Curriculum and Assessment
Early Years Foundation Stage
The children in Nursery and Reception are in the Foundation Stage. The curriculum is organised into 7 areas of learning:
- Personal, Social and Emotional Development
- Physical Development
- Communication and Language
- Understanding of the World
- Expressive Arts and Design
Plus a focus on
- Characteristics of Effective Learning
Key Stages 1 and 2
We provide a broad and balanced curriculum, with cross-curricular links made between subjects to make topics more relevant and interesting.
Teaching and learning for children in Years 1 to 6 follows the requirements of the National Curriculum and includes English, mathematics, science, computing, art and design, history, geography, music, physical education, philosophy, French and personal, social, health and citizenship education (PSHCE). Provision for religious education follows the Redbridge agreed syllabus. Please click here for the Syllabus.
Children benefit from having music, PE, computing and French taught by our own specialist teachers.
As children go through the school they also have the opportunity to apply to play a musical instrument. Instrument lessons are generally charged for and are provided in school by peripatetic teachers from Redbridge Music School.
Through the PE curriculum children are given the opportunity to experience a range of indoor and outdoor activities on a weekly basis. The school takes part in many inter-school sports competitions. Swimming is taught in Year 5 and children visit the local swimming pool for their lessons.
Children learn to read through the teaching of phonics using the ‘Read, Write, Inc’ programme. This is taught in small groups to enable the pupils to learn at their own speed. Additional reading support is given to older children through the use of ‘Lexia’, a computer programme that can also be used at home.
Children are assessed regularly either through ongoing teacher assessment or through tests. Senior staff hold regular pupil progress meetings with class teachers to ensure that appropriate interventions are put in place if children are not making expected progress.