In the Foundation Stage we seek to create a love of learning and curiosity of the world. Experiences are multi-sensory and our stimulating environment provokes children to communicate and helps them to make sense of the world.
For example we play in the vast sand pit with your feet bedded in the sand, observing our living creatures outdoors and watching the water swirl through our large water play feature. Playing make believe in our big Wendy house or just sitting on the hammock reading a book!
Practitioners evidence children's progress and provide next steps through learning journals .
We recognise that our children learn most effectively in an environment where they feel secure and their attainment and progress is personalised to their needs. The quality, effectiveness and consistently high level of pupil learning and achievement critically depends upon the quality and effectiveness of the learning and teaching they receive. In order to maximise their potential and achieve the outcomes in the national curriculum and every child matters agenda, we will retain a sharp focus on our aims and work towards achieving them.
To enable pupils to maximise their potential and raise standards through high quality teaching, which takes account of varying learning styles and the range of multiple intelligences.
To develop in pupils the range of skills, abilities, knowledge and understanding necessary for active citizenship in the 21st Century, through a cross curricular approach.
To provide learners with a broad and balanced curriculum in which they have opportunities to apply skills and learning to real life and cross-curricular content.
To develop learners’ knowledge of HOW to learn.
To develop children as lifelong learners.
To create an environment where children’s self-confidence and self-worth can be developed.
Wherever possible, cross-curricular should be made in each lesson, to match the cross-curricular topic overview completed half termly.
The CLC MAT has adopted the Mathematics and English Mastery Approach to teaching and learning. Mastery is a journey and long-term goal, achieved through exploration, clarification, practice and application over time.
Is an engaging and accessible style of mathematics teaching, inspired by Singapore and Shanghai. This approach enhances mathematical understanding, enjoyment and achievement for every child.
This programme pulls together many established ideas and methods into one rigorous teaching approach.
Children are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Mathematical concepts are explored in a variety of representations and problem-solving contexts to give pupils a richer and deeper learning experience.
An English curriculum taught through immersion in a high quality text to develop young learners who have fluency and depth of understanding in a range of reading, writing, grammar and punctuation skills.
The principle of a mastery curriculum is that all pupils keep up with the pace of the learning and that gaps are addressed immediately so that no pupil falls behind. Instead of the teacher trying to teach five different lessons at once and personalise the learning for 30 different pupils, teaching for mastery means that all pupils are taught together as a whole class through a highly tuned teaching approach.
For each year group, the Mastery English curriculum is built around six high quality, whole class texts which the class spend a term exploring and enjoying. The texts are carefully chosen and are typically a classic, a novel linked to their topic or a contemporary children's author, perhaps to appeal to that particular class. Every single pupil experiences reading and engaging with high quality literature by holding a copy of the book and sharing the teacher's passion for reading. The children read the whole text through individual and shared reading, which means that everyone can enjoy the reading experience and they can all keep up with the book. The interesting thing about this approach is that the reading comprehension, grammar, punctuation and technical writing skills are completely embedded into the whole class teaching approach and taught in the context of the whole class text.
At CLCT we use the Read Write Inc (RWI) programme. RWI is a method of learning centred around a systematic program of teaching phonics, and we use it to support children in their reading and writing.
Reading opens the door to learning. A child who reads a lot will become a good reader. A good reader will be able to read more challenging material. A child who reads challenging material is a child who will learn. The more a child learns, the more he or she will want to find out.
Using RWI, the children learn to read effortlessly so that they can put all their energy into comprehending what they read. It also allows them to spell effortlessly so that they can put all their energy into composing what they write.
When using RWI to read the children will:
When using RWI to write the children will: