Oasis Academy FoundryTeaching and Learning Overview

2015-2016

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ContentsPage Content

3 Teaching and Learning Overview

4 Marking and Feedback

5 Phonics: Planning and Organisation

6 Letters and Sounds: Whole School Approach

7 Reading: Guided and Daily Sessions

10 Reading Planning Guidance

12 Reading at home

13 Writing: Planning and Organisation

18 Maths: Planning and Organisation

20 Cornerstones Curriculum: Planning and Organisation

25 Foundry Assessment System Overview

28 Foundry Assessment Cycle

30 Early Years

33 Inclusion

Teaching and Learning Overview2

Other Useful Documentation: Available on Staff Shared t://drive

Curriculum Skills

Guided Reading Resources

Agreed Writing & Planning Formats

Power of Reading Resources

Cornerstone Curriculum Resources and Example Planning

Phonics Overview and Planning Outlines

Early Years Observation Documentation and Resources

Steps to Success – Success Criteria‘Success Criteria’ are shared and are the means to articulate successful learning with the children. It can be teacher initiated or built with the children. ‘SC’ will always be evident in English and Maths. It will be in place in other subjects where it fits appropriately.‘SC’ will often be displayed in the classroom and in books, so it can be used as a clear focus for learning and marking/feedback.‘SC’ will be differentiated appropriately and are challenging for every pupil.More able pupils may need flexibility within ‘SC’ to allow them to explore alternative strategies or experiment.

• Success Criterion are used as a follow on from modelling, then a support in the lessons, followed by a check in for plenaries and pupil/teacher assessment.

•• In maths, we model new concepts and skills, so that they can be accurate and confident. Then this model

becomes the ‘SC’ to support independence.•• Process SC don’t fit all areas of maths, so we shouldn’t force it where it is not needed: therefore skill-based

criteria are used in problem solving.

• Where it is not needed SC’s should still be present and possibly some probing tips or questions to support that particular concept.

• Sometimes a really good model/image/diagram could be the ‘SC’ as a visual, rather than lots of words for younger children/less able readers.

• Every time there is a new Learning Objective (LO) we would expect to see new SC.

• Differentiating the SC will need to be considered so that some children don’t have too much to do that looks unachievable! There might well be three versions.

• More able children in the top end of KS2 may be so able that they should be left to be personal and creative in their SC. That will need careful questioning and scaffolding though to begin with.

Marking and Feedback

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Teachers and children are active in the marking process. They respond to feedback; orally and in writing

Pupils self-mark and peer mark regularly, using the agreed Success Criteria. Presentation will also be marked by the teacher.

TheoryPicking up on misconceptions (fix it) and setting further extension (challenges) in the context of children’s work is a proven strategy (when done well!). “Pupils need to make improvements on the current piece of work to be able to internalise and apply the improvements needed to other contexts.” - Shirley Clarke.It develops a far better depth to the learning process.Professor John Hattie showed that feedback had more impact on learning quality than any other single

factor. Hattie made clear that ‘feedback' includes telling students what they have done well (positive

reinforcement), and what they need to do to improve (corrective work, targets etc), but it also includes clarifying goals. This means that giving students assessment criteria for example would be included in ‘feedback'. This may seem odd, but high quality feedback is always given against explicit criteria, and so these would be included in ‘feedback' experiments.

In Practice - MAKING TIME!- Knowing that it is ok to spend lesson time on it – leave a few minutes at the start for this (you can always have an extension task on the whiteboard for those who finish)- Ensuring that the time spent involves quality feedback – consider the logistics.

Manageability and Organisation

Ideas for making it manageable.• Grouping challenges in advance to move groups forward – Could be with an adult or independent.• Challenge stamp leading to IWB task.• Having a teacher intervention group (Teacher stamp) who work with

you at the beginning of the next lesson and record their work/ reflections in blue.

• KS2 Peer/Self assessment can lead to ‘light touch’ teacher marking.• Using TA’s with individual gap tasks. • Having pens/stamps to hand in lessons to use during focus groups.• Long sentences confirming Learning Objectives are met/or positive

feedback are time consuming and not necessary.• Work does not need to be in books every day but reference to

the LO and task is needed • Minimum 3x ‘deep’ marking per week.• Marking carried out using green pen, children ‘polish’ work

with red pen

See Staff meeting slides in Teaching and Learning files

for more information and examples.

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Reading: Phonics

Phonics in KS1 is taught using Letters and Sounds.

Lively and vigorous teaching of synthetic phonics. Extremely well resourced and thought out programme. Designed so children can apply the specific sound they’ve been taught in a

reading and writing context. Children are taught to decode and encode, taught to comprehend and compose out loud. Highly supportive planning give deliverers practical, day-to-day guidance.

Planning

Pupils work within ability groups which are defined by their progress through each phase. Pupil’s progress is regularly checked and groups amended accordingly. Teacher generated planning is minimized as the planning is integrated into the teacher’s handbooks and follows set routines. Each group leader has a printed format for planning sessions. To this framework, is added the particular phoneme or grapheme being studied, new phonic elements that are being introduced and any other points worthy of note for future use as well as an area to comment on the progress made in the session to inform the following day’s group.

