Our Learning

Year R

The classes in Year R are called Seahorses and Jellyfish. Miss Percival is the class teacher for the Seahorses class and Mrs Jonkers (Monday - Wednesday) and Mrs Moore (Wednesday-Friday) are the class teachers for the Jellyfish class. The Teaching Assistants are Miss Wall, Miss Lee, Mrs Norman, Mrs Harris, Mrs Dollman, Miss Martin and Mr Ware-Foster. Mrs Buck is the Head of Early Years who supports across both classes.  

Our PE days are Wednesday and Thursday.

Our Topics

Our topics for this year are:

Autumn 1 All About Me

Autumn 2 Celebrations

Spring 1 Me and My World

Spring 2 All Creatures Great and Small

Summer 1 Out on the Farm

Summer 2 Olympics

Prep for this half-term

Make your own real or imaginary creature and write to tell us something about it. For example: what does it eat? Where does it live? 

Useful websites to help your child learn at home

 www.phonicsplay.co.uk

 www.bbc.co.uk/cbeebies/games

www.mrthorne.com

Year 1

The classes in Year 1 are called Turtles and Octopus. Mrs Sheppard is the class teacher for the Turtles class and Mrs Guy is the class teacher for the Octopus class.  The teaching assistants are Miss Garner, Miss Graney and Mrs Collings.

Our PE days are Monday and Thursday.

Our Topics

Our topics for this year are:

Autumn 1 'My Journey' 

Autumn 2 'Superheroes' and 'Christmas'

Spring 1 'All Hands on Deck'

Spring 2 'Red Hot'

Summer 1 Gardener's World

Summer 2  'King of the Castle'

Homework

In addition to reading five times at home each week and the half-termly Prep project, children will be set a weekly homework task.  This is based on English one week and Maths the next.  Homework is set on a Friday and is handed by Wednesday.

Prep for the half-term

  • Design and make a mask of your favourite African animal.  

  • Write animal facts for you to read and to tell your friend about. 

  • Create a meal for a carnivore, herbivore or omnivore. 

Useful websites to help your child learn at home

 

The National Curriculum for Year 1

English in Year 1

Maths in Year 1

Science in Year 1

Year 2

The classes in Year 2 are called Seals and Dolphins. Miss Hatton is the class teacher for the Seals class and the teaching assistant are Miss Graney and Mrs Page. Mrs Hall is the class teacher for the Dolphins class and the teaching assistant is Miss Wilcox.  

Our PE days are Tuesday and Wednesday.

Our Topics

Our topics for this year are:

Autumn 1 Diggin' Dinosaurs

Autumn 2 Go Wild!

Spring 1 The Vile Victorians

Spring 2 The Vile Victorians

Summer 1 Besides the Seaside

Summer 2  The Terrible Titanic

Prep for the half-term

Bake a Victoria sponge sandwich.

Research and create a collage of Victoria toys.

Create a Fact File poster about Queen Victoria. 

Homework

In addition to reading at home five times per week and the half-termly Prep project, children are set five weekly spellings to learn from the Year 2 common exception words and a weekly times table practice.  They will also be set a piece of weekly homework on a Friday, English one week and Maths the next week.  Homework is handed in on a Wednesday.

Reading list for Year 2

Recommended Reading List for Year 2

Useful websites to help your child learn at home

The National Curriculum for Year 2

English in Year 2

Maths in Year 2

Science in Year 2

Year 3

The classes in Year 3 are called Amazon, Ganges and Nile. Miss Lewis is the class teacher for the Amazon class, Miss Williams is the teacher for Nile class and Mrs Threadingham is the teacher for Ganges class.  The Teaching Assistants are Mr Tait, Mrs Turnbull, Mrs Bradshaw, Mrs Vicary and Miss Sanchez.

Our PE days are Monday and Wednesday.

Our Topics

Our topics for this year are:

Autumn 1 Stone Age to Iron Age

Autumn 2 Mamreinfibi

Spring 1 Marvellous Magnets

Spring 2 Guardians of the Globe

Summer 1 and 2  The Rampaging Romans

Prep for the half-term

  1. Keep a diary (with photos) for a week about the plastic you buy and throw away in your household.  

  1. Grow a plant from a seed and keep a diary (with photos) 

  1. Create a sculpture out of repurposed plastic 

Homework for Year 3

In addition to reading five times per week at home, children will be a set a weekly homework, maths one week and the English on the other week.  Homework is set on the Friday to be back in on Wednesday.  There are also seven spellings to be learned each week.

