Welcome to our Transition Meeting for Y1 – Y6 parents

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

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

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

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

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

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

How is the school day organised? The school day starts at 8.55a.m. Playtime is from 10.30 to 10.45a.m. Lunchtime for Reception and Key Stage 1 is from 12.00 – 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

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

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

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 +

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

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

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!

Q&A session with class teacher

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

A huge THANK YOU for attending!