Teachers and TA’s are be responsible for planning for their groups, with the support of the Early Years Leader as required.

Delivery of Phonics

Initial sounds are to be taught in a specific order. Sounds taught should be ‘pure’ ie ‘b’, not ‘buh’ as this is central to phonic teaching and ability to

recognise sounds in words. Blends are to be declustered. eg bl is two specific sounds. Children are to be taught that the number of graphemes in a word always corresponds to the

number of phonemes. This greatly aids spelling. Phase 2 sounds are to be taught after Phase 1 (initial sounds) Letter names are to be introduced alongside the grapheme.

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Letters and Sounds: Whole School Approach

It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills.

Phase Phonic Knowledge and SkillsPhase One (Nursery/Reception)

Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.

Phase Two (Reception) up to 6 weeks

Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.

Phase Three (Reception) up to 12 weeks

The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase Four (Reception) 4 to 6 weeks

No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.

Phase Five (Throughout Year 1)

Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.

Phase Six (Throughout Year 2 and beyond)

Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.

Reading: Guided Daily Sessions “It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations – something that will help them to

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make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.” Katherine Patterson

Aims:

Remind of key non-negotiable agreements for guided reading Give some clear guidance on the new guided reading resources – organisation, planning, storage Share an example cycle and plan

Agreements from the agreed approach to reading:

1. This takes place at 5 times a week for 30 mins and each child should have the opportunity to participate in 2 adult led sessions in KS1 and KS2..

2. A guided reading weekly plan in place using different activities, independent and guided, use of listening entre, dictionary work and independent reading as well as 2 guided reading sessions.

3. Each class has a Guided reading folder with the relevant curriculum skills for their year group, recording sheet, timetable and group names and levels.

4. A smaller exercise book to record all children’s independent work. Independent task sheets can be set and stuck in here, as well as children’s work.

5. There will be a clear weekly cycle of rotation where adults are planned to be with children and key points in the week. (Any groups working independently should be focused so that the adults can work effectively with their designated groups.)

6. Please keep a reading record to ensure there is no repetition from year to year. If we are assessing and moving children on, this shouldn’t occur anyway. This should be handed to the next class teacher to show what the children can do and what they need to achieve.

7. Reading records must be kept up to date and both adults must participate in assessing. Curriculum skills must be used for assessment for each group and must be on going.

8. Please ensure you listen to individual children reading and strategies they are using to decode and decipher- blending, segmenting, phonics, visual aids, memorising- do they have strategies in place?

A large number of Guided reading Books are available in the Library including online, electronic access to Bug Club

Bug club components chart (in each of the Planning and Assessment guides) shows you all the available books at

each level. Books are arranged in colours on the shelves and banded into

groups. Each one is levelled and banded according to colour. Each band is separated into Fiction and non-fiction books.

These are sub divided into Home reading and Guided reading. Each group of 5/6 different texts within a colour.

Guidance on storage and organisation of guided reading books:

Only take one set of books per time per group 7

Please ensure an adult returns the book to the correct box Change children’s books using the home books, please ensure children have a range of fiction and

non-fiction books. Record in a separate book to avoid repetition of books being taken home. Reading journals must be used in conjunction with home reading books- any adult can sign and

check reading.

Timetable Organisation

Example Cycle Five Groups Yrs 1-2

Example Cycle Four Groups Yr 3-6

Planning Process Identify the texts you will be using for the term in the Power of Reading

overview Select the books that link to the themes Use the teacher support resources with Project X and Bug Club, the question

support sheets and the guidance for planning to complete a weekly plan for each group.

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Once you’ve mapped the resources and questions onto the adult focus groups for each text then consider the follow up activities.

o You might decide to use the suggested follow up activities within the teaching guides o Alternatively we will also create a range of different activities on the shared area which you can

access to cover specific objectives

Where to find all resources

T: Staff Shared/English/Guided Reading/Guided Reading assessment/Curriculum skills

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Reading: Planning GuidanceThis will happen twice a week within the cycle with the teacher and the TA and the follow up activity for the following day will also be outlined in this session.The teacher session and independent follow up task should be providing the evidence that children are working at new NC age related expectations and the Assessment Foci sheets should be used to evidence the progress.

Adult Lead Session

1. Book/Chapter IntroductionThis provides the context for the reading. The adult will activate children’s prior knowledge and/or discuss the main themes of the text, including some prediction of the contents.

2. Strategy Check – Teaching SkillsJust prior to independent reading the teacher guides the children to focus on and apply key strategies while reading independently. (e.g. prefix, suffix, phonemes, complex/unusual vocabulary/patterns, segmenting into syllables to read). Giving the children the skills and confidence to read.

KS1 – Prepare some words from the text e.g. using syllables as a strategy for decoding and practice with some words they are about to encounter to improve confidence when reading.

KS2 – Look at the text and extract key focus areas or words for a vocabulary check. Try and focus on different strategies for interpreting new vocabulary (e.g. compound words, substitution method, words within words etc.)

