Learning Progress.

Children’s Progress and Development

In keeping with the school's non-competitive ethos, there are no termly tests or examinations in Lower School. Teachers maintain a continual assessment of children's progress and development. There are regular report meetings throughout the year and written reports summarising the year’s work are sent out at the end of the summer term.
The class teacher will contact you at any time if there are concerns. Similarly, we would hope that you would let us know if there is anything you wish to discuss with us.

Help at Home

Starting in Reception, parents are asked to spend some time sharing a book with their children in the evenings. This is, of course, already done by many of you, but research shows that sharing a book with a parent does wonders for a child's motivation and progress. We will provide the books and a contact book for your comments.
Here are some simple guidelines:
- Home reading should be seen as a continuation of the bedtime story idea. It should never be seen as 'homework' or 'testing' but merely an opportunity for the child to take over a book and read it to you.
- Never get the book out if the child is too tired or irritable. It should be something he or she wants to do. If they get tired, try reading alternate pages to give them a rest or take the book over and read a section yourself.
- Convey interest and excitement at what you read together and never indicate anxiety about progress. Children learn best with a very relaxed parent.
- In Years 3 and 4, children will be expected to learn and practise spellings and tables. This will be on an ad hoc basis and may not be every week.
- In Years 5 and 6 we begin to encourage private study. Children are expected to put aside approximately one hour a week for homework which is directly connected to class work. How it is set depends entirely on the individual teacher's weekly or termly plan.
- Some children in each year group have special programmes of study. This usually applies to children receiving support from a member of our Learning Support Team. Such programmes are devised in conjunction with class teachers and parents and usually involve homework.
None of the above should be onerous or cause children stress or anxiety. If there are problems, please contact your child's teacher.

Learning Support

As a mixed ability school, with a largely non-selective intake, we have a number of children who require support both for the less able and more able. Our Learning Support Team consists of one full-time and 3 part-time specialist literacy teachers fully qualified in specific learning difficulties, led by the Learning Support Coordinator (SENCo), and two Maths support teachers, one of whom is the Maths Coordinator, plus a Learning Support Assistant. The team supports teachers in the classroom or they withdraw individuals or small groups for specialist tutor sessions. If children are experiencing difficulties, the class teacher liaises with parents and the Learning Support Coordinator and/or the Maths Coordinator to decide what action should be taken and whether advice should be sought from outside agencies. Parents will also be advised about how they might help their child at home.
If additional information would clarify the nature and extent of a child’s difficulties, we will suggest a full educational assessment by an Educational Psychologist or other appropriate external specialist. The Learning Support Coordinator will recommend a known and highly respected practitioner with particular expertise in the area of difficulty individual children appear to have, and will prepare a report prior to the assessment. In exceptional cases, the Learning Support Coordinator will work with parents and teachers to prepare a request for Statutory Assessment from your local education authority.

A more detailed description of procedures is contained in the Lower School Learning Support Policy document which is available on request from the Lower School office.

More Able Pupils

Work involving our more able pupils is still very much in its infancy. The general rationale is to create a whole school approach so that all children reach their full potential. We aim to match staff skills to develop activities for the more able, and at the same time to confirm the KAS ethos and raise standards for all.
We aim to recognise the more able child with specific talents and abilities. Teaching should involve activities that are richer, deeper and broader than the normal curriculum. It is hoped that the whole child will be developed socially, emotionally and intellectually. A broader curriculum will be developed and children are actively encouraged to join clubs and involve themselves in extra-curricular activities.
The general overall approach has involved differentiation rather than setting. Within the mixed ability classroom extension and enrichment opportunities are in place. Enrichment for Maths has been firmly established. Older children have successfully worked with younger children in partnership. Subject co-ordinators have worked together with classroom teachers and assistants, which benefits the more able child, e.g. Science, English, Drama.
In future we aim to develop the opportunities available for the more able. We are currently building a bank of resources,
e.g. thinking skills that are available to all classroom teachers. In the near future we are targeting the English curriculum and will provide opportunities to develop specific literacy skills in Lower School.

Feedback

There are numerous opportunities to discuss your child’s progress and wellbeing. There are brief opportunities at the start and end of each day as you deliver and collect your child. However these times are for small issues that require a couple of minutes. If you require a longer period of time you can arrange a meeting either before or after school.
There are two report sessions in the year. The first is in the Autumn Term and this happens early on and is a fact finding session so that you can provide the class teacher with additional valuable information about your child as well as gaining an insight into how your child is settling down.
The second report session is in the Spring Term and is the time when you will get a full verbal account of how your child is getting on. These two report sessions take place over a two day period and you are able to book a time convenient to you. You can expect a ten to fifteen minute session with your child’s class teacher.
At the end Summer Term you receive a full written report on your child’s progress which covers all areas of the curriculum as well as social and personal development.