FOUNDATION CURRICULUM

JAS provides a high-quality British-style education based upon the framework of the National Curriculum for England and Wales. Our holistic approach to education fosters respect, tolerance and understanding and enables each child to maximise their academic success and also develop the skills and aptitudes that will allow them to adapt and succeed in a world that is rapidly changing.

The school offers a secure and safe environment where children are challenged in order to gain the necessary skills in academic, social, sporting and aesthetic fields. We emphasise the development of the individual but also encourage students to see themselves as valued and productive members of our school and the wider community.

To find out more, download our Foundation Stage Prospectus

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Throughout the Foundation Stage, children progress through a programme of skills and knowledge development culminating in the Early Learning Goals (ELGs).

 

The programme is the Early Years curriculum for England and Wales which emphasises learning though play and exploration, active learning and creating and thinking critically. Learning is organised under seven key subject headings:

  • Literacy

  • Mathematics

  • Communication and Language

  • Understanding the World

  • Expressive Arts and Design

  • Physical Development

  • Personal, Social and Emotional Development

Children in Foundation Stage also get specialist provision from specialist staff in Music, Arabic, Physical Education lessons, and when using our library.

Progress is tracked continually through ‘Development Matters’. This document is aligned with the statutory curriculum and outlines the key developmental milestones that young children should achieve across each of the key areas of learning within defined age bands from birth to five.

To find out more, download our Foundation Stage Prospectus

SUPPORTIVE LEARNING

We believe that supporting children involves everyone and we have robust systems in place to identify children with additional learning needs. Effective support for pupils starts in the daily planning for every classroom lesson. Teachers plan differentiated activities as an integral part of learning and teaching across all phases of the school. This takes the form of, for example, extra time to complete a task, different resources, classroom prompts or outcome expectation.

Groupings are also used as appropriate to the needs of learners so these may be ability, mixed ability, pairs or individuals. In addition, further provision supports specific difficulties, eg booster groups for reading or maths or extra sessions to develop fine motor skills.

All programmes are based on analysis of students’ needs using assessment data and teachers’ observations and judgements to ensure the most effective support is offered.

Our specialist Oasis Team in the primary school provides appropriate support and liaises closely with class and specialist teachers, senior leaders and parents to ensure effective provision is in place. This takes the form of specialist sessions with learning support staff or in-class support.

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FOUNDATION ASSESSMENT

Assessment is an integral part of our learning and teaching. It facilitates daily ongoing review of individual progress and impacts on planning and target-setting for each child. In each phase of the school, students will have personal learning targets based on assessment outcomes. Our students contribute to self- and peer-assessment to enable them to develop critical personal evaluation skills and so become successful and increasingly independent learners.

We recognise that each child is individual and, therefore, in EYFS specifically, a baseline assessment is carried out to determine what skills and knowledge each child brings to school upon entry. This allows our teachers to then plan accurately for next steps in learning to ensure each child experiences an appropriate curriculum. Each child is then continually assessed and their learning and developmental successes tracked and monitored.

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