3. Independent ReadingChildren will read independently (in KS1 the children may need to read aloud to support them sounding out and blending to read the words) while the adult gives focused attention to support, monitor and assess individuals as they read. Use Assessment Foci sheets to record reading ability and pose questions.

4. Returning to the TextThe adult asks questions, promotes discussion and interacts with the children to extend their thinking and develop their responses to the text. Use teaching guides and guided reading question prompts to pose questions.

5. Independent Task Set for Next SessionThe adult then ensures children are clear on their task for the following session and sticks in the activity outline into the guided reading books with the children so they are ready to go in the next session.

6. Book/Chapter IntroductionThis provides the context for the reading. The adult will activate children’s prior knowledge and/or discuss the main themes of the text, including some prediction of the contents.

7. Strategy Check – Teaching SkillsJust prior to independent reading the teacher guides the children to focus on and apply key strategies while reading independently. (e.g. prefix, suffix, phonemes, complex/unusual vocabulary/patterns, segmenting into syllables to read). Giving the children the skills and confidence to read.

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KS1 – Prepare some words from the text e.g. using syllables as a strategy for decoding and practice with some words they are about to encounter to improve confidence when reading. This will be your WALT for the session.

KS2 – Look at the text and extract key focus areas or words for a vocabulary check. Try and focus on different strategies for interpreting new vocabulary (e.g. compound words, substitution method, words within words etc.)

8. Independent ReadingChildren will read independently (in KS1 the children may need to read aloud to support them sounding out and blending to read the words) while the adult gives focused attention to support, monitor and assess individuals as they read. Use Assessment Foci sheets to record reading ability and pose questions.

9. Returning to the TextThe adult asks questions, promotes discussion and interacts with the children to extend their thinking and develop their responses to the text. Use teaching guides and guided reading question prompts to pose questions.

10. Independent Task Set for Next SessionThe adult then ensures children are clear on their task for the following session and sticks in the activity outline into the guided reading books with the children so they are ready to go in the next session.

Follow Up ActivityThe next session, particularly in KS2, would be a response activity to the text they have read which may be a suggested activity from the teaching guide or a task designed by the teacher to specifically check a guided reading / Curriculum skills objective (see resource bank for other ideas).

Some example follow up ideas include: reading journals; drama; character descriptions; comprehension questions; grammar focus; art; writing in role. Use Power of Reading techniques to support reading

These will provide information to support the teachers assessment of the child’s understanding.

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Reading: Home Reading“Children are made readers on the laps of their parents.”

- Emilie Buchwald

Families play an important part in helping children read. Those children whose families hear them read tend to make quickest progress from …

Learning to read to reading to learn

Nursery

Children can choose a book from their classroom to share at home.

Reception

Children initially continue to choose a library book but then move on to taking a levelled book to read to their families at home.

KS1 and KS2

Children will CHOOSE a book to take home from their levelled reading basket. It will be the child’s choice and they record what book they have taken.

Families are made aware that the recommended support is

Reception: Minimum of 10 minutes every day Year 1 and 2: Minimum of 15 minutes every day Year 3 and 4: Minimum of 15 minutes 4 times per week Year 5 and 6: Minimum of 20 minutes 4 times per week

Book bags, reading books and reading journals are expected in school every day across the school. Reading journals should have comments or signatures (parents or any other adult) written in when pupils are heard reading aloud at home. This should be counter-signed by the teacher or teaching assistant on a set day.

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Writing – Planning and OrganisationAt Oasis Academy Foundry we use the Power of Reading to support our teaching. Power of Reading is fundamentally about using quality texts and teaching strategies to enable, excite and enthuse leaners and teachers developing not only reading skills but writing and a love of all texts.

The following will explain the process we follow when preparing a text for study.

Power of Reading

All documents can be found on the Shared Drive – Power of Reading

All the planning for the Power of Reading text can be found in individual year groups along with activities and resources.

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Planning a Unit of Writing- Power of Reading

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Read it

Look at Power of reading book togetherDiscuss and evaluate text, themes, plot, characters and style.Relate text to other text and topics. Build towards several written outcomes- fiction and non-fiction

Decostruct it:

Relate to key features and layout (non-fiction writing planners)Evaluate texts against the featuresPulling out features and investigating in detail: e.g. syntax, conjunctions, structures, features, language. grammarCritiquing and summarising the separate partsImproving sections of an example text

Rehearse and Write it:

Shared plan and modelled write.Shared plan and independent write.Independent plan and write.

Review it

Children to self/peer assess work against writing criteria and improve.Following each independent write children need a detailed ‘close the gap’ fix it which will have significant impact on writing next time.Children must be given opportunity to review, reflect and redraft to improve.

Power of Reading

Overview

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Writing - Medium Term Plans

Writing is planned for 5 English lessons every week. Each Power of Reading topic is then planned for every half term. You will have some ideas of the units you want to teach from the English overview, which are particularly suited to the Cornerstones curriculum. As well as this, you will be building in as many independent writing opportunities each half term and also for the children to complete significant feedback activities to improve writing such as drafting and re-drafting work.The overview links into the Cornerstones topic to ensure consistency and links to topic lessons in the afternoons.

