School Strengths and Priorities
1. Children’s progress through strong teaching and learning environment
- Our committed staff team of experienced teachers and teaching assistants are focussed upon ensuring the success of every child.
- Disadvantaged children make the same excellent progress as their peers
- Develop characteristics of learning so that children are engaged, motivated & able to think creatively.
- All staff have an excellent understanding of the principles of early years education
- Knowledge of children’s capabilities and circumstances so we plan differentiated learning to build on what children know & understand.
- Two-year-old provision provides excellent start & children with us for two years often achieve best
- Carefully planned learning environment facilitates independence and decision making
- Outdoor learning environment enables children to have contact with the natural world and experiences that are unique to outdoors
- Opportunities for physical activity, freedom & movement - particularly important to children who have limited access to outdoor space
- Forest School develops children’s self-regulation; self-confidence; co-operation; communication; problem-solving skills; and an understanding of and respect for nature and the environment
- During 2017-18 98% made expected progress or above and 86% made rapid progress of 4 steps or more
- Aim to meet the needs of each child so that they are able to learn alongside their peers.
- Staff know their key group very well and children are regularly assessed so that Special Educational Needs & Disabilities are identified as early as possible.
- All staff trained in Autism level 2 or 3 and use Makaton.
- Support for children with SEND - range of targeted support & intervention groups, Makaton, visual cues & Inclusion Support Worker
- Parents involved at the earliest opportunity - involved in decisions and support can be put into place.
- Almost all children with SEND made expected progress in 2017-18 (99%) and the large majority of children made accelerated progress (81%)
3. Safeguarding & developing resilience
- Safeguarding is our highest priority and all staff are well trained and able to identify and act upon signs of abuse or neglect or radicalisation, make referrals and access support as necessary, using My Concern to log concerns
- We develop resilience in our children, providing emotional safety and security through listening to children and developing strong relationships through our key group system.
- Children develop self confidence and esteem through carrying out leadership roles and through our conflict resolution approach
- We use NSPCC materials to talk to children and parents about staying safe and children and parents report that they feel safe
- Provide managed risks so that children learn to assess and manage risk within a secure environment
- Our focus upon identity and diversity through our Rights Respecting School approach develops children’s understanding of our diverse community.
4. Parent partnership
- We value our positive relationships with parents and families
- Develop positive relationships with children & families through our key group system
- Parents involved in their children’s learning through developing strong key group relationships, home visits, Tapestry on line learning journeys, newsletters, website, Facebook, app, consultations, workshops, events and celebrations
- Parents are overwhelmingly positive about the school’s work
Our Priorities 2018-19
1. Sustainability - To ensure our continued sustainability, meeting the needs of more families in our community
2. Leadership - To further strengthen leadership so that governors and staff at every level assume responsibility for their relevant aspects of the school’s development.
3. Enriched vocabulary - To use every opportunity to enhance the development of children’s vocabulary across the wider curriculum
4. Problem solving - To ensure that opportunities for problem solving are planned for and embedded across the curriculum
To ensure safeguarding remains the utmost priority
To continue to promote and protect children's rights and identities and teach children and parents about this