Reading list for Year 3

 

Useful websites to help your child learn at home

 

The National Curriculum for Year 3

English in Year 3 and 4

Maths in Year 3

Science in Year 3

Year 4

Our classes are called Yangtze, Mississippi and Danube.  Mrs Emery is the class teacher for the Yangtze class, Miss Campbell is the class teacher for Mississippi class and Mrs Pountain is the class teacher for Danube class.  The Teaching Assistants are Mrs Vicary, Miss Wright, Miss Brock-Hollinshead, Miss Sanchez and Mr Hungerford.

Our PE Days are Tuesday and Thursday.

Our Topics

Our topics for this year are:

Autumn 1 and 2 Save the Rainforests

Spring 1 Wonderful Water

Spring 2 and Summer 1 The Vikings are coming

Summer 1 and 2  Love Where You Live

 

Prep for the half-term

Make a 3D model of water cycle.

Make fact file/ poster about water cycle.

Measurement challenge to measure and compare rainfall. 
 

Homework in Year 4

In addition to reading at home five times per week and the half-termly Prep project, children are set:

  • Seven spellings to learn each week based on their area of need, which are tested on a Thursday
  • Focused times table practice each week based on their area of need, which are tested on a Thursday
  • A weekly homework task on a rotation of Reading, English and Maths, set on a Friday to be back in on the following Friday

Reading list for Year 4

Recommended Reading List for Year 4

Useful websites to help your child learn at home

 

The National Curriculum for Year 4

English in Year 3 and 4

Maths in Year 4

Science in Year 4

Year 5

The classes in year 5 are called Caspian and Aegean.  Miss Large is the class teacher for Aegean class and Miss Turner is the class teacher for the Caspian class. The teaching assistants are Mrs Beech, Mr Baptiste and Miss McAuley.

Our PE Days are Wednesday and Thursday.

Our Topics:

Autumn 1 and 2: Where on Earth can we go?

Spring 1 and 2:  Fantastic Beasts 

Summer 1 and 2:  Vikings vs Mayans

Prep for the half-term:

1. Design and carry out a science investigation that applies your knowledge of forces.  

2. Write a song/poem/emotive piece about a beast.  

3. Create a beast using your art skills and annotate features using scientific knowledge. 

Homework 

In addition to reading five times per week at home and the half-termly Prep project, children are set:

  • Weekly times tables practice
  • Weekly spelling practice
  • Weekly English homework
  • Weekly Maths homework

Homework is set on a Friday to be handed in on a Wednesday.

Reading list for Year 5:

Our topic is based around Harry Potter, so reading these books in preparation will help greatly. 

Recommended Reading List for Year 5

Useful websites to help your child learn at home:

Pixl is great for encouraging pupils to learn their times tables fluently, and SumDog is also great for allowing pupils to apply their times tables skills.

Phonics play is a great website if your child is struggling with specific sounds and graphemes.

The National Curriculum for Year 5:

English in Year 5 and 6

Maths in Year 5

Science in Year 5

Home Learning

Prep

Preparation for learning or “Prep” is set every half term. We send home a topic leaflet that shows all the learning that will be taking place throughout the half term. There will be a ‘prep’ activity that we require you to complete with your child at the start of the topic and return by the stated date. This enables your child to have a basic understanding of the key aspects of their classwork, before the main part of the work begins.  Links to the infant Prep projects for this half-term can be found below:

Homework

In addition to the Prep projects, we also set weekly homework tasks:

  • All children should share a book at least 5 times a week and record in the planner
  • Year 1 and Year 2 will be given spellings on a Monday in the homework book to be sent back in on the Friday;
  • Year 2 will be set times tables practice on a Monday to be back on a Friday;
  • Year 2 will also be issued with a piece of Maths, comprehension or GPS homework on a Friday to be back on a Monday;
  • A Homework Club will run on a Tuesday extra-curricular for children who need additional help or time to complete the work;

Art

We believe art education stimulates creativity and imagination whilst giving the child unique opportunities to develop intellectually, emotionally, physically and socially. As part of our broad and varied curriculum, children in all year groups have opportunities study art as part of their half termly or termly topics.  

Children draw, paint, print, make collages, use fabrics and threads and use clay.  They are taught the skills and techniques and then given the opportunity to practise them to produce individual and group pieces of work.  Children are encouraged to critically evaluate their own work and that of others in order to learn from their experiences. 

