg 9 & 10
PLEASE ENSURE ALL ITEMS OF CLOTHING ARE
CLEARLY LABELLED WITH YOUR CHILD’S NAME

14. How are we supporting your child’s transition?
3 afternoons in July with class/teacher for September
Focus : Getting to Know You, Expectations, Being a Good Learner, The Great Summer Holiday Challenge
Teachers exchange information so aware of children’s individual needs e.g. learning, medical, emotional, social
Autumn term intervention plan organised in July so children can start interventions in week 2 of autumn term
This meeting!

15. Q&A session with class teacher

16. Your feedback
Thank you for all your feedback as part of the behaviour policy review!
What support/training would be useful to you as parents in supporting your child’s learning?
Communication between school and parents –
What works well?
How could it be improved?
Write your feedback on a post-it and add to the whiteboards

17. A huge THANK YOU for attending!