Every half term will require a new book from Power of Reading; these can be obtained from the English Lead. The MTP gives an overview of possible lessons and sequence to the book, resources and website links are also suggested. Lesson outcomes and NC objectives are also provided. The MTP provides a wide range of activities that can be adapted to the needs of the year group.

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Short Term Plans

The above MTP then feeds into the weekly plans, which can be adjusted for the children’s development through the unit and for the needs of each class. References to the curriculum skills for Reading and Writing can be made to inform planning and cater to the needs of the class.

Maths: Planning and Organisation

Long and Medium Term Plans

Maths is taught discretely following the 2014 National Curriculum and uses Bright Pi for long and medium term plans alongside our curriculum skills to assess progress. Where possible maths can (and should!) be tied into project work (e.g. costing for final events, open ended problem solving activities, measuring for cooking/art activities etc.)

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The medium term plans map out the coverage for each half term for each year group. These can be found:

It is expected that problem solving and reasoning is built into each of the five weekly lessons with ‘number’ being our driving force. Staff arrange the medium term overviews into appropriate sequences of lessons that ensure all areas of mathematics are covered.

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Short Term Plans

The objectives above can then be mapped onto a weekly plan using our planning

proforma and calculation policy

Other timetabled mathematics include regular times tables and the 111 club.

We are currently working to implement the Singapore bar model method to aid our problem solving and reasoning understanding by linking in with the Maths No Problem resources and CPD.

Cornerstones Curriculum: Planning and Organsiation

At Oasis Academy Foundry we understand the importance of providing our pupils with a broad and balanced curriculum which:

Promotes their spiritual, moral, social, cultural, mental and physical development. Prepares them for the opportunities, responsibilities and experiences of adult life.We aim to foster a life-long love of learning, through a highly practical, child negotiated and cross-curricular approach to learning. Our Creative Curriculum (Cornerstones) aims to deliver an education that will equip our children with the skills required to be independent and responsible members of the community. They will become successful and well balanced citizens of the future as well as having the opportunity to enjoy their childhood through memorable, fun and exciting learning opportunities.

Our curriculum aims to develop caring and responsible citizens who: are secure in their values and beliefs respect others recognise responsibilities as a global community have a sense of worth, purpose and personal identity are able to challenge justice make informed choices can handle conflict have enquiring minds can communicate well are able to learn independently and work co-operatively with others have essential learning skills in English, Maths, Science and Computing are creative and resourceful develop problem solving skills use, apply and transfer skills to differing situations are confident individuals who are able to live safe, healthy and fulfilling lives can relate to others and form good relationships Know how to sustain and improve the environment and take into account the needs

of present and future generations when making choices.

We aim to deliver this through:

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Developing a sense of community and belonging, contributing to our community through direct interaction – making links with local organisations, people and parents;

Equipping children with skills for life, through practical activities and contextual learning;

Providing opportunities for children to broaden their outlook on life making links between the local community and the wider world;

Holding a flexible timetabling approach to make space for true depth of study through the four Cornerstones of Engage, Develop, Innovate and Express;

Enabling children to find their passions and talents through a child negotiated approach to learning;

Establishing cross-curricular links to foster a broader understanding; Bringing learning to life through visits and visitors. Ensuring progression by building on what children already know through the use of

AFL techniques.

Approaches to Teaching and Learning

Cornerstones cross curricular topics are taught in four distinct stages: Engage, Develop, Innovate and Express.

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SMSC

Refer to SMSC policy found on staff shared://policies/smsc

PlanningIn order to ensure successful coverage of the curriculum, careful planning is essential and this is done in three stages:

Long Term Planning The long term plan ensures that all pupils by the end of year 6 will have covered the requirements of the national curriculum. There are three long term plans which cover the different stages of the pupils’ primary school life.

Foundation Stage Key Stage 1 Key Stage 2

A comprehensive analysis of our topics provides us with an overview of each independent learning plan, ILP, ensures full coverage of the 2014 Curriculum programme of study.

Medium Term PlanningThis is more detailed planning that is carried out on a termly basis. It ensures that we identify appropriate activities and resources to cover the learning intentions and plan ahead any visits etc. that will enhance learning. Although medium term planning sheets are used, some medium term planning is kept in the original ILP booklet.At Oasis Academy Foundry our teachers are encouraged to use the planning provided but tailor it to the needs of their children as well as differentiate to cater for individual needs.

Short Term PlanningWhile we ensure through monitoring of our long term and medium term planning that ALL elements of the curriculum are covered, we feel that the needs of our children are not always met by simply following this alone and so our short term planning allows us to plan in a more creative and detailed curriculum, which allows all children to not only access the curriculum but allow them to go that extra mile!

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Example of planning sheet

Monitoring, Evaluating and Reviewing our Planning

At Oasis Academy Foundry, teachers use the Academy's short term planning sheets and our whole school framework is reviewed on a regular basis, in line with the Academy Self Review Plan.Teachers also review their own planning to take into account the needs of the children.

