“Development can only take place when children are actively involved, when they are occupied with a high, non-stop degree of concentration, when they are interested, when they give themselves completely, when they use all their abilities to invent and make new things and when this gives them a high degree of satisfaction and pleasure.” Ferre Laevers
At Pocklington CE VC Infant School we offer a curriculum where children love learning. We work hard as a team to provide a stimulating and progressive environment that provides exciting
opportunities, promotes challenge, exploration, and a real love of learning. It is our intent that all children develop in all areas of learning, in an environment which values all cultures, communities
and people, whilst promoting the love of our own community. Our aim is for our children to be independent and eager learners, to believe in themselves, to persevere when things are challenging,
to be respectful of the community around us, and build relationships with others. We understand that play is an integral part of learning and this is at the heart of our Early Years curriculum. We believe that the correct mix of adult directed and uninterrupted child-initiated play ensures the best
outcomes for pupils. We believe that warm and positive relationships between staff and children, consistent routines and relationships with parents are key. We uphold the crucial role that Early Years education has to play in providing the best foundations upon which the rest of a child’s education is successfully based. We promote happy children who love learning.
Curriculum Implementation
At Pocklington CE VC School we meet the welfare requirements laid down in the Statutory
Framework for the Early Years Foundation Stage and actively safeguard and promote the welfare of
all of our children. We prioritise creating a ‘language rich’ environment through the use of songs,
nursery rhymes, stories and providing time for quality interactions between adults and between
peers. Trained staff ensure that interactions are positive and progressive, allowing children to
flourish and gather words at pace in order to become confident communicators. Children are
encouraged to become early readers through enjoyment of books and the systematic teaching of
phonics through the Read Write Inc. programme. The children learn nursery rhymes and develop
their mathematical thinking through direct teaching and exploration. We want our children to
become confident mathematicians who can apply what they have learnt to real life experiences. We
do this through ‘Mastering the Curriculum’, ‘Mastering Number’ and ‘White Rose Maths’. We have
built our school environment to enable our children to strengthen their core muscles through
physical play, children spend time outdoors in their natural environment in all weathers. They
develop through wonderful, exploratory, sensory experiences in our mud kitchen and sandpit. Our
learning environment is adaptable in order to reflect children’s interests and progression. The
children are supported to learn to work together, manage their feelings and ask questions through
skilled adult facilitated play. The curriculum is taught through topics which are enriched with
classroom enhancements, trips and visitors. Spotlight books are used as a hook to introduce our
topics. These are chosen carefully to encourage children’s speech, language and communication
development. All planning however, is flexible and responsive to children’s needs so plans can be
changed and be adapted depending on children’s interests. We understand the importance of
parental engagement and believe that our parents have a crucial role to play in their children’s
education. We work hard to create strong partnerships between home and school. The half termly
intent is shared with parents via our website, which is updated regularly to keep them up to date
with what their children are learning. We have regular checkpoints to ensure teaching matches
children’s attainments These judgements are made on the basis of accumulative observations and
in-depth knowledge of the children. These ongoing assessments are used to inform planning and
next steps in teaching and learning for all children throughout the year.
Curriculum Impact
Our curriculum and its delivery ensure that children, from their own starting points, make good
progress. During their time with us children make progress towards the national expectation for a
Good Level of Development (GLD) at the end of the year. Pupils also make good progress toward
their age-related expectations both academically and socially, developing a sense of themselves
before transitioning into Year One. Children develop their characteristics of learning and are able to
apply their knowledge to a range of situations making links and explaining their ideas and
understanding. Children are confident to take risks and discuss their successes and failures with
peers and adults drawing on their experiences to improve or adjust what they are doing.
We believe our high standards are due to our carefully planned environment, enriched play-based
curriculum, quality first teaching and the rigour of assessment.
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, Judaism and Islam in EYFS.
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.