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Welcome to Class JB – EYFS
Class JB is a Foundation Stage class containing 30 children. Mrs Brown is the class teacher and Mrs Doe is the Teaching Assistant.
In the Foundation Stage the children are encouraged to learn through play and exploration, whilst developing their confidence and independence. The children take part in a variety of focused learning activities with an adult in addition to continuous provision which the children call their ‘busy time’.
The children are encouraged to learn both inside and outside and have continuous access to our outdoor classroom. The classrooms are set up with exciting activities to support the seven areas of learning and reflect the children’s interests and experiences. The children have a piece of fruit every day, we ask that each child brings 50p per week to cover the cost of, biscuits and hot chocolate at Forest Schools, and weekly baking materials.
Each week the children have PE on a Wednesday morning; for this the children wear shorts and t-shirts, during the summer term they will also require a pair of trainers. On Thursday afternoons the children learn outside using the ‘Forest Schools’ approach.
Each child has a me a ‘Me and My Family’ book in which they can write and draw pictures of things they have done with their family, and share any achievements or special experiences. These can be returned each Monday to share with the class.
We have a class bear called Monty who visits a different child’s house each weekend. Monty chooses who he would like to go home with based on special achievements, good choices, nice manners, etc.
Please see our Curriculum Summary for further details on all subject areas.
“The broad curriculum provides a wide range of enriching experiences for pupils.”
“Good teaching through early years and in key stage 1 ensures that the proportion of pupils passing the Year 1 phonics screening check is consistently above average.”
“The teaching of reading is good. There is a consistent approach to the teaching of
phonics.”
“Governors have a good understanding of the school’s strengths and weaknesses and
are clear about priorities and plans for improvement.”
“By the end of Year 6, outcomes are high in reading and writing. In reading, they are
particularly high.”
“From the moment pupils enter the school each day, they are greeted with respect and a genuine sense of care from the adults in the building.”
“Learning in early years gets off to a good start. As a result of effective teaching and provision, children progress well from their starting points.”
“The quality of teaching at Walkington Primary is underpinned by warm and caring
relationships between staff and pupils.”
“Staff encourage pupils to be resilient and take risks. Pupils know it is all right to get things wrong and that this is part of the process of learning.”
“Adults give pupils
opportunities to share ideas and challenge their own thinking and this helps them to articulate their opinions with confidence.”
“The school’s work to promote pupils’ personal development and welfare is outstanding.”
“Teachers use their good subject knowledge to plan interesting tasks that engage
pupils.”
“Staff welcome the professional development they receive and say that this makes a real difference to the quality of their teaching.”
“Pupils listen to the opinions of others and are keen to offer their views considerately and respectfully.”
“Parents and carers who offered their views to inspectors were overwhelmingly positive about the experiences of their children.”
“The school is a calm, orderly and purposeful place for pupils to make the most of their learning.”
“Effective safeguarding procedures are in place. All staff have a clear understanding of how to keep pupils safe.”
“Governors are ambitious for the school. They challenge and support leaders effectively.”
“Improvements in the teaching of mathematics have helped to increase pupils’ progress and improve pupils’ ability to solve mathematical
problems.”
“Exciting activities, such as visits to places of worship, generate high levels of
interest and curiosity about the themes that pupils are studying.”
“In all key stages, pupils are now making good progress from their starting points in reading, writing and mathematics.”
“In mathematics lessons, resources are used well to enable pupils to visualise abstract ideas and to get a more secure understanding of number.”
“Pupils behave well and are polite, articulate and respectful.”
“Teachers plan interesting activities that motivate the pupils. Staff ensure that all pupils are valued and included in learning.”
“Older pupils develop a good understanding of what they read. Leaders promote a love of reading and pupils say the school provides them with high-quality texts.”
“Leaders are well trained and use their knowledge of special educational needs to identify specific requirements at an early stage and provide timely support.”
“The profile of sport has been raised and more pupils now compete in sporting
activities.”
“The school’s welcoming and caring ethos is central to its work in raising standards for
pupils.”
“The passionate and effective leadership of senior leaders and the commitment of the staff have sustained the good quality of education at the school.”