The TimetableTeachers teach Cornerstones 3 sessions per week, science is covered by an additional skills based lesson and skills are imbedded through an additional session per week.

Cornerstones principles promote the importance of providing our children with a wide variety of opportunities and experiences to enhance learning and build self-esteem and one of the ways that we ensure this takes place is by creating memorable experiences.

Y1 Y2 Y3 Y4 Y5 Y6

Autumn 1 Dinosaur Planet

Land ahoy Scrumdidlyumptious potions Peasants, princes and pestilence

Frozen kingdom

Trip Museum visit Visit a boat yard

Cadbury’s world Scientist visit –potions

Meet pestilence

Investigate ice

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Autumn 2 superheroes Beat band boogie

tremors Road trip USA

Star gazers ID

Trip Superhero hunt

Drummer to visit

Emergency plan for volcano eruption

Diner experience

Visit planetarium

Forensic crime scene

Spring 1 Rio de Vida Street detectives

Mighty metals I am a warrior!

Time traveller A child’s war

Trip Carnival day - in hall

Walk around the local community

Iron bridge Long ship trading company

Interview people of different generations

Evacuees experience

Spring 2 Paws, claws and whiskers

Tower, Tunnels and Turrets

Gods and mortals Misty mountains sierra

allotment Gallery Rebels

Trip Visit from animal man

Visit a castle Meet Zeus and other gods

Visit sarehole mill and Mosely Bog

Visit an allotment

Visit a gallery

Summer 1 Bright Lights big city

The scented garden

predator Burps, bottoms and bile!

Beast creator Blood Heart

Trip Afternoon tea Visit a garden centre

Animal man/nature centre

School of dentistry

Visit butterfly house

Sheep's heart dissection?

Summer 2 Splendid skies Muck mess and mixtures

flow Blue abyss Off with her head

Hola Mexico

Trip Nature walk Messy art exhibition

Can you make a soil sausage

Sea life centre

Elizabeth I DEATHBED SCENE

Mexico musical performance

AssessmentsTeachers assess children throughout the ILP. The POS sheet is used in children’s books and teachers assess using the whole school assessment procedures and statements of Emerging, Developing, Secure or Cognitive for each age appropriate objective.

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Foundry Assessment System

Our new assessment system succeeds in providing teachers with a way of recording attainment and tracking progress in the new curriculum and keeping this all in one place (alongside our historic NC level data).

Data is collected through on-going daily assessment and half termly data drops and this is analysed for all groups of learners.

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Teachers currently use a best-fit method to define whether the pupil is working at Emerging, Developing, Secure (age related) or Cognitive (more able – can apply broadly) for their year group.

From September

1e 1d

1s 1c 2e 2d 2s 2c 3e 3d 3s 3c 4e 4d

4s 4c 5e 5d 5s 5c 6e 6d 6s 6c

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

each band thereafter is point scored so progress is clear.

There are 8 different stages at which children can be assessed against in each year group as pupils can be judged to be a 1e/d for example – they would satisfy elements of both and this would be 10.5 points for the purpose of monitoring progress and data analysis.

A 4 point gain would represent expected progress – this would result in the child working on the next years’ curriculum skills and therefore accessing the correct age related curriculum. E.g. a child enters year 2 with ‘1s’, they would be expected to leave year 2 with ‘2s’.

This academic year we have operated two systems parallel to one another and the move towards solely assessing against the 2014 curriculum skills will be seamless as exemplified in the following tables:

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Pre September 2015 – NC levels

From September 2015

The baseline assessments due to take place in September will be aided by the conversion that age related NC levels will relate to the ‘Developing’ band in each particular year group. This reflects the 2014 curriculum and its raised expectations. An end of year AQA test also helps inform each child’s baseline assessment as they enter their new year group.

Foundry Assessment CycleDaily marking uses gap tasks to move learning forward and these comments come straight from the curriculum skills and success criteria. ‘Fix it’ time at the start of the next lesson allows pupils to respond to it.

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The data will be analysed in the same way as above, using point scores, and will assess the progress and attainment of all groups.

Moderation meetings are held with staff termly for reading, writing and maths, in order to ensure robust and accurate assessment judgements. This plays a vital part in our annual assessment timetable.

Autumn Spring SummerOn entry - Baseline assessment tests for reading, grammar and maths

Writing piece assessed using the curriculum skills and AQA standardisation materials

Mid-point - Rising Stars Optional Tests for reading, grammar and maths

Writing piece assessed using the curriculum skills and AQA standardisation materials

End point - AQA tests for reading, grammar and maths

Writing piece assessed using the curriculum skills and AQA standardisation materials

Reading moderation

Writing moderation

Maths moderation

All against the curriculum skills using AQA standardisation materials

Reading moderation

Writing moderation

Maths moderation

All against the curriculum skills using AQA standardisation materials

Reading moderation

Writing moderation

Maths moderation

All against the curriculum skills using AQA standardisation materials

Two data drops where progress for all groups is analysed

Two data drops where progress for all groups is analysed

Two data drops where progress for all groups is analysed

Pupil progress meetings that draw up interventions for slow moving pupils

Pupil progress meetings that draw up interventions for slow moving pupils

Pupil progress meetings that draw up interventions for slow moving pupils

Foundry Assessment System – Teaching Process

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This example shows year 1 planning for finding 1 more/less than a number. The work shows many successes in this area.