Each year group builds on the skills that the children have previously learned. They not only learn how to produce their own pieces of art, but they also study work by other artists and learn to compare, contrast and from opinions about famous pieces of art.  

Children are given the opportunities to show our six super learning powers; 

Ready – Children enjoy the creative aspects of art and are ready to learn and engage in the topics 

Respectful – Children are given opportunities to peer assess each other’s work and offer sensible, thoughtful and considerate feedback. 

Reflective – Children will plan and draft their work and reflect on how it can be improved 

Resourceful – Children are given opportunities to work with and choose different media for certain projects 

Resilient – There are opportunities to draft, redraft and improve work over a period of time. Children need to develop the understanding that work can be improved over time.  

Responsible – As a more creative subject, children show their responsible nature by applying themselves and using the different art tools sensibly and carefully.  

Design and Technology

Design and Technology shapes our world and, at Mayfield, we want our pupils to be involved in the innovative process of inventing and creating. Whether it is making vehicles, planning and cooking healthy meals or thinking about solutions to global problems, our aim is to plan projects that will inspire designers of the future. As part of the creative curriculum, topics throughout the year will provide pupils with the opportunities to; research, plan, create/make and evaluate. Each year group builds on the skills developed in the previous year.  

Children are given the opportunities to show our six super learning powers; 

Ready – Children enjoy the creative aspects of design and are ready to learn and engage in the topics 

Respectful – Children are given opportunities to peer assess each other’s work and offer sensible, thoughtful and considerate feedback. 

Reflective – Children will plan and draft their work and reflect on how it can be improved. As part of each unit of work, children will evaluate their work and offer suggestions on how it could be improved next time. 

Resourceful – Children are given opportunities to work with and choose different media for certain projects 

Resilient – There are opportunities to draft, redraft and improve work over a period of time. Children need to develop the understanding that work can be improved over time.  

Responsible – As a more creative subject, children show their responsible nature by applying themselves and using the different tools sensibly and carefully.  

Early Years

Our EYFS Intent:

  • To develop our children as curious, engaged, caring and creative learners.
  • To ensure that our children make excellent progress from their varied starting points on their journey to achieving the Early Learning Goals and Good Level of Development.
  • To ensure that our children are keen and confident communicators, readers and mathematicians.
  • To develop the whole child by basing learning on individual needs and interests and planning enticing, engaging and challenging activities.
  • To nurture and support our children to have confidence to play, explore and problem solve.
  • To ensure that our children are ready for the next stage in their educational career by embedding the 6Rs and Characteristics of Effective Learning.

Implementation:

Our child centred curriculum is carefully planned with a deliberate balance of adult led and child initiated learning. The children will learn new skills, acquire new knowledge and demonstrate understanding through the seven areas of learning in the EYFS curriculum:

Personal, Social and Emotional Development

Physical Development

Communication and Language

Literacy

Mathematics

The World

Expressive Art and Design.

 

Our knowledge organisers (topics) provide a broad, balanced and progressive curriculum that have the flexibility to adapt to children's individual needs and interests.

All adults enable the children to access learning across all areas, in both adult led and child initiated sessions. This is through careful planning, resourcing and task design. Adults skillfully communicate, support, encourage and observe children to ensure all children make good progress and have clearly planned next steps.

The indoor and outdoor learning environments support and stimulate our children and capitalises on individual needs and preferences.

Daily adult led activities are planned for all seven areas of the EYFS curriculum and enable children to develop their next steps in learning. Phonics and reading is taught systematically and effectively. ‘Gaps’ in learning and next steps are identified for all children to ensure good progress is made. There are child initiated opportunities for children to access learning during ‘COOL’ (Continuing Our Own Learning) and Discovery time.

Our curriculum and activities support the Characteristics of Effective Learning (Playing and Exploring, Active Learning and Creating and Thinking and Critically) and the 6Rs (Ready, Resourceful, Respectful, Resilient, Responsible and Reflective). Our adults model this with care and embed it in all they do. Our indoor and outdoor environment are used all year round and in all weather conditions.

All adults make regular observations of children's learning to ensure good progress and plan next steps. This is recorded in individual Learning Journeys and on Tapestry. We regularly assess where the children are using Development Matters and exemplification materials both internally and externally. We use this to ensure our planning, environment and adult interactions support children to reach their full potential and embed the 6Rs.

Our daily extra curricular activities further support the development of the whole child and enables each child to explore their individual interests and reach their full potential.

