Learning at Grange

Phonics and reading:

Learning to read is a fundamental part of a child’s education as they need to read fluently and confidently to access all areas of learning and prepare them for the next stage in their life.

Reading is given high status at Grange and is at the heart of everything that we do.  We aim to teach the children the skills to enable them to read well but we also aim to instil them with a love of reading and books.

reading1In the nursery we focus on developing the children’s speaking and listening skills, developing their language and vocabulary through games, songs, stories, rhymes, role play, imaginative play and the introduction of high quality books.

The children are then introduced to phonics through the structured approach of Read, Write  Inc (RWI).  RWI is taught in daily hour sessions with small groups of children from the reception class and KS1.  As their phonic knowledge increases the children are then able to apply their sounds to their reading and spelling.

We  broaden and extend the range of the children’s reading and writing by encouraging them to read  and write daily through guided reading  lessons, Literacy and Language lessons (Year 2 to Year 6), and through writing opportunities both in literacy lessons and in learning extended across the curriculum.  We provide high quality texts, both fiction and non fiction, cross curricular units of work, drama workshops, storytellers and authors to instil a love of reading across the school.

To support their development in reading we use many reading schemes and all the books are banded so that the children know what reading books to choose at their reading level. The main reading schemes we use are Oxford Reading Tree and Rigby Star.

Mathematics at Grange

Ethos

class2At Grange, we are committed to ensuring that our pupil become masters in mathematics. By the term ‘master’ we mean that each child develops a solid understanding of the maths that has been taught to enable them to move on to more advanced material.  We aim for our pupils to acquire a deep, long-term, secure and adaptable understanding of the subject through:

  • the use of concrete objects to act out an idea or skill
  • visual, pictorial representations e.g. bar models to represent problems
  • abstract representation – the symbolic stage where there is an understanding of formal methods

We encourage our pupils to adopt an ‘I can’ attitude towards learning. We plan lessons that encourage pupils to:

  • enjoy excelling in maths
  • become enthusiastic learners
  • explain what they are in their learning and why
  • believe that by working hard at maths they can succeed

Key Principles

Key stage 1 – years 1 and 2

(Taken from the National Curriculum Mathematics programme of study, July 2014)

class6The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the 4 operations, including with practical resources [for example, concrete objects and measuring tools].

Lower key stage 2 – years 3 and 4

(Taken from the National Curriculum Mathematics programme of study, July 2014)

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

Upper key stage 2 – years 5 and 6

(Taken from the National Curriculum Mathematics programme of study, July 2014)

class5The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

Implementation

As a school, all lessons are taught using the Maths No Problem scheme of work. The scheme provides high quality text books and professional development base on the teaching methods developed in Singapore and in line with The Primary National Curriculum for Mathematics 2014.

The Maths No Problem Lesson Structure

  • In focus is a time for practical exploration and discussion from a question posed to the class.
  • Let’s Learn is where the teacher collaboratively teaches children how to think through the concepts raised in the previous stage of the lesson using the physical resources as well as pictorial representations. This is where the purpose of the lesson is made clear.
  • Guided Practice: Collaborative learning is encouraged at this stage where the children work through the high quality text books recording their   We expect our students to select efficient methods, appropriate for the task given.
  • Workbooks and Greater Depth: A chance for children to work independently (or with a partner) to explore the concept at greater depth. Where a child may still feel unsure about the concept, resources would still be encouraged as well as targeted adult support.

Maths No Problem videos

Foundation Stage

pupils1At Grange Primary School we believe that Early Years education should acknowledge and build upon the wealth of learning that children bring with them to school. Young children learn best through first hand experiences and interactions with the environment. Language and play are the main vehicles for learning through which children learn to enjoy and achieve and begin to make sense of the world.

We support learners through the planning, delivery and evaluation of Foundation Stage curriculum that reflects the social, emotional, physical and intellectual development of each individual child. Children will be involved in a range of whole school activities, which continue and are extended in Key Stages 1 and 2. We aim to stimulate learning through matching teaching techniques to a range of learning styles. Children experience a variety of indoor and outdoor activities and opportunities, which encourage them to be safe and healthy. These are planned to enable children to reflect and discuss their actions and their effect on others through constant support and circle time.

We develop gross and fine motor skills planning carefully, to cater for each child’s individual needs. We aim to offer an inclusive education within a culture of high expectations, which enables children opportunities to make a positive contribution to their own learning.

Transition to key stage 1 is planned through a series of learning activities, which include the PSHE programme, parent and carer links, working with outside agencies. We provide regular assessment of pupils’ progress and needs to facilitate appropriate planning for their next steps in learning.

Key Stage 1

pupils4In KS1 we provide opportunities for each individual child to experience and enjoy a safe environment that will equip and prepare them for life choices and interaction in the wider world.

We plan for learning to be active and exciting by building on and extending the good practice laid down in the Foundation Stage. We aim to offer a topic based integrated curriculum, which focuses on creativity and child initiated learning, including access to outside play areas in the future. Children are encouraged to support each other’s learning through reading and writing buddies.

We celebrate and encourage achievement through a variety of activities including Good Work Assemblies, Concerts and Class Assemblies, in which we welcome parents, the community and other key stages.

Through PSHE, the curriculum and the involvement of the local and wider community where possible, we aim to develop personal, health, social and emotional skills within the key stage through after school and breakfast clubs, visits, speakers and presentations.

During their time in Key Stage 1 children are involved in routines, expectations and activities to build their capacity as independent learners. We encourage them to become more confident, building on their self esteem and supporting them to make more informed choices.

Key Stage 2

Our aim in KS2 is to equip our pupils with the confidence to think for themselves and to leave school with the life skills they will need to succeed in KS3 and beyond.

pupils2We aim to offer a rich, varied and creative curriculum which encourages each child to reach their full potential providing them with opportunities to become life long learners, sharing responsibility for their learning and well being. We encourage all adults at home, school and in the wider community to be involved in their development and growth. We intend to build on the rich learning experience that children have received in the earlier years and continue to offer a range of teaching strategies to enable them to enjoy their achievements. Our planning is inclusive and caters for individual needs and learning styles.

We will involve children in making choices and decisions with regard to their own roles and responsibilities within the school and the local community. As well as building on their experiences in Foundation Stage and Key Stage one, they will develop pastoral and leadership skills and responsibilities e.g. playground duties and meeting and greeting guests. They will be offered the chance to extend their learning and life experiences away from the school setting, through Citizenship Week, visits, residential trips and links with other schools and community groups.

The process of transition to secondary schools will be implemented through transition units developed in partnership with local secondary schools and include mentors, attending performances and visits to their chosen schools.

Parents Leaflets