Celebration of Achievement

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. Success is celebrated in class through displays, team points, reward tokens, praise, gestures, holding up achievements as models for others and in many more ways too. 

Having consulted pupils and staff, we have made some changes to the way we celebrate achievements at Richard de Clare. Children will now receive certificates in their classrooms (rather than in assembly as they did last term) - 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. Top table guests are looked after by a member of the lunch time staff team, have the table set for them and even enjoy flowers on the table; it is an opportunity for the school community to appreciate their accomplishments.

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 Mrs Donnelly/Mrs Couttie for afternoon tea. We had our first afternoon tea on Friday and it was genuine pleasure to spend time with  and recognise these always children for all that they bring to R de C - and there was great cake thanks to our wonderful kitchen!

Last week, we celebrated the success of:

Week ending 19/7

Always Children

  • Lily, Y1
  • Reuben, EYFS
  • Joey, Y1
  • Taia May, Y1
  • Kalebh, Y1
  • Amber, Y3
  • Jessica, Y3
  • Jayden, Y4
  • Stephanie, Y4
  • Ella, Y5
  • Hannah, Y5

Top Table

  • Emma, EYFS
  • Klay, EYFS
  • Henry, EYFS
  • Reuben, EYFS
  • Kayden, Y1
  • Riley, Y1
  • Paige, Y1
  • Harry, Y1
  • Flynn, Y1
  • Kiara, Y1
  • Kayson, Y2
  • Elena, Y2
  • Malakai, Y2
  • Billie-Jo, Y2
  • Jack, Y2
  • Summer, Y2
  • Xander, Y3
  • Ollie, Y3
  • Lacie, Y3
  • Daisy, Y3
  • Anafa, Y3
  • Ashley, Y3
  • Charlie, Y3
  • Daisy, Y4
  • Molly, Y4
  • Jessica, Y4
  • Adela, Y4
  • Owen, Y5
  • Lily, Y5
  • Evie, Y5
  • Kayla, Y5
  • Isabelle, Y5
  • Olivia, Y5
  • Jack, Y5
  • Skye, Y5
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Children's University

Essex Children's University is part of a national project that aims to provide social mobility and encourages participation in learning outside of the classroom.

Please see below for full details.

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Curriculum Map

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.

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Early Years / Foundation Stage

All about The Foundation Stage at Richard De Clare

Our classes are - 

Willow - Miss Manning and Mrs Illingworth

Cherry - Mrs Davey

 

The Foundation Stage

The Foundation Stage is a very unique year as it is your child’s first year at school. We follow the Early Years Foundation Phase Profile which is underpinned by children’s innate desire to play. The curriculum we have developed is child led which allows children to take ownership over their learning. 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.

Prime Areas

Personal, Social and Emotional Development

Communication, Language and Literacy

Physical Development

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.

Specific Areas

Literacy

Mathematics

Knowledge and Understanding of the World

Expressive Arts and Design

Characteristics of 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.

Parents

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. We welcome parents into school and provide many opportunities for you to take part in your child’s learning. We run Stay and Play Sessions and we also encourage parents to join us for Class Assemblies. 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.

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Introduction

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.

 

 

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Music

 

Dan Ribbits teaches weekly music lessons to our KS2 classes. This gives the children an opportunity to compose and create their own music, understand rhythm and sing along to their favourite songs. Mr Ribbits also leads Singing Assembly on Thursdays, which the children throroughy enjoy. To view his Facebook page, click here.

Melissa Stopp from Music for Schools provides pupils with instrumental lessons. She currently offers flute, clarinet, cornet, trumpet and saxophone. Music for Schools also offers a rental system for instruments as well as purchase options. If you wish to purchase lessons for your child please contact Music for Schools directly. For more information, click here, or call 03453752466.

Jonathan from Upbeat teaches guitar, piano and ukulele lessons. He runs lessons every week in the Jam-Van. Please contact Upbeat directly if you are interested in lessons for your child. Click here for more information. 

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Pupil Voice

Pupil Voice

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
  • Groups such as our learning council, eco-council, curriculum teams
  • Fundraising, 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
  • Family Councils (mixed from Y1 to 6) – focus on British Values and current affairs
  • Learning Forum – reviewing needs and policies of the school
  • Elected representatives working with staff in curriculum teams
  • A fundraising team
  • An Eco Team
  • Play Champions
  • Librarians
  • School to school pupil voice events
  • Assisting with recruitment …
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Read, Write Inc

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!

 

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Year 1

Our Year 1 classes are:

Solar and Lunar

Class Teachers

Miss Mayhew (Solar 1LM)

Miss Cassidy (Lunar 1NC)

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Year 2

Our Year 2 classes are:

2KJ and 2SI

Class Teachers

Miss Johnson (2KJ)

Mrs Sharp (2SI)

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Year 3

Our Year 3 classes are:

3DB and 3DC

(As from Sept 19)

Class Teachers

Mr Ball (3DB)

Mrs Cackett (3DC)

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Year 4

Our Year 4 classes are:

4ES and 4DE

Class Teachers

Miss Emerton (4DE)

Miss Shaw (4ES)

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