1. 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

2. 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.

3. 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.

4. 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

5. 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

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

7. 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

8. 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

9. 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

10. 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

11. 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)

12. Numicon

13. Practical Resources

14. Literacy Phonics Reading Writing across the curriculum Spelling
Handwriting

15. 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

16. 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

17. 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!

18. 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

19. 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, s, website
Information sharing – Curriculum evenings, Parent meetings Maths Mornings
Celebrating Learning – Assemblies, Performances, Open Evenings, Sports Day