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At RFA, we recognise that learning is a complex process and that the days of "talk and chalk" are long gone! Children learn in different ways and if you come into our lessons, you will see multi-sensory, innovative teaching leading to fantastic learning experiences. You will see teachers questioning children to think more deeply and you will see children understanding themselves as learners.

Specialist Art, Music, Drama and PE teachers are employed at RFA to ensure the highest quality of teaching is taking place across the curriculum. These teachers plan lessons and projects that are linked closely to the Cornerstones unit (topic work) that is being taught at that time in order to broaden pupils’ knowledge, skills and attitudes. Events throughout the school year such as the European Day of Languages, Black History Month, World Book Day and Shakespeare Week also enhance and enrich pupils’ learning and enjoyment at school.

The Early Years Foundation Stage

The Robert Fitzroy Academy starts from Reception. Our approach is to ensure children have the best possible foundation for learning by ensuring that there is indoor and outdoor provision of supportive but challenging play opportunities across the three prime and four specific areas of the curriculum:

  • Communication and language
  • Physical Development
  • Personal social and emotional development
  • Literacy
  • Maths
  • Understanding the world
  • Expressive arts and design

The Reception classes’ indoor and outdoor learning environments stimulate enquiry and develop confidence through a range of carefully planned activities which foster the characteristics of effective early learning:

  • Playing and exploring
  • Active learning
  • Creating and thinking critically

The learning progress and next steps for each child is individually monitored and assessed through observation, learning stories and strong links with parents and other significant adults in a child’s life. Observation evidence, photographs and ‘wow’ moments form an individual learning journey which is shared with parents throughout the reception year.

Please visit the link below for more information on the EYFS:

Year 1 Curriculum

Overview

Pupils in Year 1 are aged from 5 to 6 years old. In Year 1 the following subjects are taught:

  • Phonics
  • Reading
  • Writing
  • Grammar, punctuation and spelling
  • Mathematics
  • Information Communication Technology, including Computing
  • Knowledge and Understanding of the World, including: Science, Geography, History and Design and Technology.
  • Religious Education
  • Creative Development, including: music, art, dance and drama.
  • Personal, Social and Health Education.
  • Philosophy for Children (P4C)
  • Physical Education

Towards the end of Year 1 children are assessed in a phonics screening test.

Year 2 Curriculum

Overview

Pupils in Year 2 are aged from 6 to 7 years old. In Year 2 the following subjects are taught:

  • Phonics
  • Reading
  • Writing
  • Grammar, punctuation and spelling
  • Mathematics
  • Information Communication Technology, including Computing
  • Knowledge and Understanding of the World, including: Science, Geography, History and Design and Technology.
  • Religious Education
  • Creative Development, including: music, art, dance and drama.
  • Personal, Social and Health Education.
  • Philosophy for Children (P4C)
  • Physical Education

Towards the end of Year 2 there are end of key stage assessments.

Year 2 Assessment

In May each year our children in Year 2 sit a series of statutory assessments in order to help establish whether they have reached Age Related Expectations (ARE) in Reading, Writing, Mathematics and Science.

To find out more about the RFA approach to Year 2 assessment click here.
To watch a short video about KS1 SATS click here.

Year 3 Curriculum

Overview

Pupils in Year 3 are aged from 7 to 8 years old. In Year 3 the following subjects are taught:

  • Grammar, punctuation and spelling
  • Reading
  • Writing
  • Mathematics
  • Information Communication Technology, including Computing
  • Knowledge and Understanding of the World, including: Science, Geography, History and Design and Technology.
  • Religious Education
  • Creative Development, including: music, art, dance and drama.
  • Personal, Social and Health Education.
  • Philosophy for Children (P4C)
  • Physical Education

Year 4 Curriculum

Overview

Pupils in Year 4 are aged from 8 to 9 years old. In Year 4 the following subjects are taught:

  • Grammar, punctuation and spelling
  • Reading
  • Writing
  • Mathematics
  • Information Communication Technology, including Computing
  • Knowledge and Understanding of the World, including: Science, Geography, History and Design and Technology.
  • Religious Education
  • Creative Development, including: music, art, dance and drama.
  • Personal, Social and Health Education.
  • Philosophy for Children (P4C)
  • Physical Education