We work in partnership with our parents and carers. Transition into EYFS has a clear timeline and provides many opportunities for staff and families to work together to provide children and their families with a settled and happy start to school life. This includes information sharing, class room visits, coffee mornings and a picnic.

Throughout Year R, parents are carers are kept up to date with their child’s progress through half termly reports, parent meetings and family learning. Parents and carers are encouraged to contribute to their child’s learning journeys by sharing ‘wow’ moments.

Parents and carers support learning at home with weekly phonics and reading activities and topic based ‘Prep’ projects. Information shared in workshops and on the website supports parents and carers to work with their children at home.

Transition into Year One is carefully planned with Key Stage One staff. We share information about each child thoroughly and effectively, taking into account the needs of the whole child.

Impact

We strive to ensure that all our children make good progress across all seven areas of the curriculum from their starting points and to attain the Good Level of Development.

We evidence in Learning Journeys each child’s progress and attainment across all areas of the EYFS curriculum.

All staff use formative assessments through observation which inform future planning and ensure each child builds on current learning, embed key skills and have clearly identified next steps.

We make summative assessments based on the age bands in Development Matters. This is tracked continuously to ensure that rates of progress are at least good for all children including vulnerable groups such as those with SEND or who are disadvantaged. Assessments are judged against exemplification materials at both internal and external moderation. Staff are supported through training and in school, cluster and local authority moderation.

Humanities

History:

At Mayfield we believe that high-quality history lessons inspire children to want to know more about the past and to think and act as historians.  

By linking learning to a range of topics, children have opportunities to investigate and interpret the past, building their understanding of chronology.  As they move through our school, they build an overview of Britain’s past as well as that of the wider world.  

Our children have the following characteristics based on our learning super-powers:  

Ready – We have ability to think critically about history and communicate ideas confidently to a range of audiences.  

Resilient – We embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.  

Reflective – We are curious about the past and how and why people interpret the past in different ways. We have the ability to think, reflect, debate, discuss and evaluate the past by formulating and refining questions and lines of enquiry.  

Respectful - We have respect for historical evidence and the ability to make critical use of it to support our learning. We support, evaluate and challenge our own and others’ views using historical evidence from a range of sources.  

Resourceful – We acquire knowledge and understanding of people, events and contexts from a range of historical periods.  

  

Geography:

By linking geography to our topics, children at Mayfield develop a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.  

Children investigate a range of places to help develop their knowledge and understanding of the Earth’s physical and human processes. Children develop their ability to confidently communicate their findings and geographical understanding to a range of audiences.  

Our children have the following characteristics based on our learning super-powers:  

Ready – We have a genuine interest and a real sense of curiosity about the world and the people who live here.  

Resilient – We complete challenging activities using extensive base of geographical knowledge and vocabulary.   

Reflective – We develop our fluency in complex, geographical enquiry and the ability to apply questioning skills, as well as effective presentation techniques.  

Respectful - We have the ability to express well-balanced opinions, rooted in very good knowledge and understanding about current issues in society and the environment.  

Resourceful – We use a range of different equipment to draw clear conclusions and explain our findings.  

ICT and Computing

At Mayfield we want all our children to be ‘Ready’ to face an increasingly digital society. We believe ‘Computational thinking’ is a key skill which children must be competent at to ensure they can participate effectively and safely in this digital world. To enable all children to become ‘digitally literate’, pupils at Mayfield are ‘Resourceful’ using a wide range of technology such as ChromeBooks, PCs and tablets.  

We teach a curriculum that enables children to become effective users of technology who: 

· Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation 

· Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems 

· Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems 

· Are responsible, competent, confident and creative users of information and communication technology 

Internet Safety: 

Internet safety is taken extremely seriously at Mayfield. We have an E-Safety and Use of Social Media Policy that provides guidance for teachers, children and parents about how to use the internet safely. All pupils are taught to be ‘Respectful’ on the internet, each year group have specific e-safety lessons as well as having it integrated in all Computing lessons. Children are also taught to be Responsible’ when using the internet and other forms of communication.  

Maths

Our Vision – ‘Children at Mayfield are fluent, confident and resilient mathematicians who thrive when faced with challenges and problems.’ 

The National Curriculum states that ‘A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.’ At Mayfield, we want to help our children develop an enjoyment of mathematics. Through developing fluency, reasoning and problem solving skills, we want our pupils to be able to make sense of the world around them and feel confident about tackling mathematical challenges.  