This skill is then highlighted off on the curriulum skills sheet and then the next lesson planned accordingly. In this instance, it focusses on moving the learning forward to 10 more/less.

Early Years

“Every child deserves the best possible start in life and support to fulfil their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up.”

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Statutory Framework for the Early Years Foundation Stage (Department Of Education 2012)

Early childhood is the foundation on which children build the rest of their lives. At Oasis Academy Foundry the role that the Early Years play a vital role in encouraging and guiding children to secure a strong in their learning and development.

The Early Years is based upon four principles: 1. A Unique Child 2. Positive Relationships 3. Enabling Environments 4. Learning and Development

All the children who start in the Nursery or Reception year at Oasis Academy Foundry do so with a range of differing experiences and learning. It is the responsibility of the practitioners within the Early Years to build upon those prior experiences and learning in order to continue, develop and extend them. All practitioners, including teaching assistants, support staff and teachers, work with parents/carers to effectively support the children’s learning and development.

1. A UNIQUE CHILD

At Oasis Academy Foundry we aim to meet the needs of all our children through: Providing opportunities and experiences for learning that are challenging and yet sensitive to the needs of all children, being inclusive of those with additional needs and recognising that children develop at different rates. Planning opportunities that build upon and extend children’s knowledge, experience and interests, and develop their self-esteem and confidence. Using a wide range of teaching strategies based on children’s learning needs. Providing a wide range of opportunities to motivate and support children and to help them learn effectively. Providing a safe and supportive learning environment in which the contribution of all children is valued. Using resources which reflect diversity and are free from discrimination and stereotyping. Planning challenging activities for children whose ability and understanding are in advance of the language and communication skills. Monitoring children’s progress and individual needs and taking action to provide support as necessary and allowing every child to progress. Fostering children’s independence and self-confidence. Enabling them to make choices and decisions.

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EQUAL OPPORTUNITIES We value the diversity of individuals within the school and at Oasis Academy Foundry. We aim to provide all pupils, regardless of ethnicity, culture, religion, home language, family background, learning difficulties, disabilities, gender or ability equal access to all aspects of school life and work to ensure that every child is valued fully as an individual. Practitioners, as role models, are aware of the influence of adults in promoting positive attitudes and use that influence to challenge stereotypical ideas. (For further information see Equal Opportunities Policy.)

INCLUSION

In the Early Years we set realistic and challenging expectations that meet the needs of our children. We achieve this by carefully planning to meet these wide ranging needs (long term, medium term and daily). Children with special educational needs are given support as appropriate to enable them to access the curriculum fully. This includes children that are more able, and those with specific learning difficulties and disabilities. Pupil Profiles identify targets in specific areas of learning for those children who require additional support, in line with the school’s Special Educational Needs Policy. The Reception teacher discusses these targets with the child, and his/her parent/carer. The schools SENCo is responsible for providing additional information and advice to practitioners and parents and for arranging external intervention and support where necessary. For further information see Special Educational Needs Policy and Able, Gifted and Talented Policy.

2. POSITIVE RELATIONSHIPS

At Oasis Academy Foundry we recognise that children learn to be independent from secure relationships. We aim to develop caring, respectful, professional relationships with the children and their families.

HOME/SCHOOL LINKS

We understand that parents/carers are the child’s first and most enduring educator and that by working closely with them there can be a positive impact on the child’s development. We aim to work in partnership with all parents/carers, and value their contributions by:

Involving them in our induction procedures. Outlining how parents/carers can support their child’s learning at the meeting in July

and other Individual Learning Plan meetings during the year. Encouraging parents to complete pre-school questionnaires. Inviting parents/carers to visit the classroom. Arranging opportunities throughout

the year that encourage collaboration between child, school and parents e.g. Parent Workshops, Sport’s Day, Attendance Award ceremony, Class Assembly.

Encouraging parents/carers to read to their child and also listen to their child read

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Sending home termly letters outlining the topic, as well as other letters as appropriate, giving suggestions for how parents/carers can support their child’s learning.

Invite parents/carers to three consultation evenings one per term. In July parents will have a written report about their child’s overall progress. We also encourage parents to attend Learning Plan Meetings where Staff share areas of development that have been targeted to ensure progression for the next term. Together during school intervention and home these targets can be achieved.

Operating an ‘open door’ policy whereby parents/carers can arrange to come and discuss concerns and developments and through being able to e-mail direct to the Academy.

3. ENABLING ENVIRONMENTS

At Oasis Academy Foundry we recognise that the environment plays a key role in Supporting and extending a child’s development. This begins by observing the children and assessing their interests, development and learning, before planning challenging and inspiring activities and experiences to extend their learning.

