Presentation to Prospective Parents 10th November 2016 Inspiring each other every day. Anything is possible. Presentation to Prospective Parents 10th November 2016

Introduction to Our School

Contents History of our school School Aims Learning at Locking Stumps Key Stage Presentations Foundation Stage Key Stage 1 Key Stage 2 School Website and Learning Bubble Summary

School Vision and values Inspiring each other every day. Anything is possible. Everyday Values: Every day we come to school eager and ready to learn. Every day we listen to and respect each other. Every day we try hard and never give up. Every day we help somebody. Every day we go home feeling proud.

Learning AT Locking Stumps At Locking Stumps we believe that excellent learning takes place when: children are excited and immersed in memorable experiences children and teachers display a love of learning children display very high levels of mutual respect and understanding and positive relationships permeate the classroom children acquire knowledge, understanding and learn and practice skills exceptionally well there is highly effective use of a range of Assessment for Learning strategies there is appropriate selection and use of resources, including other adults and new technologies, that have a striking impact on learning

Foundation stage

FOUNDATION STAGE ORGANISATION 2 classes Maximum of 30 children in each class 2 teachers - Mrs MacDonald and Mrs Robinson 2 full time and 1 part time teaching assistants. Children work across the 4 learning areas. Adults with children individually or in groups on directed tasks or they observe children’s chosen activities, extending their learning through questioning and guidance. Class organisation- KS1 has 3 parallel mixed classes with Year 1 and Year 2 children within them. FS children will be organised into three groups. Throughout the Summer Term the FS staff will be making observations of the children to help inform the grouping process. Discussions with children will also take place. Transition week- Takes place in Summer Term to support children with the transition into KS1 and avoid unnecessary worrying during the Summer Holidays. Children visit their new classrooms with their new teachers. Familiar TA’s work with each class. Work is planned around a theme linked to the children’s interests and involves a range of practical activities linked to the FS profile. Allows for teachers to get to know children prior to September and allows for a smoother transition in September. Sharing of information- FS teachers gather a range of evidence to inform planning and highlight the progress of each individual child e.g. Keywords, phonics, reading levels, FS profile points. This information is passed on to the Y1 teacher and discussed in detail to ensure each child's needs are met and activities are planned at the correct level. Structure of the day- Arrive at school at 8.45am and lessons begin at 8.55am. 3 lessons in the morning (Numeracy, Literacy and one other (Letters and Sounds)) and one longer session in the afternoon. Although lessons do become more structured this is phased to allow for children to adjust to new routines. Move away from EYFS towards NC and a creative curriculum which involves developing children's basic skills around a key question e.g. Where does the sun go at night? (Science, History, Art) Numeracy groups- Children can be grouped within KS1 for Numeracy dependent on the current level they are working at. Currently we are trialling a Year 1 model in which Year 1 are taught together in the Autumn Term with two teachers-linking to the FS Profile with a focus on practical activities. Work is differentiated within this model and children have access to a range of resources to help them develop their Numeracy skills. This is working well and children are making good progress. Classroom Setting- Within each classroom it can become more formal (as there is a chair for every child) as some lessons may involve working in groups or recording as a whole class. However, the areas within the classroom are similar to FS e.g. Sand, ICT, Creative, Construction etc. Within these areas are focussed questions which allow children to work independently on an open ended task using the resources available. They become a aware that there is an expectation to record in each area. An ongoing focus for the KS1 department is to support the transition between FS and KS1 further through the planned use of continuous Provision linked to the themes within the classroom and the FS Profile. Homework- Same-Keywords, Reading Additional-Spellings, Maths key number fact booklet (with support for parents), holiday project work prior to a new topic. To finish.... Whilst there are changes within KS1 compared to FS many aspects remain. Every effort is made for a smooth transition for the children and our main aim is to minimise disruption for every child.

