A Message from the Chair of Governors
Every child is different
They look different
Develop at different times and at different rates
Learn at different times and in different ways
For their sake, don’t compare them with other children.
We are delighted to have your family with us.
We hope you will be very happy in our school.
OUR SCHOOL STRUCTURE
We currently have 14 classes in our schools.
As we are a rural school, all our classes are named after trees.
ASH - OAK - PINE - ELM - BIRCH - BEECH
MAGNOLIA - CHERRY - MAPLE - HOLLY - OLIVE - CHESTNUT - WILLOW - WHITEBEAM
Your child’s education, development and happiness are most important to us, and we recognise all the children as individuals, and pride ourselves in knowing their personal, social and academic skills. We use this knowledge, and consider their friendships, to place the children in the class that is most suitable for them each year. Looking at the children ability wise, whether they have additional special needs, gender, boy/girl ratios, and whether any children need to be split up because ‘they clash’, are all considered. The whole staff spend much time looking at various scenarios, taking all this into account.
We are very lucky at the Cuxton schools to have an excellent team of teachers and teaching assistants who have experience of working across the different year groups, and who have also worked with both single and mixed year group classes. Our staff plan together to ensure continuity and progression across all year groups, as well as ensuring that the curriculum is covered appropriately in single and mixed year group classes, and that every child’s needs are met.
We have an equality and diversity policy, as all establishments have, and do not give preferential treatment to any child.
The Early Years Foundation Stage (EYFS) curriculum is founded on the belief that play is a child’s work. These years present opportunities for child-centred learning that are carefully planned and thought out for the children’s stage of development.
The EYFS has seven Learning and Development Areas, split into the following Prime Areas:
There are also four Specific Areas, through which the Prime Areas are strengthened and applied, and these are:
All areas of learning are linked, and none of them are delivered in isolation. Wherever possible, staff plan activities together. Although we have topic themes they are used as a guide, and we ensure that if children become interested in an alternative or particular area we plan accordingly.
Assessment and Record Keeping
The Early Years Foundation Stage Profile (EYFSP) is completed from each child’s entry into school until the end of June of their reception year. The EYFSP addresses all areas of the Early Years curriculum and is completed through observation, taking of photographs and written evidence from child and adult initiated learning.
In July parents will receive an end of academic year report and included in this will be their child’s EYFSP results. We are then required to send the results to the LEA for their monitoring purposes.
The National Curriculum is a blueprint used by schools to ensure that teaching standards are universally consistent. Schools are free to plan how the National Curriculum fits with their particular strengths and introduce other activities that extend the learning experience for their pupils.
The National Curriculum:
It also defines your child’s progress in broad Key Stages. Schools are free to organise teaching within this time as they think best, and will ultimately create their own plans, term by term and year by year. The curriculum for RE is determined by the Medway Agreed Syllabus.
The National Curriculum is made up of the following subject areas:
ENGLISH - MATHS - SCIENCE - HISTORY - COMPUTING - GEOGRAPHY - MUSIC
PHYSICAL EDUCATION - RELIGIOUS EDUCATION - DESIGN AND TECHNOLOGY
ART AND DESIGN - PERSONAL, SOCIAL AND HEALTH EDUCATION & CITIZENSHIP
We are expected to teach a daily English and Maths lesson, Primary Languages at Key Stage 2, and weekly PE lessons. Other subjects may be taught in blocked units of work. We may not call the subjects by their names, for example History and Geography may be given a more child-friendly name as a topic called Our Neighbourhood. As with the Foundation Stage Profile, children are assessed continually by their teachers in each subject area. At the end of Key Stage 1 and Key Stage 2 your child will take national tests and tasks (popularly called SATs). Children in Year 6 may also be entered for the 11+ selection test to gain admission to grammar schools.
Each curriculum area is managed by a teacher or by the Senior leadership team who take responsibility for organising its teaching and learning throughout the school. Detailed plans and curriculum maps contain the understanding, skills and attitudes essential to the subject in addition to the knowledge required. Rolling programmes are planned so children do not repeat topics. Some subjects are taught separately. It is most important that the curriculum is exciting and engaging for all children. In September 2014 we started working with topics from the Cornerstones curriculum for all children from Year R to Year 6. More information regarding this can be found on their website at http://www.cornerstoneseducation.co.uk.
We aim to encourage the children to participate in a range of sports, both for enjoyment and to promote a healthy lifestyle. These sports include dance, gym, athletics, games and outdoor activities. We have good playground, hall and field facilities. We have been awarded the Active Schools Mark, and also participate in the Greenacre School Sports Partnership programme. This enables us to take part in inter-class and inter-school competitions (Mini Youth Games). PE lessons are compulsory, and as such all children are expected to take part. A note should be sent if your child is unfit to take part in a PE lesson on the understanding that if they are well enough for school, they can do PE. All jewellery should be removed and long hair tied back.