Impact

Our curriculum needs to meet the needs of our children, including our disadvantaged pupils and those with SEND, so we spend time looking at and evaluating how children are learning.

This is achieved through talking to children, looking at their work, observing their learning experiences and analysing data and progress by year group, class, groups and individuals. Every member of staff uses ongoing observational assessment to identify children’s starting points and plan experiences which ensure progress. This is tracked and enables us to measure our starting points against national data set. We use this information to plan learning experiences and next steps so that knowledge and skills are built cumulatively. On going and summative assessment means that teachers update the progress that children have made and this allows us to assess the impact of teaching and evaluate what we need to do next. Evidence of children’s learning including observations, work samples, photographs are kept in Nursery and Reception ‘floor books’. These are also used to by children to reflect on their progress through pupil voice.

Our curriculum and its delivery ensure that children make good progress. Children in our Early years, on average, arrive with much lower starting points than national. During their time in our EYFS, children make rapid progress so that we meet the national expectation for GLD at the end of the year. Pupils also make good progress towards their age-related expectations before transitioning to year one. We believe our high standards are due to the enriched play-based exploration, alongside the rigor of assessment and teaching children as they move through the early years – a rich diet of balanced learning experiences is undoubtedly the best way to develop happy, curious children.