Celebration of Achievement
It is highly important to recognise and celebrate children’s achievements as this develops their self-esteem. Children are continuously learning and developing and success definitely breeds success.
Children receive certificates in their classrooms - their teachers and classmates will make a real fuss of them and parents and carers will receive an email informing them of the certificate. All children receiving certificates will be invited to sit at top table on the following Monday lunch time, as public recognition of their achievements.
We also wanted to acknowledge that there are many children who cannot receive certificates for all that they achieve because they always work hard and do the right thing. These always children can now be nominated by their class teachers to join Ms Riddleston and another senior member of staff for an afternoon tea on a Friday.
Children’s progress at school is regularly monitored and parents are kept informed at parents meetings. If we feel that children require additional support, we will arrange a meeting between the class teacher and the child’s parents to discuss our concerns. If you, as the child’s parents have any concerns then you can also request a meeting to discuss the next steps.
If a child needs help over and above that which is normally available within the curriculum differentiation, the class teacher and Learning Support Assistants will provide additional support.
Additional support may include:
- differentiated learning materials
- some extra group or individual support
- support from a Learning Support Assistant.
We also identify children who are making exceptional progress and additional challenges are provided for more able children. The school compiles a register of children who are considered to be gifted and/or talented. Parents are informed of this and will be invited to attend a meeting with the class teacher to discuss how the school is meeting these additional needs.
We aim to work closely with parents, involving them at all times in their children’s education.
Our Special Educational Needs Co-ordinator (SENCo) is Mrs Uden and she can be contacted either by calling 01787 472153 or by e‑mailing SEND@richarddeclare.com
At Richard de Clare our curriculum is aspirational for all pupils: promoting academic excellence, physical promise, social and emotional intelligence. We are highly inclusive and provide a broad and balanced curriculum with stimulating and creative experiences.
Through the inspiring curriculum we motivate and engage pupils, preparing them for life in modern Britain. We develop spiritual, moral and cultural awareness; fostering a greater understanding of others, themselves and their safety.
Real engagement in learning means participation in decisions that affect children’s own schooling. The basis for pupil voice is found in Article 12 of the United Nations Convention on the Rights of the Child which sets out the right of children to express an opinion and to be included in decisions that involve and affect them.
Benefits of Pupil Participation
- Improved pupil engagement and its impact on well-being, behaviour and learning
- Improved pupil-staff and pupil-pupil relationships
- Policies are based on the needs and suggestions of pupils and are therefore effective
- More inclusive schools, where all pupils are encouraged and supported to contribute
- Increased opportunity for pupils to develop personal, social and communication skills
Pupil participation at Richard de Clare happens in a variety of ways, including:
- As part of Assessment for Learning
- By involving pupils in school self-evaluation and assessment
- Links with charities and with the wider community
- Improvements to the school environment (e.g. school buildings, playground, toilets)
- Involvement with staff recruitment
- Involvement with planning, reviewing and implementing school policies
- Consultation mechanisms such as surveys, suggestion boxes and circle time
- Providing evaluation of their own and peers’ learning
- Inter school events
Practically this looks like:
- Active engagement in Assessment for Learning strategies, self and peer feedback
- Class Councils – focus on learning to learn (metacognition)
- Class/group circle times
- Play Champions
- School to school pupil voice events
- Assisting with recruitment
We all know that reading opens the door to all learning.
A child who reads a lot will become a good reader.
A good reader will be able to read challenging material.
A child who reads challenging material is a child who will learn.
The more a child learns the more a child wants to find out.
It is, therefore, vital that your child finds learning to read and write a rewarding and successful experience.
The following pages outline the way our literacy programme works. We hope that you will not hesitate to ask for any help throughout the programme. We are here for your child!
At Richard De Clare we believe that parents form an integral part of their child’s learning. As a parent, you are your child’s first educator. At Richard De Clare, we value your knowledge of your child and we use Tapestry; an ‘Online Learning Journal’, as a form of two way communication. This allows the teaching staff and you as a parent, to constantly review and reflect on your child’s development. It also helps us as practitioners to gain a holistic view of your child. Parents are informed about their child’s learning through the use of ‘Home Links’ letters which share with you information about your child’s current interests at school.
All about The Foundation Stage at Richard De Clare
The Foundation Stage is a very unique year as it is your child’s first year at school. We follow the Early Years Foundation Stage curriculum which is underpinned by children’s innate desire to play. Teaching and Learning in the Foundation Stage is stimulating and fun and is carefully designed to provide learning opportunities which celebrate discovery and exploration through first hand experiences.
Personal, Social and Emotional Development
Communication, Language and Literacy
These Prime Areas of Learning are an essential part of your child’s development and children require these skills in order to become successful learners. For children to access the following Specific Areas; they must initially develop their skills in the Prime Areas of Learning.
Knowledge and Understanding of the World
Expressive Arts and Design
Characteristics of Effective Learning
The Prime and Specific Areas of Learning and the Development of the Characteristics of Effective Learning are intertwined. There are three Characteristics of Learning; ‘Active Learning’, ‘Playing and Exploring’ and ‘Creating and Thinking Critically’. These characteristics underpin learning in the Foundation Stage and as practitioners, we aim to provide an enabling environment which facilitates independent learning and development of these three skills.
In Year 1 the children will be improving their phonic skills and applying this to their reading. In maths they will be learning to add and subtract and applying this to simple problems. Independence will also be developed across the curriculum.
In Year 2 the children will be building on reading skills and comprehension. In maths they will consolidate addition and subtraction, moving onto multiplication and division. These skills will be applied to problem solving and investigation.
Year 3 is a key transition stage from KS1 to KS2. Our aim is to continue the learning momentum from Year 2 and reinforce this with new skills. Children will be encouraged to embrace positive learning attitudes, including accepting challenges and working independently. Continued support from home to develop these learning attitudes will be of great benefit to the children beyond their primary life.
The Year 4 curriculum embraces a wide range of learning opportunities, whilst promoting growth mindset and enriching the experiences of children. We believe in making learning exciting and fun, making use of links across subjects to ensure lessons are purposeful and have true meaning. We continue to promote teamwork and responsibility as children become more independent in their learning which allows them to develop their skills and build resilience. There is a particular focus on times tables within Year 4 due to the standardised tests.
Year 6 is a really exciting time for our children. We endeavour to consolidate all the skills they have learnt so far as well as preparing them for SATs and their transition to secondary school. We encourage independence, responsibility and positive learning attitudes. We believe that high expectations encourage the children to aim high and achieve their dreams. We value the support of parents in encouraging the children to develop good learning habits, including completing their homework to the best of their ability.