September 2015 marked the implementation of the new National Curriculum for all children in Year One and Year Two.
Please also see the Class pages in the Children (yellow boat) section of this website.
At Broomgrove Infant School, we thrive on teaching literacy in a variety of ways that stimulates and excites the children.
At Broomgrove Infants we follow the Letters and Sounds programme which we supplement with resources from other schemes, such as Jolly Phonics actions. Children are grouped according to the area of Letters and Sounds which they currently need to learn. These groups are fluid and flexible according to children's progress and need. Children's progress is tracked regularly and lessons personalised to meet the needs of all learners. Phonics sessions take part daily in Reception and Year 1. In Year 2 these will continue if required by the child. Year 2 then have greater focus on spelling. They use their phonics knowledge to support this during 'Daily Magic Spell' lessons which take part twice a day.
At Broomgrove Infant School, we aim to develop a love of reading and children that read for enjoyment. All children will take part in 'Book Talk' sessions daily which develop reading and comprehension skills. The children will be heard read by an adult at least once a week, also focussing on both reading and comprehension skills. We give the child access to books from a range of different reading schemes to ensure depth and to appeal to the children's varied interests. Reading is set as homework every week in all classes. All teachers read to their classes on a daily basis, modelling the skills to support the children's learning and have an inviting reading corner with a selection of genres and text types for the children to choose from.
For more information on any of our reading or phonics provision, please do not hesitate to contact the school.
We use Daily Magic Spell sessions daily to continually practice and learn grammar, punctuation, spelling and handwriting skills. Our writing is taught through 'The Write Stuff' which is a skilfully modelled way of teaching writing that keeps the children involved and learning at a high level, developing their writing skills so they apply them in the moment. Writing is used in many topic lessons to give children a variety of times to apply the skills they are learning. Children are given the opportunity to write with the support of adults and independently.
At Broomgrove Infants school we use the ‘White Rose’ mastery documents to inform our Maths lesson planning. The document links listed below show you when each Maths topic will be taught, throughout the school year. We endeavour to provide children with learning which is rich, exciting and problem solving. In every lesson children will complete a
‘fluency’ based tasks which enables children to review facts. This enables children to become confident mathematicians working confidently using their knowledge of maths to solve deeper level of thinking problems. During children's daily maths lessons children also complete ‘reasoning’ activities,. It is during this stage that children will provide explanations to their processes and describing how they calculated the final answer. The final stage enables children to apply these facts they have secured during the fluency stage of learning, applied their reasoning skills to their thinking and calculations, and finally problem solve by applying their maths skills to different contexts.
In addition to daily maths lessons children also participate in maths meetings. These provide children with an opportunity to revisit all areas of maths for example, capacity, size, and shapes in a ten to fifteen minute session. These session s are multisensory and have been designed to be fun and pacey. These run separately to a formal maths lesson. Children secure maths facts through music, actions and practical activities, and are encouraged to apply their reasoning skills through purposeful questioning.
Below are the calculations policies to find out more about the methods we use in Broomgrove Infants to teach children addition, subtraction, multiplication and division. We have worked alongside the Colne Cluster to create three cohesive and comprehensive policy showing the progression and methods used at different stages of children's development in school.
Science at Broomgrove Infant School stimulates and excites children’s curiosity about phenomena and events in the world around them, and the environment in which they live. Here at Broomgrove our aim is to teach science in a practical fashion, encouraging the children to link practical experience with ideas. It develops children’s observational, investigative and communication skills through first-hand experience and secondary sources such as books and ICT.
At Broomgrove Infants, Physical Education and Sport have a vital role to play in the physical, social and emotional development of children. This gives children the knowledge, understanding and the tools to make a positive impact on their own health and well-being.
During their time at Broomgrove children will be able to take part in a wide range of physical activities including games, dance, gymnastics, swimming and athletics.
Art and Design
History at Broomgrove Infant School will inspire the childrens’ curiosity to learn more about the past in Britain and the wider world. The children will develop an awareness of the past and will begin to chronologically order events they study. They will explore the similarities and differences between ways of life in different time periods and will begin to use a wide range of vocabulary to describe the passing of time. This will develop the children’s ability to ask questions about events that have happened in the past and begin to compare how lives have changed over time.
Geography at Broomgrove Infant school will support children to develop their knowledge about the world, the United Kingdom and their local area. The children will begin to identify and use basic vocabulary to describe human and physical factors in an environment. Geography is a subject that provides the children with many opportunities to be practical in their learning by developing simple fieldwork and observational skills to study the geography of their school and local area.
Early Years Foundation Stage (EYFS)
The EYFS 2017 states that:
‘Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.’
Children will learn about the world around them as long as the environment around them can support progress and learning. Environments should be high quality, well-resourced and adaptable. Children need to develop the skills needed in order to succeed in the world. The learning environment and teaching practice should reflect all children’s learning and not just those identified in the EYFS, 2017. Children need opportunities to have first hand, meaningful experiences, opportunities to make mistakes and risk take; and to develop social skills through learning to co-operate and interact with those around them.
Children are able to do this through:
Playing and exploring;
Creating and thinking critically
These processes underpin learning and development across all areas and support the child to remain an effective and motivated learner (EYFS, 2017). Children demonstrate their learning through being:
Learning in reception is documented in the Early Years Foundation Stage document (2017). The areas of development have been split into two main areas (Prime and Specific). The Prime areas begin to develop quickly in response to relationships and experiences, and run through and support learning in all other areas. The prime areas are considered to be fundamental throughout all other areas of the EYFS. The specific areas include essential skills and knowledge. They grow out of the prime areas, and provide important contexts for learning. If a child is emotionally immature and unable to communicate with their peers the child will be inhibited from progressing onto developing and refining those skills and concepts found in the specific area of development.
Therefore, the fundamental underpinning of reception is to provide:
A rich learning environment
Purposeful and adaptable resources;
Adult interactions are of a high quality and meaningful.