YEAR
ONE

Transition is a process, not an event. At Phoenix transition is viewed as a whole school priority with all members of the senior leadership team and subject leaders secure in their deep understanding of how children learn best. Rooted in research, the pedagogical approach which underpins teaching and learning within KS1 recognises that children aged 5, 6, and 7 years old learn best through concrete, practical, and contextualised experiences. A careful balance of whole class teaching, focus group ‘masterclasses’, and independent child-led learning enables us to deliver a first-class curriculum, rich in subject-specific knowledge, whilst developing the ‘whole’ child in a holistic sense. We are always proud that visitors to our school comment on the high levels of independence, resilience, creativity, and collaborative and problem-solving skills of our youngest learners. The combination of these skills paired with our high quality, knowledge-rich curriculum has enabled our children to be working at or above national standards. A mosaic approach is used to gather a record of each child’s learning journey. Observational records of children’s learning are captured using our online platforms of Insight and Class Dojo combined with learning recorded in books. Subject leaders have developmentally appropriate expectations regarding frequency of recorded learning whilst understanding and valuing play as a vehicle for learning. The ongoing professional development of all staff is focussed on pedagogical knowledge and understanding combined with curriculum and subject specific knowledge. Establishing a developmentally appropriate approach to teaching and learning in KS1 requires timetable adjustments to allow for uninterrupted and extended periods of time for children to engage in deep child-led learning. Investments must be made in terms of upskilling staff through engaging in pedagogical CPD and with regard to resourcing the environment. A high-quality learning environment combined with skilled staff results in high quality learning and deep levels of engagement.

“Once compulsory systems of state-run schools were established, they became increasingly standardized, both in content and in method. For the sake of efficiency, children were divided into separate classrooms by age and passed along from grade to grade, like products on an assembly line. The task of each teacher was to add bits of officially approved knowledge to the product, in accordance with a preplanned schedule and then to test the product before passing it on to the next station.” (Peter Gray, 2018)

Our children are not ‘products on an assembly line’ - everything we do is purposeful and intentional. We do what is right, not what is easy. Just remember, there is no rush; take your time, do your research, get it right for your children.

What is continuous provision… and what is it not?

Continuous provision is the term given to resources which have been carefully chosen to create an enabling environment in which children can explore and learn. These resources are safe for children to explore independently, they are continually accessible, and they are resources which can continue children’s learning in the absence of an adult. Children should be able to explore and play with the resources which will allow for the continuing development of creativity, problem solving, reasoning, communication and language… the list is endless.

Full Policy is available in School.