At Charlton Primary School we pride ourselves on providing quality learning experiences with a well-qualified, skilled staff who deliver the best possible outcomes for the children in our care.
We look forward to welcoming you to our school, and to developing a happy and successful partnership with you and your child.
We recognise every child as being unique.
They each have the right to the best possible start in life in an environment that will allow them to fulfil their potential.
Our Foundation Stage provides them with a secure, safe and happy start to their school life. This, complimented by good parenting, gives your child the opportunities to make the most of their abilities and talents as they grow up.
Useful Resources for Parents and Carers
Uniform for Foundation stage children is the same as for Years One to Five, but please ensure clothes are suitable for outside play and learning.
Foundation Stage children are encouraged to use the outside space in all weathers. Please provide hats and gloves for colder weather and sun hats for warmer weather. Children will need a weather appropriate coat or jacket with them every day. Smart, plain, jogging bottoms in navy or black may be worn instead of ‘uniform’ trousers. We would also appreciate a set of spare clothes to be kept in school, for incidents where children need changing. Shoes should be well fitted, with a good grip, to enable children to use the outside climbing apparatus safely. Sandals or Crocs are not safe for play activities in the Foundation Unit.
PE kit will only be required in the summer term.
In winter all pupils should have a warm and waterproof coat available in school.
Foundation children do not need a change of shoes for indoors. Parents are asked to bring well-fitting trainers/ plimsolls once they start to change for PE (in the summer term.) A stock of wellies and spare shoes are kept in school for emergencies! On occasions when different footwear is required e.g. Forest School, a letter will be sent home.
For a useful information for parents and carers about the Early Years curriculum this document gives a clear overview.
Another useful guide for you to look at is What to expect, when?
Thank you to everyone who attended the Foundation Stage reading information meeting. Please click here to view the PowerPoint that was shared during the session. A prompt sheet to support this can be viewed here.
A link to a useful guide to getting letter sounds and pronunciation correct is here.
To read Development Matters in the Early Years Foundation Stage, click here
For the link to the Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five, click here
How do we assess children’s progress in Early Years?
At Charlton we use the Statutory Framework and Development Matters to underpin our teaching and learning provision. A link to this document can be found on our Foundation Stage section.
We use Tapestry as our online learning journal record and inform. This provides us with a valuable link between home and school.
Assessment plays an important part in helping parents, carers and staff to recognise children’s progress, understand their needs, and to plan activities and support. Ongoing assessment is an integral part of the learning and development process. It involves us observing children to understand their level of achievement, interests and learning styles, and this enables us to support the learning needs of each unique child.
Through interactions with children, our team will respond to their own day-to-day observations about children’s progress and observations that parents and carers share.
Within the first few weeks a baseline assessment is completed. Regular progress checks are used to inform and prepare the children for their next phase of learning.
In the final term of the year in which a child reaches age five, and no later than 30 June in that term, the EYFS Profile is completed for each child. The Profile provides parents and carers, and the Foundation Stage team with a well-rounded picture of each child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile reflects the following: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.
Each child’s level of development is assessed against the early learning goals. Teachers will indicate whether children are meeting expected levels of development; if they are exceeding expected levels or not yet reaching expected levels (‘emerging’). This is the EYFS Profile.
Year 1 teachers will be given a copy of the Profile report together with a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning. These will inform a dialogue between Foundation Stage and Year 1 teachers about each child’s stage of development and learning needs and assist with the planning of activities in Year 1.
As a school we will share the results of the Profile with parents and/or carers, and explain to them when and how they can discuss the Profile with the teacher who completed it.