PLANNING

There are three stages in planning: Long Term Medium Term Short Term

Long Term – In order to enable us to deliver a creative, broad and balanced curriculum each half term has a topic that is used a basis from which to deliver the Early Years Curriculum (See curriculum overview for Nursery and Reception outlining all topics covered in each term).However staff are encouraged that topics are chosen according to children’s interest. This would further enhance children’s interest and ensure progression. Medium Term – We address particular aspects of the curriculum in more detail for each half term. Learning objectives, assessment, activities and experiences for each area of learning and development are identified. We include links between areas of learning and development and opportunities for ICT. Within the medium term planning there are opportunities for retrospective planning, when children initiate their own learning through areas of interest, taking a planned activity in a different direction or an unplanned stimulus.

Short Term – We identify specific learning objectives, differentiated activities and deployment of adults and resources, to meet the learning needs of the children on a weekly and day-to-day basis. It allows for flexibility in response to individual children’s needs and interests and for revision and modification, informed by on-going observational teacher assessment; these changes are recorded on the weekly planning. Evaluations/annotations are also made on the weekly planning with the implications for future planning recorded.

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OBSERVATION AND ASSESSMENT

Ongoing observational assessment of each child’s achievements, interests and learning styles are used to inform everyday planning. More focused assessments e.g. reading, annotated examples of work etc also contribute. Through the practitioner’s knowledge of the children’s development and learning, they are able to plan the next steps to meet their needs. Formative assessment is also carried out during teacher led activities. Observations and assessments are collated into individual folders. Children are assessed on-entry and throughout the year against the Development Matters and Practice Guidance for the Early Years Foundation Stage. This summarises all of the assessment that is undertaken and the progress being made towards the Early Learning Goals each term. Teachers participate in regular Oasis and Local Authority monitoring.Parents are invited to Parents meetings every term to share their child Learning Journeys. EY parents are also invited to a Individual learning plan meeting where Key worker shares targets with parents that can be reinforced at home whereby building strong learning relationship between home and school. Parent/carers are provided with a written report and summary offend of Year Report. We give parent/carers opportunity to discuss these if required.

Example of ILP

THE LEARNING ENVIRONMENT

We follow a 1:13 ratio therefore our EYFS setting have staff to fulfil the requirements. However extra Learning Support Assistants are deployed as needed. The Reception and Nursery classrooms are organised to allow children to explore and learn securely and safely. It has two areas, the secure outdoor and indoor classrooms, both of which are used to support the children’s learning and are supervised. The provision areas

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both inside and out are resourced in such a way that children are able to find and access equipment and resources independently. Both classrooms are planned and resourced to help the children to develop in all seven areas of learning.

4. LEARNING AND DEVELOPMENT

The Early Learning Goals are stated in Statutory Framework for the Early Years Foundation Stage, and the Learning and Development guidance are set out in the Practice Guidance for the Early Years Foundation Stage, both Department for Education and Skills 2007.

The seven areas of learning and development are: Personal, Social and Emotional Development (PSED) Communication and Language (CL)Literacy (L) Mathematics (M)Understanding of the World (UW) Physical Development (PD) Expressive Art and Design (EAD)

All areas are of equal importance, and depend upon each other in order to develop a rounded approach to child development. We aim to deliver all of these areas through planned, purposeful play with a balance of adult-led and child-initiated activities.

LEARNING THROUGH PLAY

“Children’s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children’s development” (“Early Years Foundation Stage”, Department for Children, Schools and Families, 2011) Through play our children explore and develop learning experiences, which help them make sense of the world. They practise and build up ideas, and learn how to control themselves and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. They express fears or re-live anxious experiences in controlled and safe situations. We support children’s learning through planned play activities, well-resourced provision areas, and decide when child-initiated or adult-led play activities would provide the most effective learning opportunities.

ACTIVE LEARNING

Active learning occurs when children are motivated and interested. Children are given some independence and control over their learning. As children develop their confidence they learn to make decisions. This provides children with a sense of satisfaction as they take ownership of their learning.

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CREATIVITY AND CRITICAL THINKING

Children are given the opportunity to be creative through all areas of learning, not just through the arts. Adults support children’s thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open questions. Children can access resources freely and are allowed to move them around the classroom to extend their learning.

L IAISON WITH PRE-SCHOOL SETTINGS AND INDUCTION

Children come from a variety of pre-school settings and we have close links with the feeder nurseries. During the Summer Term the Reception and teacher visits the feeder nurseries, or when not feasible will have a telephone consultation, to meet with children in a familiar environment and to gain information from practitioners who already have a good understanding of the children’s achievement and needs. Children are also invited to attend two visits with their parents/carers which includes a meeting with the Reception or Nursery where routines and procedures are shared, curriculum and expectations are communicated. The September induction procedure is also explained in the Reception and Nursery Handbook which is distributed to all parents/carers. In addition, parents/carers have opportunities to speak to practitioners and are encouraged to visit the school.During the induction period in September EY have a staggered intake procedure whereby Nursery children attend part time, half day then full day. Reception start with half day then full time. Flexibility is encouraged where parents/carers and practitioners feel a child would benefit from an extended induction period. We feel that our induction programme enables the children and parents/carers to feel secure in their new environment and have a positive experience. It also allows the practitioners to get to know the children, and their families, individually and establish good relationships.

