Enjoy & Achieve

Personal and Social Development, Enjoying Play

We support our children to develop their social interaction skills, through structured play, drama and circle time.  Our PSHCE curriculum helps children to discuss issues or concerns, and explore possible situations and how they might be resolved.

We have Playground Pals and School Councillors who support the children at break times. These older children can encourage children into group games, or lead play activities.

Golden Time , within the school  is a reward for effort and behaviour. Once a week, it gives the children a focus for their efforts, and during these sessions the teacher is able to encourage and develop social interaction, play, turn taking and language and communication.

Our audit of parents and pupils views on social interaction during  play, showed that staff, parents and pupils were confident that school is supporting the children .

At Lunch times the teaching assistants support the children in play.

We have developed a woodland walk area at the bottom of the school grounds to create a quieter, natural environment that the children can explore. They can study mini beasts and wild flowers, in an area away from the more physical games such as football and skipping that are taking place during playtime.

Breakfast club and after school clubs, both develop the children’s play  and interaction skills. There are daily games and activities that allow the children to play in a safe, supported and structured environment.

Personal and Social Development, Attendance

We encourage full attendance at St Wilfrid’s. The pace of learning is fast and if our children are not in school, they quickly fall behind in their learning. Attainment is tracked and comparisons with attendance are looked at.

High attendance is rewarded within school through attendance certificates and recognition in assemblies. Prizes are given for 100% attendance termly and annually from the school along side weekly rewards for best class attendance.

School asks parents to telephone and notify us of any reasons for absence – medical appointments or illness. If this does not happen our attendance manager, Mrs Martin, telephones parents on the child’s first day of absence.

Stretching National Standards

The school through it’s internal assessment and tracking systems, monitors the progress of every child. Targets are set, and if appropriate challenges are increased for the more able children, or interventions put into place to support the less able. This rigorous monitoring enables us to ensure that the children’s learning is accelerated from attainment on entry, to leaving school.

The creation of our Foundation stage unit gives the children the best possible start to their schooling. The foundation stage teachers led training for other Manchester schools upon establishing a successful Foundation stage unit, and it is recognised as an excellent example. All areas of the Early Learning Goals are taught and explored by the children daily. The children benefit from highly structured and planned activities provided to meet individual needs. The unit is an exciting place to be!

Transition into reception from nursery is now fully  supported – the children remain with the same class teacher within the unit, and there is no delay in settling into reception routines.

Supporting Special Educational Needs

Due to our thorough assessment and tracking systems, children with special educational needs are quickly identified.

Those children who are identified as gifted and talented are given increased challenge, while those identified as experiencing difficulties with aspects of their learning, are supported through individual learning plans. Both benefit from differentiated work or activities and additional teacher or teaching assistant support as appropriate. As the children move classes through the school there is good communication between teachers to ensure that the children’s needs continue to be met. Upon transition to high school, we work closely with the high schools providing detailed information of children’s attainment and needs to ensure that this high level of structured support is maintained.

We also support our children’s emotional and behavioural needs. Our SEALs (Social, Emotional Aspects of Learning) room is the focus of this work within school. Children who have experienced bereavement, family break down or illness can be supported through small group or individual sessions. Miss Newton, the SENCO (Special Educational Needs coordinator) and all staff, work closely with parents and other agencies to support our children.

Learning Styles

School is very aware of the different learning styles through which our pupils learn;

Visual, Kinaesthetic, Auditory

The children explore their own learning styles, this helps them to recognise how to help themselves as learners.

The teachers also try to ensure that their lessons have elements to support all learning styles.

Super  Learning Days and Weeks – The school enriches the curriculum and accelerates learning through Super Learning Days or Weeks. Some of those enjoyed recently have been;

Countries and Cultures Week –  the children wrote to other schools from around the world, enjoyed food from different countries and learnt about their cultures

Emotions Day – through drama, puppets, art and writing, the children explored emotions.