EARLY YEARS FOUNDATION STAGE CURRICULM A copy of the EYFS objectives can be found on our school website. We have lots of fun in Reception, following a practical play-based curriculum. Children take part in a variety of activities – child initiated, adult led and directed. All children learn at different rates and we want to reassure you that we will help your child to achieve to the best of their abilities, whatever their level of development. Class organisation- KS1 has 3 parallel mixed classes with Year 1 and Year 2 children within them. FS children will be organised into three groups. Throughout the Summer Term the FS staff will be making observations of the children to help inform the grouping process. Discussions with children will also take place. Transition week- Takes place in Summer Term to support children with the transition into KS1 and avoid unnecessary worrying during the Summer Holidays. Children visit their new classrooms with their new teachers. Familiar TA’s work with each class. Work is planned around a theme linked to the children’s interests and involves a range of practical activities linked to the FS profile. Allows for teachers to get to know children prior to September and allows for a smoother transition in September. Sharing of information- FS teachers gather a range of evidence to inform planning and highlight the progress of each individual child e.g. Keywords, phonics, reading levels, FS profile points. This information is passed on to the Y1 teacher and discussed in detail to ensure each child's needs are met and activities are planned at the correct level. Structure of the day- Arrive at school at 8.45am and lessons begin at 8.55am. 3 lessons in the morning (Numeracy, Literacy and one other (Letters and Sounds)) and one longer session in the afternoon. Although lessons do become more structured this is phased to allow for children to adjust to new routines. Move away from EYFS towards NC and a creative curriculum which involves developing children's basic skills around a key question e.g. Where does the sun go at night? (Science, History, Art) Numeracy groups- Children can be grouped within KS1 for Numeracy dependent on the current level they are working at. Currently we are trialling a Year 1 model in which Year 1 are taught together in the Autumn Term with two teachers-linking to the FS Profile with a focus on practical activities. Work is differentiated within this model and children have access to a range of resources to help them develop their Numeracy skills. This is working well and children are making good progress. Classroom Setting- Within each classroom it can become more formal (as there is a chair for every child) as some lessons may involve working in groups or recording as a whole class. However, the areas within the classroom are similar to FS e.g. Sand, ICT, Creative, Construction etc. Within these areas are focussed questions which allow children to work independently on an open ended task using the resources available. They become a aware that there is an expectation to record in each area. An ongoing focus for the KS1 department is to support the transition between FS and KS1 further through the planned use of continuous Provision linked to the themes within the classroom and the FS Profile. Homework- Same-Keywords, Reading Additional-Spellings, Maths key number fact booklet (with support for parents), holiday project work prior to a new topic. To finish.... Whilst there are changes within KS1 compared to FS many aspects remain. Every effort is made for a smooth transition for the children and our main aim is to minimise disruption for every child.