Inclusion

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How does Oasis Academy Foundry know if a child needs extra help?

Most children experience a need for extra educational support throughout their school career. This can be temporary or ongoing.

We know when pupils need help if:

concerns are raised by parents/carers, teachers, or the pupil’s previous school there is lack of progress poor assessment levels there is a change in the pupil’s behaviour a pupil asks for help a pupil is new to the country and have little/ no previous schooling the pupil has very little / no English.

What should I do if I think a child may have special educational or EAL needs?

Ensure that the child is receiving quality first teaching and placed into appropriate intervention groups. If you have further concerns and progress isn’t being made, please concerns then contact the academy Inclusion Manager - Mrs E. Walker, or to the Academy Principal – Mrs E. Johnson.

How children with Special Educational Needs and EAL are supported at Oasis Academy Foundry.

If a child is identified with a Special Education Need or Disability, the first Individual Target Plan (ITP) will be created in a meeting with the SENCo, class teacher and the parent. It will be written according to assessments which highlight the barrier to the child’s learning.

Targets will then be created to suit the pupil’s individual needs. A copy of the targets will be given to parents and the child will receive an individual target chart which is put into the front of their English/ Maths book.

To achieve these targets, the child may receive additional general support by the teacher or teaching assistant in the classroom.

Individual Target Plans are updated half-termly by the class teacher. If a pupil has needs related to more specific areas of their education, such as a

difficulty acquiring number skills, the pupil may be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for 6 weeks (or half a term). The interventions will be regularly reviewed by an Academy Leader to ensure the intervention is effective and the child is achieving accelerated progress.

Children with high EAL needs will be placed into small intervention groups with children of a similar ability and taught functional English.

How does the curriculum ensure inclusive practice?

At Oasis Academy Foundry, teachers plan from children’s levels differentiating work to closely match children’s ability and learning needs.

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When a pupil has been identified with special needs their work will be further differentiated through support from the SENCo and class teacher to remove barriers to learning and enable them to access the curriculum more easily.

A teaching assistant may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.

If appropriate, specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, visual time tables, pen/pencils grips or easy to use scissors.

What support is there for the pupils overall well-being?

The school offers a wide variety of pastoral support for pupils who are encountering emotional, social and behavioural difficulties. These include:

Members of staff such as the class teacher, teaching assistants and SENCo are readily available for pupils who wish to discuss issues and concerns.

A Learning Mentor will run wellbeing groups targeting social skills, self-esteem, emotional wellbeing and anger management.

Pupils who find lunchtimes a struggle are able to join the Computing Club run by an experienced teaching assistant. If necessary a quiet eating area is provided.

The academy regularly accesses support from an Educational Psychologist who is able to provide assessment and support for children and their families with behavioural/ communication issues.

Pupils with medical needs

If a pupil has a medical need then a detailed Care Plan is compiled by Mrs Walker in consultation with parents/carers. These are discussed with all staff who are involved with the pupil.

Where necessary and in agreement with parents/carers medicines are administered in school where a signed Medi-Careplan is in place. Occasional medicines may be given in some circumstances on discussion with the office staff and on completion of a medication form.

Preparing and supporting children when joining Oasis Academy Foundry or transferring to a new school.

Oasis Academy Foundry understands what a stressful time moving or starting school can be. Therefore many strategies are in place to enable each pupil to settle into school life as quickly as possible. Many of our children start school with little or no English. Some of our children start without ever having been to school before.

Before a new child starts at Oasis Academy Foundry they are given a tour of the school with their parents and introduced to their new teacher. If they are newly arrived or have a significant EAL need, they are assessed and placed into intervention groups as necessary. Each teacher has a newly arrived pack which helps the child settle into their new class. The parents are also given an induction pack which outlines information about school routines, uniform, timetables and staff members.

After a two week settling in period, the parents are then invited back into school to meet with the EAL teaching assistant to discuss how their child is progressing.

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What specialist services and expertise are available or accessed by the academy?

At times it may be necessary to consult with outside agencies to receive their more specialised expertise. The agencies used by the school include:

Communication and Autism Team Child Protection Advisors Educational Psychologist Behaviour Support Service Child & Adolescent Mental Health Service (CAMHS) AAP (Attendance Advisory Practitioner previously known as Educational Welfare Officers) PASS (Physical & Sensory Service) to support pupils with hearing/visual Impairment. Social Services School Nurse

A Local Authority Educational Psychologist is allocated to each school. In addition, Oasis Academy Foundry employs its own private Educational Psychologist to provide extra support within school whenever necessary. The Educational Psychologist would normally only work directly with pupils who needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them. In order to help understand the pupil’s educational and emotional needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed. They will offer advice to the school and parent/carers on how to best support the pupil to take their learning forward.

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