Year 5 Curriculum

Overview

Pupils in Year 5 are aged from 9 to 10 years old. In Year 5 the following subjects are taught:

  • Grammar, punctuation and spelling
  • Reading
  • Writing
  • Mathematics
  • Information Communication Technology, including Computing
  • Knowledge and Understanding of the World, including: Science, Geography, History and Design and Technology.
  • Religious Education
  • Creative Development, including: music, art, dance and drama.
  • Personal, Social and Health Education.
  • Philosophy for Children (P4C)
  • Physical Education

Year 6 Curriculum

Overview

Pupils in Year 6 are aged from 10 to 11 years old. In Year 6 the following subjects are taught:

  • Grammar, punctuation and spelling
  • Reading
  • Writing
  • Mathematics
  • Information Communication Technology, including Computing
  • Knowledge and Understanding of the World, including: Science, Geography, History and Design and Technology.
  • Religious Education
  • Creative Development, including: music, art, dance and drama.
  • Personal, Social and Health Education.
  • Philosophy for Children (P4C)
  • Physical Education

Year 6 Assessment

In May each year our children in Year 6 sit a series of statutory assessments in order to help establish whether they have reached Age Related Expectations (ARE) in the range of core subjects.

Grammar, Punctuation, Spelling, Reading and Maths are assessed through the SATs tests.
To read the RFA parent guide to Year 6 SATs, please click here.

Reading and Phonics

Reading
We aim to ensure that all pupils at RFA fall in love with reading! This is because evidence suggests that children who read for enjoyment every day not only perform better in school but also develop a broader vocabulary, general knowledge and understanding of other cultures.

Reading Themes
From entry, pupils are given a schemed reading book which is matched to their reading abilities and a large picture book to read at home each night. We expect parents to share these books with their children each night. These reading books are changed on a weekly basis and children’s progress with their reading is monitored by teachers regularly in order to ensure that pupils are being given books which match their reading capabilities. The main source of books which are sent home are from the Collins Big Cat and Rigby Star reading schemes. These books are grouped into colours and provide appropriate levels of challenge for our pupils as they progress through book bands
RFA are also members of 'Bug Club'; an exciting online reading scheme that pupils access at home. Guided reading takes place each week where pupils work in a group with pupils of similar ability exploring and discussing texts in detail. This really helps to get their comprehension skills off the ground and is a lovely opportunity to discuss the craft of writing a fiction/non-fiction book.

Phonics
High quality, daily phonics teaching at RFA begins in Reception and continues throughout KS1. At RFA, the Letters and Sound phonics programme is used. Interventions are run to support children who may need additional support throughout the Key Stages. Children are taught in small groups to ensure they receive the teaching that is best suited to their abilities. Phonics workshops are delivered for parents to enable them to support their children at home.

PE & School Sport

Our Approach
At RFA we have an experienced team who deliver our PE and Sports Provision. We are committed to providing a full, varied and challenging curriculum, which enables our pupils to experience and enjoy a wide range of sporting activities. Physical education and school sport have been recognised to make distinctive contributions to the development of young people’s social skills, self-esteem and academic development. To see an overview document of our provision please click here.

EYFS (Reception)
Our Reception children enjoy multi-skills lessons throughout their first year at school; this provides lots of opportunities for our pupils to develop the fundamental skills needed for effective movement - agility, balance and coordination. This provides our pupils with a solid movement foundation and supports the development of fine and gross motor skills.

Key Stage 1
In Key Stage 1 we work hard to develop each child’s fundamental movement skills, so that children gain competence and confidence through accessing a wide range of activities to further develop their agility, balance and coordination, working both individually and with others. Our children are given lots of opportunities to engage in competitive and co-operative physical activities, in a range of increasingly challenging situations.

Key Stage 2
In Key Stage 2 all pupils further develop a wide range of skills, we teach our pupils to use their skills in different ways and to start linking skills to make actions and short sequences of movement. Our goal is for every child to enjoy collaborating and competing with each-other; developing the ability to understand how to improve in different sporting situations and learning how to evaluate and recognise their own and others’ success.

