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Year One had a wonderful visit from Pastor Kevin today. He shared the Easter story in an interesting and engaging way with the children. The children really enjoyed this visit.
This week Year 2 have been painting seascapes in the style of Justin Gaffrey.
The F2 children had a visit from Pastor Kevin. They have learnt all about the Christian Easter story.
Beginnings looking very smart for the Easter bonnet parade yesterday! 🐥☀️
Y3LJA- this afternoon we have designed an Egyptian Shabti and made it using salt dough.
Year 2 take part in the Easter Bonnet Parade.
Today in beginnings we have been talking about spring and all of the lovely things that the season brings! We used our different senses by smelling the tulips growing in our planters, we then listened to the bird song and looked at the blossom tree. We ended our sensory session by feeling the grass... between our fingers. 🌸🐦⬛🌳☀️
Y3LJA - this week we have enjoyed ice pops for our attendance prize.
Year One have loved learning about different monarchs in our history unit this half term. We have found out about Queen Victoria and Queen Elizabeth II. We used cubes to create a timeline of their reign and have enjoyed sharing the facts we have remembered with others in school.
Pyjama Day and sleepy stories for our Attendance Award.
Year 2 had a great day at Austerfield Study Centre. The children got to explore habitats and build dens in absolutely glorious weather!
Early Years Provision: The early years setting promotes positive relationships and collaboration among children. Adults model effective communication and use assessment well to engage children in their learning.
Governance and Leadership: Trustees and governors are skilled and committed, regularly visiting the school and maintaining an accurate picture of its operations to ensure continued improvement.
Extracurricular Activities: There is a wide range of clubs available, such as football, rugby, forest school, and choir, which help develop pupils’ talents and interests.
Promotion of Values: Pupils learn about diversity and British values through various activities and demonstrate positive attitudes and respect for others. The school also encourages community involvement, such as the choir singing in residential homes and helping at the local food bank.
Positive Behaviour: Changes in how behaviour is managed have helped pupils reflect on their feelings and make better choices. This has resulted in positive behaviour during lessons and playtimes.
Anti-Bullying: Pupils respect each other, believe in the school’s values, and feel confident that any issues, including bullying, would be resolved quickly by adults.
Overall Effectiveness: The school is rated “Good” in all categories, including quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.
Support for SEND: The school effectively identifies and supports pupils with special educational needs and/or disabilities (SEND), involving parents in the assessment process and adapting lessons to help these pupils build new knowledge.
Safeguarding: The school has effective safeguarding arrangements, creating an open and positive culture that prioritises pupils’ interests.
Curriculum and Learning: The curriculum is well-considered, building on previous learning to deepen understanding. While assessment systems need improvement, the school’s overall approach helps in identifying and supporting pupils’ needs.
Reading and Phonics: The school is committed to ensuring all pupils learn to read. Effective training and support for teachers, along with appropriate reading materials and catch-up sessions, help pupils read accurately and confidently.
High Expectations and Progress: The school sets high expectations for all pupils, which are being met. Parents appreciate the support and information provided by the staff and are pleased with the progress their children make.
School Environment: The academy is described as a warm and welcoming place where pupils feel safe and happy. Respectful and positive relationships are central to the school’s environment.