Our classes
Reception (EYFS)
At Hampreston, the Reception team aim to cultivate an environment which supports and challenges the learning needs of all children, whilst inspiring creativity, curiosity and independence. We closely follow the Early Years Foundation Stages (EYFS) framework, ensuring that children’s learning and development are mapped to strong path of skills progression.
Within this framework are seven areas of learning, which include:
Importantly, at Hampreston, the EYFS framework’s three Characteristics of Effective Learning (CoEL) play a key role in our planning and implementation of the curriculum.
These characteristics include:
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Children investigate and experience things, and ‘have a go’
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Children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things
By embedding these three characteristics, we ensure that children learn through a variety of ways, all of which are engaging, stimulating and interesting, thereby supporting each child’s unique learning needs.
Lessons are planned to accommodate all levels of attainment but we are very aware that children are at a developmental stage in their learning. We listen to children read three times a week during our Little Wandle Phonics time. Parents are encouraged to listen to their children read at home.
The children are carefully nurtured and the happy, positive experience they have in Reception sets the tone for the rest of their school life at Hampreston.
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1. Communication and Language (Listening, attention and understanding; and Speaking)
2. Personal, Social and Emotional Development (Self-regulation, Managing Self and Building Relationships)
3. Physical Development (Gross motor skills and fine motor skills)
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4. Literacy (Comprehension, Word reading and Writing)
5. Maths (Number and Numerical patterns)
6. Understanding of the World (Past and present; People, culture and communities; and The natural world)
7. Expressive Arts and Design (Creating with materials and Being imaginative and expressive)
Our Reception classroom has been purposely designed so our very youngest children have their own self-contained little world with toilets and a bespoke outdoor learning environment. There is a full-time teaching assistant and very often an additional adult to support the children. Children are taught in small, focused groups by the teacher or teaching assistant and often on a 1:1 basis or in pairs by any additional adult support. At other times the children choose their challenges, activities and learn through their play, also known as Continuous Provision. There is a role play area that often changes identity, guided by the children’s interests and ideas.
“The children look forward to their annual summer visit: this year they went to Moors Valley.”
Year 1
The transition to Year 1 is exciting and the children soon acclimatise and enjoy the demands and rewards that working in bigger groups bring. With less small group support, the children learn to become more independent with their writing and maths tasks, making use of appropriate practical support. Children start to work collaboratively and with increasing independence on mini projects. A full-time teaching assistant helps ensure that the less able are well supported and the needs of the high achievers are met.
The classroom is a large, light space and the environment is highly organised. Children are sometimes grouped according to ability but we are mindful that children develop at different rates, hence a balance is met with mixed-ability groupings. Any groups are flexible and are open to regular review.
There is a continued emphasis on phonics in Year 1. In Year 1 we also listen to the children read three times a week through the Little Wandle Phonics groups. Again, parents are strongly encouraged to listen to their children read at home. A role-play area with themes differing from the Reception experience is used creatively to supplement topics, especially in the autumn term.
Year 2
The classroom in Year 2 has been extended and improved to provide a light, spacious learning environment for our children. This includes access to tables outside the classroom where children can work in small groups or on a 1:1 basis and a small outdoor area, suitable for tasks such as growing plants in pots. There is a full-time teaching assistant in Year 2.
Children read to an adult frequently during the week, either 1-1 or in groups or through class-wide teaching, which includes a guided reading session. Our teaching assistants are highly experienced and their skills are recognised by everyone who visits the school.
In addition to reading at home on a very regular basis, the children are expected to learn weekly spellings.
The children continue to work collaboratively on increasingly creative tasks, which prove to be lots of fun. The children also enjoy a focus on computing skills. T
The annual trip to Blashford Lakes combines with pond dipping sessions and orienteering activities to provide a popular environmental topic.
As the children approach the end of their experience in Key Stage 1, they are reminded of the demands and expectations that await them in Year 3 and the start of Key Stage 2.
“The children enjoy the opportunity to experience a more formal learning environment as they progress through the school, getting ready to earn their pen license.”
Year 3
As children transition into Key Stage 2, they move to the oldest part of the school and have increased access to the new library and ‘the hub’. Here they meet the challenges head on as they begin the journey towards middle school.
The children predominantly work in mixed-ability groups and a full-time teaching assistant helps ensure that the needs of all children are met. We listen to the children once a week through 1:1 reading and reading lessons.
Children are encouraged to produce sustained pieces of work of ever-increasing quality. There is a focus on encouraging independence in Year 3 which ultimately gets them ready for year 4 and middle school. The children enjoy the opportunity to experience a more formal learning environment as they progress through the school, getting ready to earn their pen license. In addition to reading, learning spellings and timetables, children are expected to complete one formal homework task weekly.
The children in Year 3 begin learning the roles and responsibilities that come with being at the top of the school early on, learning from the Year 4 children and engaging with more school-wide activities. They join Year 4 in the choir stalls during our three annual services in the church.
Year 4
As leaders of the school, with the responsibility of setting an example for all the other classes, the children in Year 4 know that they have very important roles. Children get the opportunity to serve on the school council and act as play leaders to help ensure that play times run smoothly.
In class, the expectations and demands are high as the children prepare for the transition to middle school. The children enjoy a full-time teaching assistant and we aim to listen to them read at least once a week.
Homework comprises reading, learning spellings, and one formal task a week, which often includes project work.
Every minute of work in class has to be used to the full as the children are extremely busy in a wide range of activities. The children all have a speaking part in the school summer play. They also lead church services by reading, singing and leading. These services are very moving occasions for parents.
Children are also involved in numerous trips throughout the year, including Stonehenge, Dudsbury Camp, and Parliament. Additionally, they relish the chance to win the annual pancake race and have their name engraved on the celebratory shield.
Children have the opportunity to go swimming weekly at Canford School, which proves a real highlight of the week. They enjoy many sporting opportunities to represent the school including swimming, football, rugby, gymnastics and tennis. We are keen to participate in as many pyramid and county sporting competitions as possible.
Our children leave Hampreston with high self-esteem and are ready for the challenges and opportunities that await them during the next stage of their educational journey.