A typical day in foundation stage 8.35 – Doors open Children come into class Morning challenge 9.00 – Registration (8.50 for the rest of the school) 9.05 – Literacy input 9.25 – Keywords, Readers, Areas of learning Activities Rolling snack 11.30 – Maths input 12.00 – 1.00 Lunchtime 1.00 – Letters and Sounds and UW input 1.30 – Activities 3.15 – End of the school day 6.00 – Bed!!! Class organisation- KS1 has 3 parallel mixed classes with Year 1 and Year 2 children within them. FS children will be organised into three groups. Throughout the Summer Term the FS staff will be making observations of the children to help inform the grouping process. Discussions with children will also take place. Transition week- Takes place in Summer Term to support children with the transition into KS1 and avoid unnecessary worrying during the Summer Holidays. Children visit their new classrooms with their new teachers. Familiar TA’s work with each class. Work is planned around a theme linked to the children’s interests and involves a range of practical activities linked to the FS profile. Allows for teachers to get to know children prior to September and allows for a smoother transition in September. Sharing of information- FS teachers gather a range of evidence to inform planning and highlight the progress of each individual child e.g. Keywords, phonics, reading levels, FS profile points. This information is passed on to the Y1 teacher and discussed in detail to ensure each child's needs are met and activities are planned at the correct level. Structure of the day- Arrive at school at 8.45am and lessons begin at 8.55am. 3 lessons in the morning (Numeracy, Literacy and one other (Letters and Sounds)) and one longer session in the afternoon. Although lessons do become more structured this is phased to allow for children to adjust to new routines. Move away from EYFS towards NC and a creative curriculum which involves developing children's basic skills around a key question e.g. Where does the sun go at night? (Science, History, Art) Numeracy groups- Children can be grouped within KS1 for Numeracy dependent on the current level they are working at. Currently we are trialling a Year 1 model in which Year 1 are taught together in the Autumn Term with two teachers-linking to the FS Profile with a focus on practical activities. Work is differentiated within this model and children have access to a range of resources to help them develop their Numeracy skills. This is working well and children are making good progress. Classroom Setting- Within each classroom it can become more formal (as there is a chair for every child) as some lessons may involve working in groups or recording as a whole class. However, the areas within the classroom are similar to FS e.g. Sand, ICT, Creative, Construction etc. Within these areas are focussed questions which allow children to work independently on an open ended task using the resources available. They become a aware that there is an expectation to record in each area. An ongoing focus for the KS1 department is to support the transition between FS and KS1 further through the planned use of continuous Provision linked to the themes within the classroom and the FS Profile. Homework- Same-Keywords, Reading Additional-Spellings, Maths key number fact booklet (with support for parents), holiday project work prior to a new topic. To finish.... Whilst there are changes within KS1 compared to FS many aspects remain. Every effort is made for a smooth transition for the children and our main aim is to minimise disruption for every child.

homework Reading Letters and Sounds Keywords Spellings Homework Challenge book Class organisation- KS1 has 3 parallel mixed classes with Year 1 and Year 2 children within them. FS children will be organised into three groups. Throughout the Summer Term the FS staff will be making observations of the children to help inform the grouping process. Discussions with children will also take place. Transition week- Takes place in Summer Term to support children with the transition into KS1 and avoid unnecessary worrying during the Summer Holidays. Children visit their new classrooms with their new teachers. Familiar TA’s work with each class. Work is planned around a theme linked to the children’s interests and involves a range of practical activities linked to the FS profile. Allows for teachers to get to know children prior to September and allows for a smoother transition in September. Sharing of information- FS teachers gather a range of evidence to inform planning and highlight the progress of each individual child e.g. Keywords, phonics, reading levels, FS profile points. This information is passed on to the Y1 teacher and discussed in detail to ensure each child's needs are met and activities are planned at the correct level. Structure of the day- Arrive at school at 8.45am and lessons begin at 8.55am. 3 lessons in the morning (Numeracy, Literacy and one other (Letters and Sounds)) and one longer session in the afternoon. Although lessons do become more structured this is phased to allow for children to adjust to new routines. Move away from EYFS towards NC and a creative curriculum which involves developing children's basic skills around a key question e.g. Where does the sun go at night? (Science, History, Art) Numeracy groups- Children can be grouped within KS1 for Numeracy dependent on the current level they are working at. Currently we are trialling a Year 1 model in which Year 1 are taught together in the Autumn Term with two teachers-linking to the FS Profile with a focus on practical activities. Work is differentiated within this model and children have access to a range of resources to help them develop their Numeracy skills. This is working well and children are making good progress. Classroom Setting- Within each classroom it can become more formal (as there is a chair for every child) as some lessons may involve working in groups or recording as a whole class. However, the areas within the classroom are similar to FS e.g. Sand, ICT, Creative, Construction etc. Within these areas are focussed questions which allow children to work independently on an open ended task using the resources available. They become a aware that there is an expectation to record in each area. An ongoing focus for the KS1 department is to support the transition between FS and KS1 further through the planned use of continuous Provision linked to the themes within the classroom and the FS Profile. Homework- Same-Keywords, Reading Additional-Spellings, Maths key number fact booklet (with support for parents), holiday project work prior to a new topic. To finish.... Whilst there are changes within KS1 compared to FS many aspects remain. Every effort is made for a smooth transition for the children and our main aim is to minimise disruption for every child.