Our goal is for every child to enjoy collaborating and competing with each-other and develop the ability to understand how to improve in different sporting situations and learn how to evaluate and recognise their own and others’ success.

Play time and lunch times
At play time and lunch times the playground is a hive of activity. Each day of the week we run a different series of fun activities to challenge and entertain the children as well as burn off energy. Reception children have their own learning and play garden whilst Years 1-4 share the main courtyard playground. Although pupils also have access to the junior playground which has a climbing frame and MUGA (Multi Use Games Area), this will be the Year 5 & 6 play area.

In the courtyard playground there is a daily timetable of activities. On any particular day this may include using skipping ropes, hula hoops, climbing our climbing net or climbing wall and even bike and scooter riding.

For children who would prefer a less energetic lunchtime we have a quiet reading corner, board games and even a life size Connect 4 strategy game. We believe there is something for every child, whatever their interests.

After School Activities
We have a rich and diverse Enrichment club program which usually takes place between 3.15pm and 4.15pm every day during term time.

The PE and Sport orientated clubs include:

  • Ballet
  • Football
  • Gymnastics
  • Hockey
  • Rugby
  • Basketball
  • Multi skills

Swimming
We believe swimming is an important skill that allows our pupils to feel safe and confident in and around water. Swimming is a low impact form of exercise and can open the door to many recreational activities. We are dedicated to increasing our pupils’ confidence in the water and promoting swimming and water safety and we provide each child in Year 3 with swimming lessons throughout the year. Our  children have their lessons with Fusion Lifestyle at the South Norwood swimming pool.

The Arts

Arts Overview

The Robert Fitzroy Academy is an arts school. We believe it is every child’s right to have access to creative and cultural experiences, and that every child can achieve success through the arts if given the opportunity. We also believe the arts to be central in children’s education and in preparing them for life as a citizen in a 21st Century visual and multicultural world.

Our children have weekly music, drama, and art & design lessons with specialist teachers. The critical and creative thinking skills they develop here feed back into their class based academic and creative learning across the curriculum. We link our creative schemes of work to each year group’s Cornerstones curriculum and support the class based teaching of creative elements within these topics. We also support and enhance many of our school-wide creative events and extra-curricular opportunities.

The arts support our children’s social, moral, spiritual and cultural development. We want children to leave school with a lifelong appreciation of the arts. We are constantly developing partnerships with local arts institutions to enrich the cultural experiences and opportunities for our children. We also nurture creative talent with a gifted and talented program and offer Arts Award to children in Year 5.

Subject Focus:

Drama: We primarily focus on developing physical and vocal skills. Our scheme of work is strongly linked with the performance and spoken language strands of the National Curriculum. Within physical skills, we consider characterisation through the use of facial expression, body language and gestures. Within vocal skills, we consider pitch, pace, pauses, volume and intonation. Drama is crucial in developing performance skills and helps children to develop skills in communication, collaboration, confidence, resilience, co-operation and concentration across the curriculum.

Music: Our pupils are given many opportunities to perform, create and respond to music. We learn how to perform music, use notated music, understand and apply the elements of music (specifically beat and rhythm, tempo, pitch, and dynamics), compose and arrange our own music and make judgements about music from a range of different historical periods and styles. Students are provided with outstanding resources including the opportunity to learn ukulele, violin or cello, Djembe drum, steel pan, trumpet or trombone. The development of singing skills is an integral part of the music curriculum and is reinforced across all year levels, students also attend weekly singing assemblies.

Art & Design: We give our children the opportunity and freedom to explore and experiment with purpose, across a range of different materials, processes and techniques within the six main skills areas of drawing, paint, printmaking, clay and 3D sculptural form, collage, and digital art. Children are encouraged to develop the skills of self-expression - developing their ideas, making independent creative choices, working collaboratively, and taking risks. We encourage children to celebrate multiple perspectives, and to form their own opinions on the visual world around them through exploring the work of a range of artists, designers, architects and craftspeople from around the world and across many different art movements.

