EYFS
INTENT
We aim to ensure that the children at our school are provided with high quality learning experiences that lead to a consistently high level of pupil achievement. We strive to provide our children with an education that is both enjoyable and inspirational; it is tailored to the children’s needs and interests, providing them with the skills set that will make them a life-long learner. We will ensure that our curriculum is memorable and relevant. Through our planning, engagement with children, creative use of resources and personnel, professional development and training, we will aim to make learning and teaching at Sarum St Paul’s Primary School of a consistently high standard.
Subject Leader: Mrs Deborah Gregory
Characteristics of Effective Learning
The characteristics of effective learning are the ways in which children approach their learning and exploring the world in general. They form the basis of our curriculum and shape how we plan, how we set up our learning environment and how we encourage children to develop as learnings.
Play and exploring:
These include:
Active learning
these include:
Creating and thinking critically
These include:
Follow this link to view the standards that school and childcare providers must meet for the learning, development and care of children from birth to 5:
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
'The inside and outside areas are well thought out and support effective continuous provision, providing many opportunities for the pupils to explore, develop and take risks with their ideas, pupils were purposeful in their play and learning...'
'An outside challenge to build a rocket provided opportunities to record outcomes, encouraged and supported by staff. Very positive relationships and high expectations for behaviour and focus were evident.'
'The classroom environment supports all the areas of learning. Displays include an individual learning area for each pupil, numbers and counting maths display, phonics, growing things e.g. butterflies etc. Writing is high profile inside and outside with a range of activities and stimuli. Support staff working one to one with pupils used the model of phonics teaching “my turn…your turn…” to encourage and support pupils effectively. Pupils demonstrated a love of reading with good listening skills being developed, enjoying a Jill Murphy book, “Whatever next”. A range of the authors books were accessible to the pupils. Pupils engaged effectively with talk partners to explore their thinking and respond to questions.'
School Improvement Advisor - Summer 2022
OUR SCHOOL ENVIRONMENT
EYFS LEARNING
‘Fantastic, caring, inclusive school. We must comment weekly on a number of positive aspects, we feel very lucky our child attends SSP. It has a real family feel and my son is thriving.’
Year R parent April 2022
EYFS
INTENT
We aim to ensure that the children at our school are provided with high quality learning experiences that lead to a consistently high level of pupil achievement. We strive to provide our children with an education that is both enjoyable and inspirational; it is tailored to the children’s needs and interests, providing them with the skills set that will make them a life-long learner. We will ensure that our curriculum is memorable and relevant. Through our planning, engagement with children, creative use of resources and personnel, professional development and training, we will aim to make learning and teaching at Sarum St Paul’s Primary School of a consistently high standard.
Subject Leader: Mrs Deborah Gregory
Characteristics of Effective Learning
The characteristics of effective learning are the ways in which children approach their learning and exploring the world in general. They form the basis of our curriculum and shape how we plan, how we set up our learning environment and how we encourage children to develop as learnings.
Play and exploring:
These include:
Active learning
these include:
Creating and thinking critically
These include:
Follow this link to view the standards that school and childcare providers must meet for the learning, development and care of children from birth to 5:
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
'The inside and outside areas are well thought out and support effective continuous provision, providing many opportunities for the pupils to explore, develop and take risks with their ideas, pupils were purposeful in their play and learning...'
'An outside challenge to build a rocket provided opportunities to record outcomes, encouraged and supported by staff. Very positive relationships and high expectations for behaviour and focus were evident.'
'The classroom environment supports all the areas of learning. Displays include an individual learning area for each pupil, numbers and counting maths display, phonics, growing things e.g. butterflies etc. Writing is high profile inside and outside with a range of activities and stimuli. Support staff working one to one with pupils used the model of phonics teaching “my turn…your turn…” to encourage and support pupils effectively. Pupils demonstrated a love of reading with good listening skills being developed, enjoying a Jill Murphy book, “Whatever next”. A range of the authors books were accessible to the pupils. Pupils engaged effectively with talk partners to explore their thinking and respond to questions.'
School Improvement Advisor - Summer 2022
OUR SCHOOL ENVIRONMENT
EYFS LEARNING
‘Fantastic, caring, inclusive school. We must comment weekly on a number of positive aspects, we feel very lucky our child attends SSP. It has a real family feel and my son is thriving.’
