- Communication and language
- Physical development
- Personal, social and emotional development
- Understanding the world l Expressive arts and design
Children have two literacy lessons (phonics and English) plus guided reading and two mathematics lessons each day. Children also learn science, personal, social and health education, ICT, art, music, and PE. Children achieve many early learning goals through first-hand experience and structured play and develop their styles of learning through playing and exploring active learning and creating and thinking critically. Learning in our outdoor space is also part of the Foundation Stage.
You can help to develop your child’s listening ability by listening to them, reading and telling stories, rhymes, and poems, watching suitable television programs and having follow-up discussions.
of stimulating situations in order to develop and extend this skill. You can help your child by talking to him/her about simple tasks, visits, television, toys etc. and by encouraging your child to question and explain things.
a range of strategies, taught at the appropriate time. We have a wide variety of reading material suitable for each child and children are given choices. This may be a free or guided choice. You can support your child in reading by reading suitable books to him/her, encouraging your child to bring his/her books home, listening to and reading with your child and helping him/her to choose other suitable books.
Children are given a variety of experiences to develop the manipulative skills which later lead to handwriting. The children are then taught the correct method of letter formation and are given time and opportunity to reinforce this. They are observed whilst doing this as bad habits are hard to eradicate. Children will be introduced to joined up writing when appropriate but always by Year 2.
Children follow the Mathematics Ma through both key stages, learning through practical and written activities to develop numerical skills and problem-solving ability.
They will be given the opportunity to make observations, ask questions and draw conclusions. They will record their work in a variety of ways.
- We treat each other with respect
- We look after each other and show we care
- We look after our School and the things in it
- We follow instructions so our school is a happy and safe place to be
- We work together to help each other learn
- We talk through our problems to find solutions
Routines are in place to help make good behavior automatic at times of the day that are predictably challenging. Teachers need to add to and adapt these to make them suitable for their specific circumstances. School procedures are in place for the following times and the details are in the appendix.
- Morning Assembly
- Escorting classes around the school
- Lining up outside, leaving bags in lockers
- Distributing resources
- Entry to rooms and settler activities
- Children leaving class
- Tidying up and dismissal
- Supervising the corridors
- Break and lining up
- The end of the day
- Clubs and after club supervision
Each class will have a display on which students’ names will be moved from a tree up to the Rainbow if they are on task and behaving well and then to a Sun (or Trophy) if they are being very good. Negative behavior sees the name moved down to a cloud (or amber cloud) and then a darker rain (or red cloud) cloud. Once they have moved up or down, subsequent behavior sees the student move up or down the display one place including the tree as a level.
From KS1 upwards Class teachers award two Dojo point if the child is under the sun at the end of the day. Class teachers can give specialist teachers access to their Class Dojos which enables them to reward positive behavior directly without using Dojo Cards (see below).
Specialist teachers and teachers teaching children in another class should give children a Dojo Card when they deserve to be rewarded for good behavior, effort and work. Children hand these to the class teacher who awards a Dojo point for every card presented. Teachers on break duty and in the Activity Streets can issue Dojo cards, in the same way, to reward students following the Code.
Each week an assembly will be held and certificates presented to students reaching milestones in their collection of Dojo points. Nominations for Star of the Week will also be invited and students are invited to nominate pupils who are deserving.
What is a School Council?
At Nottingham British School, our School Council members are a highly valued group of children who represent the voice and opinions of all the children within our school.
Through our School Council, we aim to develop young leadership skills, whilst supporting student democracy. Most importantly, our strong team of Councillors aim to promote the well-being of the children within our inclusive school. The School’s Council is an ideal opportunity for pupils to get more involved in the way the school is run. The School Council benefits the whole school, pupils and teachers because it provides opportunities for pupils to communicate their feelings as well as influence decisions that are made.
How is the School Council run?
We have an active School Council with a boy and girl representing each year group from Year 2 to Year 6. Each member was elected by their classmates at the beginning of the school year after a short presentation explaining why they should be elected. The School Council then follows the principles of a democratic society to make decisions.
The school council is run and led by the children, supported by a member of staff, and takes an active role in making decisions and suggestions on behalf of the children in the school.
Members of the Council meet fortnightly, taking part in organising fund raising events, discussing issues related to the curriculum and taking suggestions from their classmates.
ASSESSMENT AND REPORTING
Assessment and Reporting are integral parts of the teaching and learning program at Nottingham British School and important aspects of the work of teachers and students. Assessment and Reporting combine to support students to achieve high standards and to provide the basis for guiding further learning, as well as informing parents about their child’s achievement.
Assessment refers to all the ways we gather information about progress in a student’s learning. Assessment tasks should reflect the objectives and criteria and be meaningful and relevant. They may include tests, observations, peer discussions, work samples, presentations/performances and projects.
Criterion-referenced assessment is the basis of all formal assessment at Nottingham British School.
This means that the assessment criteria are decided when planning the learning and explicitly communicated to students prior to the assessment task/s.
Rubrics are developed based on the assessment criteria and are used by teachers and students to evaluate learning.
School-based assessment will:
- Allow the application of knowledge and skills including higher order thinking skills, as well as factual recall.
- Involve student reflection and participation.
- Be based upon standards consistent across classes, agreed through collegiate moderation.
- Monitoring student progress
The school uses a range of assessments, tests to monitor and track student achievement on an annual basis. This information is entered into a school database to keep records of student learning over time.
When teachers and parents are concerned that students are not making adequate progress in spite of additional help, parents may be advised to seek other private specialised support.
- Wider Assessment
As well as school assessments, students are assessed according to the National British standards and receive reports which compare their achievement level to their cohort and against national benchmarks.
Students at Nottingham British School are offered the opportunity to participate in a number of national tests such as the assessments in English and Maths. Parents receive detailed reports of student results.
Reporting is the process used to communicate knowledge gained from assessing student learning. The purpose of reporting is to provide relevant information about a student’s progress to students, parents, support staff and other teachers.
At Nottingham British School we report to parents and students both formally and informally. Early in the year, a Parent Information evening provides details of assessment in the British Curriculum and the grading system to be used.
By the end of Term One a Three-Way-Conference involving the teacher, student and parent are held to discuss the student’s progress and plan for further learning. At the end of Term 3, Parents are invited to attend a Student Led Conference.
Parents may request a confidential interview with the teacher at any time, if they have a concern about their child’s well-being, curriculum or progress.
- Written reports
Students and parents are provided with written Mid-Year and End of Year Summative Reports. These detail a student’s progress in the areas of study including a level of achievement; attitudes towards learning.
- Student involvement
At Nottingham British School students are encouraged to be participants in the assessment and reporting process. This means that students have the opportunity to:
- Monitor and evaluate their own progress through self-assessment
- Reflect on their learning, including the development of attributes and attitudes.
- Assess the work of their peers against agreed criteria
- Work with teachers to formulate assessment activities
- Set goals for their own learning
- Provide reflections about their learning in three-way and student-led conferences and written reports
Children across all year groups regularly go to external as well internal events held by the school to develop their understanding of the world around them as well as to learn new skills and develop new experiences, to work together for special occasions, school productions, themed weeks linked to the curriculum and sponsored events.
Our Pastoral Support Worker in our school offers a unique dimension of care and support to our students and school community.
She is a positive role model who brings genuine compassion, understanding and practical ongoing support to students and families, working alongside and complementing other welfare and wellbeing staff.
She is readily accessible in the school yard at break times, supporting and working alongside teachers and students in classrooms.
Please find below downloadable PDF copies of all our school documents. If you require any further information, please ask at the school office.