We aim to help our children; 

  • Understand the importance of mathematics in everyday life and solve problems in real life contexts 

  • Approach mathematics with confidence and determination 

  • Understand that it is okay to make mistakes and use them as learning opportunities 

  • Be resilient and tackle problems in different ways 

  • Develop a range of mental and written strategies to solve calculations 

  • Be able to approach mathematical problems independently. 

  • Enjoy mathematics by making it meaningful to them and by providing adequate support and challenge.  

Teaching and learning of mathematics at Mayfield 

At Mayfield, we are developing a mastery approach to the teaching of mathematics. At the centre of this approach is the belief that all pupils have the potential to succeed in mathematics. All children should have access to the same curriculum content, rather than being extended by new content from other year groups. This should help to deepen pupils’ conceptual understanding by reasoning and problem solving and prevent big gaps in knowledge developing between pupils of differing ability. 

All teachers plan from the White Rose medium term plans ,which allow time to focus on topics by teaching in blocked units. We also use the ‘Small Steps’ planning to help to break down objectives into smaller, more specific lesson objectives. The class work together on the same key point, whilst at the same time, challenging and supporting pupils to gain depth of understanding and proficiency. Lessons will contain elements of problem solving and reasoning. During these challenges, pupils show their fluency and arithmetic skills  

Pupils are encouraged to make rich connections across mathematical ideas and concepts.  

Pupils who grasp concepts quickly are challenged through the use of ‘pink for think’ questions, which enable teachers to move pupils’ learning on at their own pace.  

New concepts are introduced by using a concrete, pictorial, abstract approach. Every maths lesson should show progress and/or help pupils deepen their understanding of a concept. Maths boxes should be on each table to enable pupils to investigate their own ways of supporting their learning. Displays and working wall will also help children to be independent learners.  

It is our aim to ensure that our mathematics lessons take place in nurturing environments where the children understand that it is okay to make mistakes and not get everything right straight away. Through challenging and relevant lessons, we hope to foster an enjoyment (if not a love) for mathematics that will stay with the children throughout their school years and into adult life.   

Now that there is a higher emphasis on reasoning within lessons, pupils have daily fluency lessons (Monday to Thursday) for fifteen minutes to make sure they can solve written and mental calculations with speed and confidence.  

Our maths lessons are linked to our six super learning powers; 

Resourceful – we use our resources boxes, working walls, displays and talking partners to try and help us become independent learners. 

Resilient – we investigate different ways of problems solving and keep going – not just stop when we have found one answer. We don’t give up – even if we find our maths tricky. 

Respectful – our classrooms are learning environments where everybody feels safe to answer a question. Wrong answers are opportunities for learning. 

Reflective – we make links between areas of maths to help us when we are learning new concepts. 

Ready – we approach our maths lessons with a positive approach. We have the right equipment and we are ready to learn.  

Responsible – we take responsibility for our own learning, using resources and seeking new challenges.

RE

RE is an important part of the school curriculum and is taught relevant to the child’s stage of development and experience. At Mayfield, we seek to provide a clearer idea of what religion is about, the importance that it plays in many people’s lives and how that faith is expressed in their daily lives and routines. The overall aims are:  

• That all children form their own opinions about religious beliefs and customs and that they develop an understanding and acceptance of people who hold a strong faith.  

• That children enjoy learning about religion because it is taught in a stimulating and interesting way that arouses their curiosity and develops positive skills and attitudes. 

 • That children develop a sense of awe and wonder about the world around them.  

• To help pupils understand some of the impact of religion throughout the world, its influences on the lives of individuals and communities and its effect on the cultural diversity of their own and other societies both presently and in the past.  

• To support pupils’ spiritual, moral social and cultural development by encouraging self-awareness and self-respect.  

• To help pupils develop their social and moral development by encouraging a positive attitude and valuing the beliefs of others, however different from their own.  

• To develop knowledge and understanding of Christian and other major religion in Britain as a whole and in the local community. 

We make links to many of our super learning powers in RE. 

Ready – pupils are ready to listen to beliefs that may be different to their own 

Respectful – children listen to other people’s opinions and accept them, even though they may be different to theirs.  

Reflective – part of the Living Difference cycle is to think of their own lives and reflect on how themes are part of their own experiences. 

Responsible – children have to be responsible and considerate when listening to an discussing other people’s faith and beliefs. 

Resilient – children need to persevere when they may be learning about things that they don’t necessarily believe in. 

Science

Through science at Mayfield, we aim to give all of our children an understanding of the world around them. When children are studying science at the primary level, they should be acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and also an understanding of the uses and implications of science, today and for the future.  

