Netherthong

At Netherthong Primary School we offer a curriculum of progression and play. 

We work hard to provide a stimulating environment that provides opportunities for the Characteristics of Effective Learning to be embedded through exciting opportunities, promoting challenge, exploration, adventure and a real love of learning. We are committed to providing a safe, secure, nurturing environment for the children to have a happy learning experience.

 
It is our intent that all children develop physically, verbally, cognitively and emotionally in an environment which values all cultures, communities and people. We aim for our children to be confident, resilient and independent, to have a strong self-esteem but have empathy towards others. 

We understand that play is an integral part of learning, and this is at the heart of our Early Years curriculum. We believe that the correct mix of adult directed and uninterrupted child-initiated play ensures the best outcomes for pupils. 

Quality interactions and positive relationships between staff and children, consistent routines and strong relationships with parents are key. We are committed to having a positive partnership with parents, sharing information about their child developments as they are vital in a child education process.

We recognise the crucial role that Early Years education has to play in providing firm foundations upon which the rest of a child’s education is successfully based. 

At Netherthong Primary School we meet the welfare requirements laid down in the Statutory Framework for the Early Years Foundation Stage and actively safeguard and promote the welfare of all our children.  

We prioritise creating a ‘language rich’ environment through the use of songs, nursery rhymes, poems, stories and providing time for quality interactions between adults and between peers. Trained staff ensure that interactions are positive and progressive, allowing children to flourish and gather words at pace to become confident communicators. Children are encouraged to become early readers through enjoyment of books and the systematic teaching of phonics through the ReadWrite Inc. programme.

The children develop their mathematical thinking through direct teaching and exploration. We teach a deep understanding of numbers to 10 concentrating on subitising, number patterns building a firm foundation for the future. We want our children to become confident mathematicians who can apply what they have learnt to real life experiences. We teach this progression of skills in mathematics by using concrete (manipulatives) pictorial and then abstract tools for learning. 

We have built our school environment to enable our children to strengthen their core muscles through physical play, children spend time outdoors in their natural environment in all weathers. They develop through first hand, exploratory, sensory experiences in our wonderful outdoor area and taking part in Forest School sessions. Our learning environment is adaptable to reflect children's interests and progression. The children are supported to learn to work together, manage their feelings and ask questions through skilled adult facilitated play.  
The curriculum is taught through topics which are enriched with classroom enhancements, trips and visitors. Topics are supported by quality key texts. These are chosen carefully to encourage children's speech, language and communication development. All planning, however, is flexible and responsive to children’s needs so plans can be changed and adapted dependent on children’s interests.

The children are observed and assessed through the Characteristics of Effective Learning.
We understand the importance of parental engagement and believe that our parents have a crucial role to play in their children's education. We work hard to create strong partnerships between home and school.  Parents receive workshop of phonics and mathematics, family sharing evenings, two parents evening and a report at the end of the year. Parents also receive weekly ‘Blogs’ and homework tasks linked to the topic every week.

This enables parents and children to share their experiences at home.    
As part of the learning and teaching process, children are assessed in relation to their progress towards the Early Learning Goals (ELGs). These judgements are made based on accumulative observations and in-depth knowledge of the children acquired through ongoing summative and formative assessments. These ongoing assessments are used to inform planning and progression in teaching and learning for all children throughout the year. 

Our curriculum and its delivery ensure that children, from their own starting points make as much progress in all 17 areas as possible. They are emersed into a world which only alights and enriches their cultural capital experiences. During their time with us children make progress towards the national expectation for a Good Level of Development (GLD) at the end of the year.  Children develop their characteristics of effective learning and can apply their knowledge to a range of situations making links and explaining their ideas and understanding. Children are confident to take risks and discuss their successes and failures with peers and adults drawing on their experiences to improve or adjust what they are doing. 
 We believe our high expectations, carefully planned environment, enriched play-based curriculum, quality first teaching and the continual tracking of our children enables all to thrive in their own attainment by the end of the year.