Partnership with parents We pride ourselves on having excellent relationships with our parents. Open door policy Share successes and targets at parents evening. Parent Workshops Lockie’s Little Learners Class organisation- KS1 has 3 parallel mixed classes with Year 1 and Year 2 children within them. FS children will be organised into three groups. Throughout the Summer Term the FS staff will be making observations of the children to help inform the grouping process. Discussions with children will also take place. Transition week- Takes place in Summer Term to support children with the transition into KS1 and avoid unnecessary worrying during the Summer Holidays. Children visit their new classrooms with their new teachers. Familiar TA’s work with each class. Work is planned around a theme linked to the children’s interests and involves a range of practical activities linked to the FS profile. Allows for teachers to get to know children prior to September and allows for a smoother transition in September. Sharing of information- FS teachers gather a range of evidence to inform planning and highlight the progress of each individual child e.g. Keywords, phonics, reading levels, FS profile points. This information is passed on to the Y1 teacher and discussed in detail to ensure each child's needs are met and activities are planned at the correct level. Structure of the day- Arrive at school at 8.45am and lessons begin at 8.55am. 3 lessons in the morning (Numeracy, Literacy and one other (Letters and Sounds)) and one longer session in the afternoon. Although lessons do become more structured this is phased to allow for children to adjust to new routines. Move away from EYFS towards NC and a creative curriculum which involves developing children's basic skills around a key question e.g. Where does the sun go at night? (Science, History, Art) Numeracy groups- Children can be grouped within KS1 for Numeracy dependent on the current level they are working at. Currently we are trialling a Year 1 model in which Year 1 are taught together in the Autumn Term with two teachers-linking to the FS Profile with a focus on practical activities. Work is differentiated within this model and children have access to a range of resources to help them develop their Numeracy skills. This is working well and children are making good progress. Classroom Setting- Within each classroom it can become more formal (as there is a chair for every child) as some lessons may involve working in groups or recording as a whole class. However, the areas within the classroom are similar to FS e.g. Sand, ICT, Creative, Construction etc. Within these areas are focussed questions which allow children to work independently on an open ended task using the resources available. They become a aware that there is an expectation to record in each area. An ongoing focus for the KS1 department is to support the transition between FS and KS1 further through the planned use of continuous Provision linked to the themes within the classroom and the FS Profile. Homework- Same-Keywords, Reading Additional-Spellings, Maths key number fact booklet (with support for parents), holiday project work prior to a new topic. To finish.... Whilst there are changes within KS1 compared to FS many aspects remain. Every effort is made for a smooth transition for the children and our main aim is to minimise disruption for every child.

Application and Transition If you do decide to send your child here, the admissions forms are available to fill in online now at www. warrington.gov.uk/admissions Letters sent out to parents in April Nursery and Pre-school visits New parent meeting Children visit school for a morning in July Staggered intake in September Class organisation- KS1 has 3 parallel mixed classes with Year 1 and Year 2 children within them. FS children will be organised into three groups. Throughout the Summer Term the FS staff will be making observations of the children to help inform the grouping process. Discussions with children will also take place. Transition week- Takes place in Summer Term to support children with the transition into KS1 and avoid unnecessary worrying during the Summer Holidays. Children visit their new classrooms with their new teachers. Familiar TA’s work with each class. Work is planned around a theme linked to the children’s interests and involves a range of practical activities linked to the FS profile. Allows for teachers to get to know children prior to September and allows for a smoother transition in September. Sharing of information- FS teachers gather a range of evidence to inform planning and highlight the progress of each individual child e.g. Keywords, phonics, reading levels, FS profile points. This information is passed on to the Y1 teacher and discussed in detail to ensure each child's needs are met and activities are planned at the correct level. Structure of the day- Arrive at school at 8.45am and lessons begin at 8.55am. 3 lessons in the morning (Numeracy, Literacy and one other (Letters and Sounds)) and one longer session in the afternoon. Although lessons do become more structured this is phased to allow for children to adjust to new routines. Move away from EYFS towards NC and a creative curriculum which involves developing children's basic skills around a key question e.g. Where does the sun go at night? (Science, History, Art) Numeracy groups- Children can be grouped within KS1 for Numeracy dependent on the current level they are working at. Currently we are trialling a Year 1 model in which Year 1 are taught together in the Autumn Term with two teachers-linking to the FS Profile with a focus on practical activities. Work is differentiated within this model and children have access to a range of resources to help them develop their Numeracy skills. This is working well and children are making good progress. Classroom Setting- Within each classroom it can become more formal (as there is a chair for every child) as some lessons may involve working in groups or recording as a whole class. However, the areas within the classroom are similar to FS e.g. Sand, ICT, Creative, Construction etc. Within these areas are focussed questions which allow children to work independently on an open ended task using the resources available. They become a aware that there is an expectation to record in each area. An ongoing focus for the KS1 department is to support the transition between FS and KS1 further through the planned use of continuous Provision linked to the themes within the classroom and the FS Profile. Homework- Same-Keywords, Reading Additional-Spellings, Maths key number fact booklet (with support for parents), holiday project work prior to a new topic. To finish.... Whilst there are changes within KS1 compared to FS many aspects remain. Every effort is made for a smooth transition for the children and our main aim is to minimise disruption for every child.

