Welcome to Wheatfields Infants’ and Nursery Key Stage 1 Meeting Read 3 year plan Data – overall progress much better for majority of children reflected in AM7 data Attainment at end of Key stage 1 – speaking and listening and science much better, reading at level 3 still very high although not as high as in previous years Maths children all expected attained level 2, level 3 particularly girls not attained although more 2a’s Writing – boys and girls number at 2b APS in most areas improved from the year before except in maths which has dropped. Aware of reasons why from discussions with year 2 team and the input from nadine has started to highlight the importance of place value work and taking it slowly 10 in R 20 in 1 and 2 moving to higher numbers Questionnaires – pupil key points majority of children happy enjoy school. Areas for development being listened to, the dining room knowing what to do if stuck Staff – opportunity to add to self evaluation – majority reflected aware of school direction positive in response, main concerns – being involved in self evaluation, some behavour Some very positve suggestions from some staff – thank you. Please help yourself to a drink

Achieve through School Improvement Plan 3 year and 1 year Vision and Aims On their learning journey within our school our children will grow into confident, happy, independent individuals who can communicate effectively, achieve well and respect the diverse communities that make up our world. In an ever changing world we believe our children should develop a strong set of values that underpin their learning and enable them to become lifelong learners. Each child will learn a range of skills and knowledge that will enable them to recognize the contribution and responsibility they have to developing a sustainable world. Achieve through School Improvement Plan 3 year and 1 year Creating a safe sustainable learning environment Providing an enjoyable challenging and creative skills based curriculum Developing a high quality school team who have high expectations for all children and act as positive role models Teaching the children to respect and value the ideas, beliefs and diversity of our inclusive school community Developing positive partnerships with parents the local and wider community Read 3 year plan Data – overall progress much better for majority of children reflected in AM7 data Attainment at end of Key stage 1 – speaking and listening and science much better, reading at level 3 still very high although not as high as in previous years Maths children all expected attained level 2, level 3 particularly girls not attained although more 2a’s Writing – boys and girls number at 2b APS in most areas improved from the year before except in maths which has dropped. Aware of reasons why from discussions with year 2 team and the input from nadine has started to highlight the importance of place value work and taking it slowly 10 in R 20 in 1 and 2 moving to higher numbers Questionnaires – pupil key points majority of children happy enjoy school. Areas for development being listened to, the dining room knowing what to do if stuck Staff – opportunity to add to self evaluation – majority reflected aware of school direction positive in response, main concerns – being involved in self evaluation, some behavour Some very positve suggestions from some staff – thank you.

Our Principles – EYFS and Key Stage 1 Unique Child Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. Positive Relationships Children learn to be strong and independent through positive relationships. Enabling Environments Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers. Learning and Development Children develop and learn in different ways. The curriculum supports the development of all children – for Years 1 and 2 the National Curriculum. Effective transitions from the EYFS to the National Curriculum.

Characteristics of Effective Learning Engagement - Play and explore Finding out and exploring Playing with what they know Being willing to ‘have a go’ Motivation - To actively learn Being involved and concentrating Enjoying achieving what they set out to do Keeping trying Thinking - To be creative and to be able to think critically Having their own ideas Making links Choosing ways to do things Solving Problems Krishna Cat - Reflectiveness Rufus Rabbit – Reciprocity Building Learning Power Doris Dog-Resourcefulness Tallulah Ted- Resilience

The Curriculum in Key Stage 1 Years 1 and 2 Values Personal, Social and Emotional Development, RE Building Learning Power, Behaviour , Rainbow Code, Rights Respecting, Sustainability Basic Skills Maths, Literacy (speaking and listening, reading and writing), Science, ICT, PE Foundation Subjects Art, Design and Technology, Geography, History, Music We always do our best We listen · We look after our School · We tell the truth · We are kind and polite · We help each other · We keep safe

High Expectations Attainment and Progress • Effective environments • Assessment for Learning • Planning • Basic skills track closely – targets, half termly meetings

Immersion Enhance learning by offering opportunities to experience the area of learning before particular skills are taught. Visits /Visitors Artefacts Music Food Research and home learning Discussion Exposure to text genre

Outdoor Classroom Supports and develops collaborative and cooperative skills Builds confidence and leadership skills Develops independence and problem solving skills Develops creative thinking Promotes risk taking and ability to assess risks Reveals talents, capabilities, interests and personalities not so obvious in the indoor environment. Cross Curricular links

Independent Learning Development Y1 gradually move from CIL (Early Years curriculum) to National Curriculum and IL. Y2 3x weekly Offers three quality learning environments across the year group and across the curriculum, each with differentiated challenges Opportunities to revisit ,practise ,develop skills taught in earlier lessons Opportunities to begin to evaluate quality of own learning and where need more input or practise

Research Home Learning and Speaking and Listening Raising a question. Decide on keywords to use in search engine/index Ensure understanding Put it into own words Check it’s true. Look at other sources Decide on a way to record research/remember Source the information (book titles and authors, web address) Think about the audience Make it interesting-pictures, props, audible voice, varied pace

Maths Numbers and the Number System Fractions Operations and Relationships Between them Mental Methods Solving Numerical Problems Written Methods Shape (Properties, Position and Movement) Measures (time, length, capacity, mass) Data (Processing, Representing and Interpreting)

Numicon

Practical Resources

Literacy Phonics Reading Writing across the curriculum Spelling Handwriting

Phonics Letters and Sounds Phases Listening skills Sound recognition Letter recognition Reading Writing Spelling Application and practise, whole class and groups Relationship to book level

Writing Practical activities Alternative forms of recording Sound buttons Peer writing Illustration and diagram Mind maps and flow charts Drama Cloze procedures Writing across the Curriculum Spelling Handwriting

Reading Guided Reading Individual Reading Reading at home Main opportunity for teaching reading skills Focus on practise and application of phonics teaching Importance of comprehension and higher order reading skills Individual Reading Reading at home Exposure to books, story telling and reading practise Reading level Reading Response book – importance of comprehension Enjoyment versus speed!

How you can support your child Spending time with your child , talking. Talking doesn’t cost anything. Enjoy stories and books with your child. Counting and playing games. Home Research Our website Guides to helping your child with number and literacy Activity ideas How we teach maths and literacy

Partnerships Parents are children’s first and most enduring educators. When parents and practitioners work together the results have a positive impact on children’s development and learning. Communicating - Talking to your teacher, emails, website Information sharing – Curriculum evenings, Parent meetings Maths Mornings Celebrating Learning – Assemblies, Performances, Open Evenings, Sports Day