Children in Moreland are valued as individuals and have the opportunity to excel. We actively nurture self-belief so children feel they can achieve anything with determination, perseverance, and hard work. We expect all our children to reach age-related levels in line with national expectations as a minimum year on year.
We aim to ensure that all barriers to learning are removed so every pupil reaches their full potential. This includes regularly looking at every child’s capacity to achieve more.
OUR MISSION: "Reaching higher than I dreamed, becoming the person that I want to be, doing the best I can for the world and me".
The Early Years Foundation Stage at Moreland School provides a warm, safe environment, physically, emotionally, and physiologically where children can grow in self-awareness and awareness of others in the context of both the wider community and the learning community at Moreland School.
It is a place where all learning is valued and where children can lay the foundations for a lifelong love of learning and reach their potential across the 5 Every Child Matters outcomes staying safe, being healthy, enjoying and achieving, economic well-being and making a positive contribution.
This happens through:
- An imaginative and inviting learning environment that provokes curiosity, stimulates inquiry, provides appropriate risk and challenge, encourages independence, allows children to make decisions, and promotes problem-solving. This enables children to become self-motivated learners and to develop the characteristics of effective learning that are essential for success.
- A curriculum rooted in play that provides children with meaningful, enjoyable, and challenging learning experiences.
- Developing children’s resilience through a focus on building a “growth mindset”.
- A key-person system that is underpinned by a knowledge of attachment theory and ensures all children feel emotionally secure and settled and ready to learn.
- High-quality interactions between adults and all children encourage sustained shared thinking and allow children to reflect on their learning.
- Close working with parents and carers, recognizing that they are their child’s primary educator and that working together in partnership will provide the best outcomes for children.
Children in the toddler room, nursery, and reception follow the Early Years Foundation Stage Curriculum. This is a framework that supports children’s development from birth to the end of their Reception year. The EYFS is based on 4 important principles.
- A Unique Child
- Positive Relationships
- Enabling Environments
- Learning and Development
We actively teach the skills and knowledge children need to prepare to prepare them for life, as well as the essential attributes of resilience, endurance, and inquiry.
For English and Mathematics, we will be following the New National Curriculum whilst still adopting a unit-based approach, e.g. in English, pupils will spend several weeks immersed in a particular text type like adventure stories. In Maths, the children will be following the Singapore Maths approach to learning and they may spend a week or so learning about a topic like fractions or shape.
The Singapore approach will enable children to think more deeply about mathematical concepts and allow them the opportunity to practice, consolidate, apply their learning and understanding confidently. and All will be in line with the new expectations set out in the National Curriculum and so there may be a period of transition to meet these standards.
We will continue to use the IPC (International Primary Curriculum) for Art, Design and Technology, History, Geography, and International aspects of the curriculum. Also this year, Science will be taught through the topic-based approach of the IPC. Some topics have changed, but we feel this is still the most engaging way to get pupils involved in their learning.
Personal, Social, and Health Education (PSHE) is taught using the updated scheme of work from Islington. The new ICT curriculum will be covered through cross-curricular work, as well as discrete computing lessons.
Weekly planning is based on observation of children’s learning needs and interests. This ensures each child is offered the experiences s/he needs to access the curriculum fully and ensures a responsive and flexible approach to the curriculum.