Science

Science Overview

At the RFA we believe Science should help to develop the way children understand the world. It should be interesting, exciting and motivating. Hands-on, practical science encourages children to explore their natural curiosity and build their confidence. At the RFA be are committed to inspire our young minds to become enthusiastic and skilled investigators.

Science is a powerful tool for helping motivate children to learn in different contexts. It improve English and Maths skills and develop specific and precise language and vocabulary.

Science is a core subject in the National Curriculum and is split into three topic bands: Biology, Chemistry and Physics. At the RFA we have embedded the Science National Curriculum within our Cornerstones programme (topic work) to ensure all scientific principles are given context. We use our Cornerstones programme to cover the Science National Curriculum flexibly, sometimes introducing concepts earlier or later than set out within the programme of study.

Aims

The national curriculum for science aims to ensure that all pupils:

  • Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

We believe that a broad and balanced science education is the entitlement of all children, regardless of ethnic origin, gender, class, aptitude or disability. Our aims in teaching science include the following:

  • Prepare our children for life in an increasingly scientific and technological world
  • Foster concern about, and active care for, our environment
  • Help children to acquire a growing understanding of scientific ideas
  • Help develop and extend our children's scientific concept of their world
  • Develop our children's understanding of the international and collaborative nature of science

Attitude
  • Encourage the development of positive attitudes to science
  • Build on children's natural curiosity and develop a scientific approach to problems, appreciating that in our teaching aims we do not always know the answers and results when carrying out scientific enquiry
  • Encourage open-mindedness, self-assessment, perseverance and responsibility
  • Build on children's social skills to work cooperatively with others
  • Provide children with an enjoyable experience of science, so that they will develop a deep and lasting interest and maybe motivated to study science further
Skills
  • Give children an understanding of scientific processes
  • Children will acquire practical scientific skills
  • Develop the following skills of investigation - observation, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating
  • Develop the use of scientific language, recording and techniques
  • Develop the use of ICT in investigating and recording
  • Enable children to become effective communicators of scientific ideas, facts and data
  • Encourage children to develop ways of finding out for themselves and to allow them to investigate problem solving
Science at the RFA

Our Teaching Aims:

  • Teaching science in ways that are purposeful, well managed and enjoyable
  • Giving clear and accurate teacher explanations and offering skilful questioning
  • Encourage children to lead with deepened thinking and questioning
  • Make clear links between science and other subjects

In EYFS
Children in the foundation stage are taught the science elements of the foundation stage document through the Early Years Foundation Stage Curriculum, Knowledge and Understanding of the World. Children will be supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning will be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical ‘experiments’; and work with a range of materials. This includes learning through play, discussion and adult directed activities.

In Key stages 1 and 2
In KS1 and KS2 Science is taught each week, embedded within year group topics. The curriculum map outlines the topic areas taught in each year group with the working scientifically strand as a running thread through all of them. As part of our Cornerstones Programme, children undertake ‘Love to Investigate’ enquiries, which are a series of comprehensive investigations to develop and improve investigative skills, reinforce subject knowledge and link directly to the learning children have been doing in both Science and their topic.

The following investigation skills form an integral part of our Science education.

  • Teaching science in ways that are purposeful, well managed and enjoyable
  • Giving clear and accurate teacher explanations and offering skilful questioning
  • Encourage children to lead with deepened thinking and questioning
  • Make clear links between science and other subjects

Enriching the curriculum
In addition to Science lessons, children at the RFA benefit from a range of Science enrichment opportunities.

These include:

  • Science club
  • STEM club – run as part of our most able programme
  • A ‘Curiosity Corner’ feature in our newsletter

Science at Home
Science is a subject that relates to our understanding of the processes of the world around us. As such, it is one of the most relevant subjects that children can engage with at home. At the RFA we actively encourage children to continue their investigations at home, and even try some new ones. Below are some websites you might find useful to help your child learn Science at home.

Modern Foreign Languages

Modern Foreign Languages or M.F.L. as it is commonly abbreviated to is the study of a language other than English.
At The Robert Fitzroy Academy, the language that we study is, Spanish; this is introduced in Reception and in KS2.