Key Stage 1

What can you expect in KS1? Class organisation Transition week Sharing of information Classroom Setting Homework Residential Structure of the day (Typical timetable) Class organisation- KS1 has 3 parallel mixed classes with Year 1 and Year 2 children within them. FS children will be organised into three groups. Throughout the Summer Term the FS staff will be making observations of the children to help inform the grouping process. Discussions with children will also take place. Transition week- Takes place in Summer Term to support children with the transition into KS1 and avoid unnecessary worrying during the Summer Holidays. Children visit their new classrooms with their new teachers. Familiar TA’s work with each class. Work is planned around a theme linked to the children’s interests and involves a range of practical activities linked to the FS profile. Allows for teachers to get to know children prior to September and allows for a smoother transition in September. Sharing of information- FS teachers gather a range of evidence to inform planning and highlight the progress of each individual child e.g. Keywords, phonics, reading levels, FS profile points. This information is passed on to the Y1 teacher and discussed in detail to ensure each child's needs are met and activities are planned at the correct level. Structure of the day- Arrive at school at 8.45am and lessons begin at 8.55am. 3 lessons in the morning (Numeracy, Literacy and one other (Letters and Sounds)) and one longer session in the afternoon. Although lessons do become more structured this is phased to allow for children to adjust to new routines. Move away from EYFS towards NC and a creative curriculum which involves developing children's basic skills around a key question e.g. Where does the sun go at night? (Science, History, Art) Numeracy groups- Children can be grouped within KS1 for Numeracy dependent on the current level they are working at. Currently we are trialling a Year 1 model in which Year 1 are taught together in the Autumn Term with two teachers-linking to the FS Profile with a focus on practical activities. Work is differentiated within this model and children have access to a range of resources to help them develop their Numeracy skills. This is working well and children are making good progress. Classroom Setting- Within each classroom it can become more formal (as there is a chair for every child) as some lessons may involve working in groups or recording as a whole class. However, the areas within the classroom are similar to FS e.g. Sand, ICT, Creative, Construction etc. Within these areas are focussed questions which allow children to work independently on an open ended task using the resources available. They become a aware that there is an expectation to record in each area. An ongoing focus for the KS1 department is to support the transition between FS and KS1 further through the planned use of continuous Provision linked to the themes within the classroom and the FS Profile. Homework- Same-Keywords, Reading Additional-Spellings, Maths key number fact booklet (with support for parents), holiday project work prior to a new topic. To finish.... Whilst there are changes within KS1 compared to FS many aspects remain. Every effort is made for a smooth transition for the children and our main aim is to minimise disruption for every child.