At Mayfield, scientific enquiry skills are the focus of Science, so that we encourage children to understand the core values of Science. This is a skill which is vital for life and underpins some of our lifelong Learning Power Skills. We ensure that the content is linked to the other foundation subjects to make the topics come alive for the children.  

Our super learning powers go hand in hand with our Science curriculum:  

Resilience: We encourage the children to challenge their initial predictions or perceptions and allow children to change their minds and challenge their original thoughts.  

Resourceful: We have a wide range of resources which the children are encouraged to use. We encourage them to reason why they need certain pieces of equipment and justify their choice.  

Ready: We encourage the children to always be ready with new questions and challenge ideas. We aim to create scientists who are ready for the future and challenges that may develop.  

Respectful: The children always respectful, when learning, and encourage each other to listen and respond to all ideas. Children must respect one another’s ideas and think about showing respect to our planet, Earth.  

Reflective: We encourage the children to reflect on their current knowledge and use this to make further predictions, as well as be reflective upon their findings and scientific tests to ensure their knowledge is correct.  

Responsible: The children always responsible for our own learning and enjoy challenging ourselves with the ideas. We encourage a responsibility of being an ethical scientist.  

PSHE Jigsaw Primary

Learning Superpowers

Our learning across all subjects is underpinned by our Learning Superpowers. These are the values, skills and qualities that will help our children to succeed as they move through the school. We celebrate our children's development of these values, skills and qualities through the award of Learning Superpower Certificates at our weekly Celebration Assembly on a Friday. Look out for these certificates coming home in your child's bookbag.

We want our children to be:


Learning Superpowers

Resilient

Resilient learners never give up. They draw on their self-belief and are always determined to overcome challenges and difficulties.

Resourceful

Resourceful learners are always looking for new ways of doing things. They are creative and want to try new approaches to get the work done.

Respectful

Respectful learners are always polite and kind to others. They think about the other children and help the class to learn together.

Responsible

Responsible learners think about themselves and others. They always ask to help others and work well as a member of a group.

Ready

Ready learners are always well prepared and enthusiastic. They are well motivated and are able to set their own learning goals.

Reflective

Reflective learners are keen to ask questions. They look for patterns and make connections between the different things that they have learnt.

Reading and Phonics

Reading Schemes

At Mayfield School it is our aim to develop enthusiastic and confident readers who can understand a wide range of texts. 

Our Reading Schemes is Oxford Reading Tree. It is a Character led sequence of books which follow the lives and adventures of the central characters Biff, Chip, Kipper and Floppy. The initial levels are phonetically structured.  The controlled vocabulary increasingly introduces more complex vocabulary as the scheme progresses. The adventures and predicaments that the central characters find themselves in allow the reader to think about and engage with the characters and ask questions about the stories.  

Teaching of Phonics and Reading

We aim to develop a lifelong love of reading in our children.   We also aim to provide opportunities for pupils to establish good habits in reading, appreciate it as a subject in its own right and use skills taught to access the wider curriculum.  Children are taught using a variety of reading strategies including phonic skills, comprehension and word recognition. Children are encouraged to learn key words so that they can recognise a large number of words by sight which makes their reading more fluent. Systematic synthetic phonics teaching is based on Letters and Sounds and children progress through the phases to learn more complex phonics which is also linked to the teaching of spelling.  The development of these skills leads to the enjoyment of all kinds of books, the appreciation of different genres and the ability to access information independently.

Phonics at Mayfield School

Phonics is taught in a highly structured programme of daily lessons across FS/KS1 in groups differentiated according to children’s phonic awareness and development. The Letters and Sound programme is followed, providing a synthetic approach to the teaching of phonics. This is supplemented by resources from Phonics Play Website and other ICT games. Each session gives an opportunity for children to revisit their previous experience, be taught new skills, practise together and apply what they have learned. The spelling of high frequency and tricky words are taught continuously throughout the phases of Letters and Sounds.

Reading at Mayfield

Initially, as children learn to read, they are given a picture book with no words with the intention that they will share the book and take part in a conversation generated by the pictures. Gradually as the children's knowledge of letters and sounds develop they begin to phonetically decode words.  Our reading books are organised into coloured Book Bands. Children are assessed regularly and move onto the next Book Band when their fluency and understanding during guided reading sessions and on-going assessments show that they are ready. Children have regular opportunities to choose an appropriate book to read from our well-stocked school library. 