The purpose of studying Modern Foreign Languages at the RFA:

  • Learning languages has cognitive benefits, can improve memory and opens up many opportunities now and in the future.
  • It can also provide the learner with a greater understanding of other cultures alongside the language whilst deepening the knowledge of their native language and culture.
  • Having a Growth Mindset is a large part of learning a language at R.F.A. as the children are immersed in it and welcome the challenge.

Philosophy for Children (P4C)

Philosophy for Children (P4C) gives all our pupils the opportunity to express their views on a range of issues that are meaningful to them. They are taught how to apply four ways of thinking to each session- Critical, Caring, Collaborative and Creative, which also reflect our deeply embedded learning behaviours. Children enjoy listening respectfully to their peers and building on their own ideas.

In EYFS, Year 1 and 2

Children are encouraged to respond to a stimulus chosen by their teacher. They are asked to question the stimulus by discussing what it was about, what they learned from it and what they would still like to find out. From this initial enquiry, a question is chosen by the children to investigate further through both activities and structured talk.

In Years 3,4,5 and 6

Children are developing the skills needed to pose philosophical questions which demand use of the 4C's. They are given an initial stimulus, from which they discuss the big ideas and suggest potential questions for discussion. The class then vote for the question they wish to discuss and so the enquiry begins. Through planned activities, a question could be analysed for weeks- this is driven by the children's enthusiasm and interest in the issues raised.

P4C award

Religious Education

At the RFA, Religious Education has been specifically designed to allow young people growing up in a diverse society to understand the views and opinions of people whose beliefs and values differ from their own. Issues of religion and belief frequently top the news agenda and RE helps make sense of them. RE provides space for young people to reflect on their own ideas and develop their thoughts about questions of meaning and truth.

The purpose of Religious Education at the RFA:

  • Promote understanding and tolerance so that it contributes dynamically to your child’s education by addressing challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.
  • Children will learn to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.
  • In RE they learn about and from religions and worldviews in local, national and global contexts. They will discover, explore and consider different answers to enquiry questions set out in each thought-provoking unit.
  • Children will gain essential skills to understand, interpret and evaluate sources of wisdom, authority and other evidence. They will learn to talk about their personal beliefs, ideas, values and experiences while respecting the right of others to have different beliefs.

It is not our intention to lead children to any specific faith but to use RE to encourage pupils to learn and develop the positive attitudes of curiosity, wonder and appreciation, commitment, fairness and self-awareness to the beliefs and values of others.
The threefold aims of RE:

  • Knowing about and understanding religions and worldviews
  • Expressing and communicating ideas related to religions and worldviews
  • Gaining and deploying the skills for studying religions and worldviews

In EYFS

Religious Education is incorporated into weekly teaching as part of Personal, Social and Emotional development as well as P4C (Philosophy for Children).

In Key stages 1 and 2

RE is taught weekly as an enquiry-based stand-alone subject by a specialist RE teacher. The RE Leader at RFA plans and delivers enquiry-based lessons that cover the following religions:

  • Year 1: Christianity* and Islam
  • Year 2: Christianity, Judaism and Islam
  • Year 3: Christianity, Islam and Hinduism
  • Year 4: Christianity, Sikhism, Hinduism and Judaism
  • Year 5: Christianity, Islam, Judaism and Hinduism
  • Year 6: Christianity, Buddhism, Islam and Humanism

*Other denominations within the Christian tradition will also be explored, particularly when there is a need to highlight diversity in Christian belief and practice.

Withdrawal from Religious Education
We recognise that parents have a right to withdraw their child from Religious Education in its entirety or in part. If a parent chooses to withdraw their child from Religious Education then a letter will be provided and a meeting held with the Head teacher to discuss the reasons pertaining to this. Arrangements can be made for that child to be withdrawn during the lessons by the class teacher in consultation with the Head teacher without the school incurring any expense through this action.