A typical KS1 timetable

Key Stage 2

What can you expect in KS2? Lots of similarities to KS1 Class organisation Transition week Sharing of information Classroom Setting Homework Residentials Structure of the day (Typical timetable) Class organisation- KS1 has 3 parallel mixed classes with Year 1 and Year 2 children within them. FS children will be organised into three groups. Throughout the Summer Term the FS staff will be making observations of the children to help inform the grouping process. Discussions with children will also take place. Transition week- Takes place in Summer Term to support children with the transition into KS1 and avoid unnecessary worrying during the Summer Holidays. Children visit their new classrooms with their new teachers. Familiar TA’s work with each class. Work is planned around a theme linked to the children’s interests and involves a range of practical activities linked to the FS profile. Allows for teachers to get to know children prior to September and allows for a smoother transition in September. Sharing of information- FS teachers gather a range of evidence to inform planning and highlight the progress of each individual child e.g. Keywords, phonics, reading levels, FS profile points. This information is passed on to the Y1 teacher and discussed in detail to ensure each child's needs are met and activities are planned at the correct level. Structure of the day- Arrive at school at 8.45am and lessons begin at 8.55am. 3 lessons in the morning (Numeracy, Literacy and one other (Letters and Sounds)) and one longer session in the afternoon. Although lessons do become more structured this is phased to allow for children to adjust to new routines. Move away from EYFS towards NC and a creative curriculum which involves developing children's basic skills around a key question e.g. Where does the sun go at night? (Science, History, Art) Numeracy groups- Children can be grouped within KS1 for Numeracy dependent on the current level they are working at. Currently we are trialling a Year 1 model in which Year 1 are taught together in the Autumn Term with two teachers-linking to the FS Profile with a focus on practical activities. Work is differentiated within this model and children have access to a range of resources to help them develop their Numeracy skills. This is working well and children are making good progress. Classroom Setting- Within each classroom it can become more formal (as there is a chair for every child) as some lessons may involve working in groups or recording as a whole class. However, the areas within the classroom are similar to FS e.g. Sand, ICT, Creative, Construction etc. Within these areas are focussed questions which allow children to work independently on an open ended task using the resources available. They become a aware that there is an expectation to record in each area. An ongoing focus for the KS1 department is to support the transition between FS and KS1 further through the planned use of continuous Provision linked to the themes within the classroom and the FS Profile. Homework- Same-Keywords, Reading Additional-Spellings, Maths key number fact booklet (with support for parents), holiday project work prior to a new topic. To finish.... Whilst there are changes within KS1 compared to FS many aspects remain. Every effort is made for a smooth transition for the children and our main aim is to minimise disruption for every child.

A typical KS2 timetable

Other subjects and Experiences French Lots of enrichment opportunities: Whole class Gospel singing Music tuition - whole class and ensembles BikeRight Wide range of extra curricular activities e.g. choir, football and a wide range of sports, art club, computing, gardening, enterprise, media, dance, cross country Responsibility eg Buddies, School Council

Mathematics Children are taught in own classes Mixed ability Provide opportunities for continuous challenge (Bronze, Silver, Gold and Star Challenges) Promotion of independent learning Accelerated progress groups as required Increased focus on using and applying in a range of contexts ‘Real life’ context Use of resources and ‘hands on experiences’ Things to do at home.

English Use of technology to enhance learning Taught in own classes Use of high quality texts and other resources to inspire learning Cover a wide range of genres Where possible linked with our Topics Progression of skills – Punctuation and Grammar Quick paced and fun spelling activities take place throughout the week with a weekly test (5 seen and some unseen words) Use of technology to enhance learning

TOPIC Start with a WOW activity Cross curricular Rich curriculum EBL in KS1 Project homework

School website and learning bubble The website A valuable source of information for parents, carers and children Dates, calendar, news, links Links to Blogs: School Life Blog Good Work Blog The Learning Bubble (DB Primary) A safe and secure leaning environment Access to a range of resources to help learning Homework Communication with peers and teachers Opportunity to learn about esafety/social networking in a safe and secure MODERATED environment

Inspiring each other every day. Anything is possible.