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Overview of Structure

KS1 and EYFS Overview:

The KS1 and EYFS work in unison, both providing secure and stimulating environments in which the children can explore and develop at their own pace with an adult supporting the children and their learning.

Currently there are 3 classes; two KS1 mixed aged classes (Oaks and Rowans) and one EYFS class (Firs). Each class has three members of core staff comprising of a Teacher and two Teaching assistants. Depending on the needs of the children, there may also be additional members of staff to support individual learning and development needs. Children in Oaks and Rowans are year 1 and year 2 pupils. Children are assigned to either class depending on the curriculum type that they are currently following: This being either semi-formal or formal (Information on the Semi-formal and formal curriculum can be found in the curriculum section of the website-content currently being added). Both classes continue to access the EYFS curriculum to ensure that they meet their developmental milestones but they will also be accessing lessons more in line with the National Curriculum (KS1) structure. The frequency, delivery and formality will differ based on the classes needs but both will progress throughout the year towards a curriculum that prepares them for KS2. While both classes will access appropriate interventions and a holistic curriculum, those children following the semi-formal curriculum may have more sessions geared towards interventions for sensory needs, Occupational therapy and behaviour for learning. For example, sessions may have multiple breaks incorporated into them to allow for movement or sensory breaks.

Firs class is for our EYFS children. However, if a child joins our school without having previously accessed a reception school class, they will also be placed in this class. The EYFS class operates a key worker system, with every member of the staff team responsible for a small group of children each.

Ordinarily the classes will have opportunities to mix with access to a wide range of activities available within the department and stay in their class groups for greetings, tuck, dinner and home time as part of the daily routine. However, due to COVID-19 restrictions, classes/bubbles are kept together.

Learning Structure:

During activity time each classroom has a mix of both ‘pupil and adult-led' activities. A variety of equipment is available for the children in both rooms for them to explore and engage with at their own interest level.

During 'adult-led' activities the children are withdrawn to work either one to one or in small groups on a structured planned activity. Children are grouped according to their development, need and learning style. Our ethos is to educate children through play. If they play with self-chosen activities and resources, they will engage in the learning process attentively. Children's individual interests inform weekly planning which also incorporates planned themes. This ensures that children are motivated to learn through carefully planned play opportunities. Play is a central part of young children’s learning. Through play, children explore ideas, feelings and relationships. They take risks, make mistakes and try things without fear of failure.

The children have access to a quiet space ‘the pod’ when working on personalised targets such as; IEP’s, speech and language, physiotherapy, sensory programs or occupational therapy targets.

We are really fortunate to have a large outside area and we believe strongly that having the opportunity to learn outdoors provides young children with one of the best possible environments in which to learn. Being outdoors enables our children to experience and learn from the natural world, our weather and the seasons.

"The best-kept classroom and the richest cupboard are roofed only by the sky"

Margaret McMillan (c1925)
Nursery Schools and the Pre-school Child NSA Publication

The outdoor classroom allows children the freedom to utilise effective modes of learning – play, movement and sensory experience. The Dell allows the children to enhance the development of motor skills (gross and fine); and develops coordination, balance and body awareness.

Our forest area provides the children with a controlled, safe environment which ensures that children taking part naturally learn to assess risk. Much of the learning for a child comes as a result of the opportunities they have for testing their own abilities in a real-life context. All the areas of learning can be achieved outside while the children’s long-term social, emotional and mental health is being enhanced.

Some examples of the characteristics of effective learning can be seen in our fabulous outdoor areas.