We are Learning......
- about life cycles and how things change and grow.
- to sequence and label the life cycle of a caterpillar and to write sentences about the Hungry Caterpillar story.
- TIP: Please support your child to hear and write a letter/s for the sounds they hear and to practise linking words together to write 'It is .../It has....'
- to add and subtract with two groups of objects and to record a number sentence e.g. 2+2=4, 4-1=3
- to solve problems involving doubling and halving with counters and objects. (please continue to support your child with their "Learn Its")
- to find out about symmetry and to create butterflies with symmetrical wings, using paint.
- to read and write words with Phase 3 phonemes and irregular key words such as 'the, to, go, he, she, me, my and they' in our phonics sessions. TIP: Please ensure that you are hearing your child read on a regularly basis and writing a brief comment in their green record. The children who are reading regularly at home are more confident to talk about events in their books, are recognising key words and beginning to segment and blend to read words ( i.e.; h-a-t hat, p-a-n pan etc.)
- to investigate and explore how clay changes.
The Foundation Stage Team
Our vision of ‘Happy Children, Loving Learning’ is at the heart of our curriculum
At Pocklington Infant School we offer a rich, broad and balanced curriculum which is designed to enable all pupils to achieve their full potential. We are committed to high standards in all subject areas and place great importance on developing children as independent thinkers and learners who have high self-esteem and self-confidence. We aim to teach children the key skills that will equip them to learn throughout their school life and beyond.
Early Years Foundation Stage (EYFS)
The Early Years Foundation Stage makes a crucial contribution to children’s early development and learning. We provide children with a rich variety of teaching and learning experiences that are appropriate to their needs. EYFS is about developing key learning skills such as listening, speaking, concentrating, persistence and learning to work and co-operate with others.
The ways in which the child engages with other people and their environment – playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all areas and support the child to remain an effective and motivated learner.
The seven areas of learning and development in the EYFS are organised into the Prime Areas and Specific Areas:
Personal, Social and Emotional Development
Communication and Language Development
Understanding of the World
Expressive Arts and Design
We recognise the value of play as an effective method of learning. Play allows for discovery, creativity and problem solving. It is purposeful, absorbing, open-ended and enables children to communicate with each other.
The outdoor environment is also a very special part of the EYFS curriculum. As such it is carefully planned for and available each day. Learning in the EYFS follows the needs, experiences and interests of individual children. Learning is mainly through active, play based activities indoors and outdoors all the year round.
Observation and assessment is integral to EYFS practice and staff spend time observing children to identify their needs, interests, progress and next steps.
At the end of Foundation Stage children are assessed against the Early Learning Goals (ELGs) and a best fit judgement is made as to whether children are ‘emerging’, ‘expected’ or ‘exceeding’ against the ELGs.
Religious Education (RE)
RE in our school seeks to promote knowledge, understanding, respect and tolerance of the beliefs and practices of all faiths, with particular reference to Christianity and Judaism.
PSHE (Personal, Social, Health And Economic Education)
This is an important and integral part of school. It supports pupils to gain the skills and knowledge and understanding to lead confident, independent lives and to become informed, active and responsible citizens. The school has an active School Council and pupils are asked to make decisions about school issues. The School has a Health Promoting School Award for promoting a healthy lifestyle.
‘Pupils social skills are well developed for their age. Many have good levels of confidence and modest self-assurance…. The views of pupils are valued through their involvement in the school council. Pupils have a good understanding of health and safety.’ Ofsted October 2012
Sex education is integrated into the curriculum. It is dealt with in a manner which is appropriate for young children, and in a way which encourages pupils to have regard for moral consideration and the value of family life.
Health Education is also included in topic work, and the Authority’s Health Education guidelines are used to plan this area of the curriculum.
Road Safety Education
This is included in cross-curricular themes on an on-going basis, as are other general safety issues and we also have visits from the Road Safety Team.
The School’s Travel Plan This plan aims to encourage walking, sensible and safe car use, cycling and improved road safety. The school has added a playground waiting shelter and bike/scooter racks and runs a ‘Bike and Scooter Club’ for pupils. Year 2 children take part in Scooter Awareness Training.
Visits and Visitors to enrich the curriculum
The school has regular visits from artists, musicians and storytellers. These have included M & M Productions, Quantum Theatre, the Community Police Officers, Sam Dunkley, the Chaplins Pantomime group presenting Cinderella and local artists.
School trips last year included the ‘Little Big Sing’ in Bridlington for Year 2 children, whole school visits to Uncleby Education Centre, local churches, Burnby Hall Gardens, the Library and local theatrical productions.
Collective worship follows the teaching of the Church of England and is adapted to suit the age, aptitude and ability of the pupils. We have close links with All Saints Parish Church, Pocklington.
Parents have the right to withdraw their children from RE and collective worship. If any parents wish to exercise their right, they are asked to discuss the matter with the Headteacher.
‘Pupils and parents speak highly of worship, saying how important it is – we are all together as a school family’. – Church Schools Inspection Report November 2014