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

2. Introduction to Our School

3. 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

4. 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.

5. 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

6. Foundation stage

7. 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.

8. 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.

9. 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 – Maths input – 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.

10. 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.

11. 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.

12. 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.

13. Key Stage 1

14. 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.

15. A typical KS1 timetable

16. Key Stage 2

17. 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.

18. A typical KS2 timetable

19. 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

20. 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.

21. 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

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

23. 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

24. Inspiring each other every day. Anything is possible.