Useful Links:

Personal, Social, Health and Economic education ( PSHE)

PSHE is central to our school ethos, supporting our children in their development, and underpinning learning in the classroom, school, and in the wider community. PSHE education equips children with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices, and in achieving economic wellbeing. A critical component of PSHE education is providing opportunities for children to reflect on and clarify their own values and attitudes, and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. Furthermore, it can help reduce or remove many of the barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve. PSHE education also makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety, and to their emotional wellbeing.

EYFS

Personal, social and emotional development (PSED) is one of three prime areas of learning in the EYFS Curriculum Framework. It involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. PSED has three aspects: Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride. Making relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

KS1 and KS2:

PSHE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

Our PSHE curriculum is built and linked with our Cornerstones programme. The PSHE curriculum is split into 5 different areas:

  • Developing Confidence, Responsibility and Making the Most of the Abilities
  • Preparing to play an active role as citizens
  • Breadth of Opportunities
  • Developing Good Relationships and Respecting the Differences Between People
  • Developing a Healthy, Safer Lifestyle

Relationships Education:

It is now statutory that all Primary Schools teach ‘Relationships Education’. Our curriculum has been tailored to incorporate this in an age appropriate manner and tailored to suit the children’s needs. As a school, we retain the right to teach our children age-appropriate sex education. For upper KS2 (Year 5 and 6), the children will begin to develop their knowledge of how the body changes as they reach puberty and how to deal with the range of emotions and feelings that go alongside this change. Planning for these lessons will be done with sensitivity and care.

Stonewall Champions

Primary school children come from a variety of backgrounds and families. Celebrating and acknowledging different families is crucial to make all children feel welcome and enable them to learn how to value those who are different. Children prosper academically and developmentally in classrooms where they feel welcome and safe. Through Primary School Champions, RFA are proud to have partnered with Stonewall in celebrating diversity and difference.

To see the full PHSE Curriculum map click here.

Assessment without Levels

Assessment of children’s learning in REAch2

From September 2014, with the introduction of the new Primary National Curriculum, the government assessment reforms came into force. These included National Curriculum levels being removed and not replaced. This has allowed schools to design and implement their own assessment frameworks.

Below is REAch2’s response to these changes:

Changes in the 2014 National Curriculum require that children are able to independently access the skills taught in year groups across a wide range of contexts. There is much more emphasis in revisiting and deepening their understanding of what they have learnt, improving their ability to apply learning in as many different ways as possible.

In order for this new assessment criteria to work, it requires a change of mind-set at all levels regarding assessment. Schools have the freedom to make professional judgements on how children learn the knowledge, skills and concepts within the National Curriculum. With this comes a big responsibility to ensure that at all levels it is being taught in a way that develops the whole child.

As children are not expected to push through a set of levels, they are free to master the full breadth of the curriculum for their year group. Really strong, sustainable progress will come through the freedom for children to learn in a range of contexts and ways. The progress will be evident and measurable in books and through the children themselves.

The REAch2 Non-Negotiable Milestones for each year group are not a replacement for levels nor are they a basis for planning or measuring steps in progress. They are a summative expectation of what skills, knowledge and concepts the child should have by the end of the year. It is by no means the range, breadth or depth of what a child should be learning.

This is not to say that challenge and high expectations have slipped. Once a child has independently achieved and met aspects of their year group’s curriculum and this is clearly evidenced, they will be pushed on to their next stage of learning. This will not be scored through a data package but will be the responsibility of the school to ensure that children are meeting their full potential, through clear and thorough checking systems.

For more information regarding how pupil achievement is measured please click below:

11 before 11

Why 11 Before 11?
The 11 before 11 initiative has been created to ensure all pupils at RFA are given extraordinary opportunities to take part in inspiring and memorable, often big and outdoor experiences. This has been launched in all REACH2 Academy trust schools across the country.

In our school, parents contributed to a survey monkey and numerous meetings were held with the SMSC (spiritual, moral, social and cultural) development team together with their hours of research and many phone calls to all sorts of organisations to formalise what these experiences will look like. We are thrilled to introduce to parents this 11 BEFORE 11 initiative – a series of 11 unforgettable promises that RFA pupils will have access to before they leave the school at 11 years old.

 

What are the 11 promises?

For more information read our parent booklet