Assessment of Phonics and Reading

The children’s progress is regularly monitored and they are formally assessed at the end of each term. The national Phonics Screening Check is performed in June of Year 1.  The purpose of the screening check is to confirm that all children have learned phonic decoding to an age-appropriate standard. The children who do not meet the required standard for the check in Year 1 enter again in Year 2 with additional support.

Phonics and Reading Interventions

When children are identified as needing extra support for phonics or reading, there are a variety of interventions used.   Some interventions are aimed at individuals and others target specific groups.

Involving Parents in Reading

Children are read out loud to regularly, read weekly to their teacher in guided reading groups and take books home to read with their family.   We value support from home, and communication between home and school is an important part of our approach. To encourage the active participation of parents in the reading process, all children at Mayfield have a ‘planner’ that they take home.  It contains a dated record of the books read by each child.  Parents and other adults are encouraged to write comments about the books and the child’s reading in the spaces provided.  Older children also write in these books themselves.

School Council

In every class there are 2 school council members; one boy and one girl. Each member has been voted for by their peers. Over the next year, we are hoping to make various improvements to our school and make good changes.

Members:

Octopus Class - Kennedy and Jesse

Turtle Class - Maresha-Mae and Alfie

Dolphin Class - Frankie and Jasmine

Seal Class - Ivy and Evan

Nile Class - Joseph and Libertie-Lee

Amazon Class - Nathan and Amelia

Ganges Class - Zack and Sienna

Mississippi Class - Dulcie and Oakley

Danube Class - Ellache and George

 

Primary School Council

School Day

Start

Finish

Activity

07.45am

08.45am

Breakfast Club

08.45am

09.00am

Meet and Greet

09.00am

12.00am

Morning Session

12.00pm

1.00pm

Lunch

1.00pm

3.20pm

Afternoon Session

3.20pm

3.30pm

End of Day Routine

3.30pm

4.30pm

Extra-Curricular

4.30pm

6.00pm

After School Club, bookable through the School Website

 

Achievement Points

Discovery:

840

Endevour:

730

Intrepid:

121

Victory:

1000

Outcomes

Key Stage 1 Results Summary 2019

 

End of Key Stage 1 Teacher Assessment

Children take their Key Stage 1 SATs in Reading, SPAG and Maths in May/June of Year 2 and the results of these tests help to form the Teacher Assessment judgement at the end of Key Stage 1.

% reaching at least the Expected Standard

Mayfield 2019

Mayfield 2018

Mayfield 2017

National 2019

Reading

80%

78%

78%

75%

Writing

72%

77%

73%

69%

Maths

72%

77%

73%

76%

Science

85%

92%

83%

83%

 

Phonics Screening

Children take their Phonics Screening assessment in June of Year 1.  Children who haven’t reached the Expected Standard are expected to take the assessment again at the end of Year 2.

 

Mayfield 2019

Mayfield 2018

Mayfield 2017

National 2019

Year 1 reaching Expected Standard

87%

90%

85%

81%

 

Early Years Foundation Stage

Children are assessed in 17 different areas to see if they have made a ‘Good Level of Development’ at the end of Year R and that they are ready for more formal schooling in Year 1.

 

Mayfield 2019

Mayfield 2018

Mayfield 2017

National 2019

Year R making a Good Level of Development

78%

80%

82%

72%

 

Assembly

Welcome to our virtual, online assembly!

While you watch this assembly from one of your teachers think about the message that they are giving you.

Please remember to show respect: don't take screen captures or copy this recording.  Be responsible and consider the message you're hearing.  Why not have a go at the quiz to check your understanding?

Remember: have a go at the quiz!

Assembly Archive:#

Quiz

Quiz

Quiz

Catch-Up Work

There are times when missing part of your learning is unavoidable.  Especially during the current situation with Covid-19.  If you are off school for any reason then we have collated 'Catch-Up Packs' that summarise the learning you would be completing this half term.  

Click on the tab below for the current half term and then look for your year group.

Please email completed work to your class teacher for feedback.

Many thanks.

Please select your year group below.  Here you will find an overview of the work you would be doing in class this half term.

Some work will be retrieval - looking at ideas and knowledge you have already covered.  This is to ensure that you understand it before moving on to things you haven't yet covered.  Remember: be resilient and resourceful - use the information and try your best.  Using this work will help you catch-up and not be behind when you return to school.

If you have any issues, or want some feedback, email your class teacher or Head of House/year.

Your only limitation is your ambition.