Year R parent April 2022
EYFS
INTENT
We aim to ensure that the children at our school are provided with high quality learning experiences that lead to a consistently high level of pupil achievement. We strive to provide our children with an education that is both enjoyable and inspirational; it is tailored to the children’s needs and interests, providing them with the skills set that will make them a life-long learner. We will ensure that our curriculum is memorable and relevant. Through our planning, engagement with children, creative use of resources and personnel, professional development and training, we will aim to make learning and teaching at Sarum St Paul’s Primary School of a consistently high standard.
Subject Leader: Mrs Deborah Gregory
Characteristics of Effective Learning
The characteristics of effective learning are the ways in which children approach their learning and exploring the world in general. They form the basis of our curriculum and shape how we plan, how we set up our learning environment and how we encourage children to develop as learnings.
Play and exploring:
These include:
Active learning
these include:
Creating and thinking critically
These include:
Follow this link to view the standards that school and childcare providers must meet for the learning, development and care of children from birth to 5:
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
'The inside and outside areas are well thought out and support effective continuous provision, providing many opportunities for the pupils to explore, develop and take risks with their ideas, pupils were purposeful in their play and learning...'
'An outside challenge to build a rocket provided opportunities to record outcomes, encouraged and supported by staff. Very positive relationships and high expectations for behaviour and focus were evident.'
'The classroom environment supports all the areas of learning. Displays include an individual learning area for each pupil, numbers and counting maths display, phonics, growing things e.g. butterflies etc. Writing is high profile inside and outside with a range of activities and stimuli. Support staff working one to one with pupils used the model of phonics teaching “my turn…your turn…” to encourage and support pupils effectively. Pupils demonstrated a love of reading with good listening skills being developed, enjoying a Jill Murphy book, “Whatever next”. A range of the authors books were accessible to the pupils. Pupils engaged effectively with talk partners to explore their thinking and respond to questions.'
School Improvement Advisor - Summer 2022
OUR SCHOOL ENVIRONMENT
EYFS LEARNING
‘Fantastic, caring, inclusive school. We must comment weekly on a number of positive aspects, we feel very lucky our child attends SSP. It has a real family feel and my son is thriving.’
Year R parent April 2022
EYFS
INTENT
We aim to ensure that the children at our school are provided with high quality learning experiences that lead to a consistently high level of pupil achievement. We strive to provide our children with an education that is both enjoyable and inspirational; it is tailored to the children’s needs and interests, providing them with the skills set that will make them a life-long learner. We will ensure that our curriculum is memorable and relevant. Through our planning, engagement with children, creative use of resources and personnel, professional development and training, we will aim to make learning and teaching at Sarum St Paul’s Primary School of a consistently high standard.
Subject Leader: Mrs Deborah Gregory
Characteristics of Effective Learning
The characteristics of effective learning are the ways in which children approach their learning and exploring the world in general. They form the basis of our curriculum and shape how we plan, how we set up our learning environment and how we encourage children to develop as learnings.
Play and exploring:
These include:
Active learning
these include:
Creating and thinking critically
These include:
Follow this link to view the standards that school and childcare providers must meet for the learning, development and care of children from birth to 5:
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
'The inside and outside areas are well thought out and support effective continuous provision, providing many opportunities for the pupils to explore, develop and take risks with their ideas, pupils were purposeful in their play and learning...'
'An outside challenge to build a rocket provided opportunities to record outcomes, encouraged and supported by staff. Very positive relationships and high expectations for behaviour and focus were evident.'
'The classroom environment supports all the areas of learning. Displays include an individual learning area for each pupil, numbers and counting maths display, phonics, growing things e.g. butterflies etc. Writing is high profile inside and outside with a range of activities and stimuli. Support staff working one to one with pupils used the model of phonics teaching “my turn…your turn…” to encourage and support pupils effectively. Pupils demonstrated a love of reading with good listening skills being developed, enjoying a Jill Murphy book, “Whatever next”. A range of the authors books were accessible to the pupils. Pupils engaged effectively with talk partners to explore their thinking and respond to questions.'
School Improvement Advisor - Summer 2022
OUR SCHOOL ENVIRONMENT
EYFS LEARNING
‘Fantastic, caring, inclusive school. We must comment weekly on a number of positive aspects, we feel very lucky our child attends SSP. It has a real family feel and my son is thriving.’
Year R parent April 2022