Year R Catch-Up Work A1

Year 1 Catch-Up Work A1

Year 2 Catch-Up Work A1

Year 3 Catch-Up Work A1

Year 4 Catch-Up Work A1

Year 5 Catch-Up Work A1

Year 6 Catch-Up Work A1

Please select your year group below.  Here you will find an overview of the work you would be doing in class this half term.

Some work will be retrieval - looking at ideas and knowledge you have already covered.  This is to ensure that you understand it before moving on to things you haven't yet covered.  Remember: be resilient and resourceful - use the information and try your best.  Using this work will help you catch-up and not be behind when you return to school.

If you have any issues, or want some feedback, email your class teacher or Head of House/year.

Your only limitation is your ambition.

Year R Catch-Up Work A2

Year 1 Catch-Up Work A2

Year 2 Catch-Up Work A2

Year 3 Catch-Up Work A2

Year 4 Catch-Up Work A2

Year 5 Catch-Up Work A2

Year 6 Catch-Up Work A2

Please select your year group below.  Here you will find an overview of the work you would be doing in class this half term.

Some work will be retrieval - looking at ideas and knowledge you have already covered.  This is to ensure that you understand it before moving on to things you haven't yet covered.  Remember: be resilient and resourceful - use the information and try your best.  Using this work will help you catch-up and not be behind when you return to school.

If you have any issues, or want some feedback, email your class teacher or Head of House/year.

Your only limitation is your ambition.

Year R Catch-Up Work Sp1

Year 1 Catch-Up Work Sp1

Year 2 Catch-Up Work Sp2

Year 3 Catch-Up Work Sp1

Year 4 Catch-Up Work Sp1

Year 5 Catch-Up Work Sp1

Year 6 Catch-Up Work Sp1

Please select your year group below.  Here you will find an overview of the work you would be doing in class this half term.

Some work will be retrieval - looking at ideas and knowledge you have already covered.  This is to ensure that you understand it before moving on to things you haven't yet covered.  Remember: be resilient and resourceful - use the information and try your best.  Using this work will help you catch-up and not be behind when you return to school.

If you have any issues, or want some feedback, email your class teacher or Head of House/year.

Your only limitation is your ambition.

Year R Catch-Up Work Sp2

Year 1 Catch-Up Work Sp2

Year 2 Catch-Up Work Sp2

Year 3 Catch-Up Work Sp2

Year 4 Catch-Up Work Sp2

Year 5 Catch-Up Work Sp2

Year 6 Catch-Up Work Sp2

Please select your year group below.  Here you will find an overview of the work you would be doing in class this half term.

Some work will be retrieval - looking at ideas and knowledge you have already covered.  This is to ensure that you understand it before moving on to things you haven't yet covered.  Remember: be resilient and resourceful - use the information and try your best.  Using this work will help you catch-up and not be behind when you return to school.

If you have any issues, or want some feedback, email your class teacher or Head of House/year.

Your only limitation is your ambition.

Year R Catch-Up Work Su1

Year 1 Catch-up Work Su1

Year 2 Catch-Up Work Su1

Year 3 Catch-Up Work Su1

Year 4 Catch-Up Work Su1

Year 5 Catch-Up Work Su1

Year 6 Catch-Up Work Su1

Please select your year group below.  Here you will find an overview of the work you would be doing in class this half term.

Some work will be retrieval - looking at ideas and knowledge you have already covered.  This is to ensure that you understand it before moving on to things you haven't yet covered.  Remember: be resilient and resourceful - use the information and try your best.  Using this work will help you catch-up and not be behind when you return to school.

If you have any issues, or want some feedback, email your class teacher or Head of House/year.

Your only limitation is your ambition.

Year R Catch-Up Work Su2

Year 1 Catch-up Work Su2

Year 2 Catch-Up Work Su2

Year 3 Catch-Up Work Su2

Year 4 Catch-Up Work Su2

Year 5 Catch-Up Work Su2

Year 6 Catch-Up Work Su2

Re-engagement Curriculum

Following the Covid outbreaks of 2020-21 and the break from traditional schooling, all staff at Mayfield have adapted their normal curriculums to support students to succeed. We recognize that this has thrown up specific challenges for all students and have redesigned parts of our curriculum to;

  • Reengage students in the learning process; 
  • Assess any gaps in knowledge and 
  • To deal with these gaps in a timely and supportive fashion. 

Students will be additionally supported by the pastoral and S.E.N team.

Further details on how the curriculum has been adapted can be found in the below documents and we encourage parents to continue their discussions with children about their ongoing progress.

Re-Engagement Curriculum Files