Learning at Hatherley
We want our children to be inspired, enthusiastic and motivated learners.
To help us to do this we arrange a variety of activities and visits to engage children in their learning. We take children on trips in the local community such as The City Farm, Local Walks, Skillzone, visits to local places of worship, Gloucester Cathedral and The Folk Museum. We also take children on visits further afield such as Weston, Beechenhurst. We invite local people in to share their expertise and skills with us e.g. wildlife experts, fire service, museum staff. We have had visits from the theatre, dancers and musicians.
We run a variety of lunchtime and after school clubs. Each year these vary depending on the interests of the children. The majority of these clubs are run by staff but we also have specialist coaches and trainers who come and run clubs for us. There is a charge for some of these clubs.
We also plan whole school learning days and themed weeks such as Art Week, Healthy Living Week, Anti-bullying Week and Faith week where we work together on specific whole school themes.
During the coronavirus pandemic, Hatherley received additional funding to help keep our children on-track.
You can download the details here.
Early Years Foundation Stage
We want all children to make a positive start to their learning in an enjoyable environment. There are four guiding principles which should shape learning in EYFS. These are:
- every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
- children learn to be strong and independent through positive relationships;
- children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and
- children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
During their first year at school children in the Foundation Stage classes follow the ‘Early Years Foundation Stage Framework.’ The Foundation Stage is currently organised into the following areas of learning:
- Personal, Social and Emotional Development
- Physical Development
- Communication and Language
- Understanding the World
- Expressive Arts and Design
Within these areas of learning, the children learn and develop skills through continuous provision activities which are objective led. This enables the teacher and teaching assistant to assess each child’s abilities and set next steps.
The emphasis of these activities is to enhance children’s knowledge through skill based learning, practical child initiated activities and learning through fun.
The characteristics of effective learning permeate all of these areas where children learn through play and exploration, active learning and by creating and thinking critically both inside and in the outdoor learning areas.
Learning in Reception
Please click on the links below for information about the learning in reception for each term.
Autumn Term 1 – All about me
Autumn Term 2 – Splish Splash
Spring Term 1 – Water, water everywhere
Spring Term 2 – Teddy Bears Picnic
Summer Term 1 – Animal Magic!
Summer Term 2 – Knights and dragons!
The Hatherley Nursery has its own page on this website where you will get a flavour for the activities and experiences at the Nursery.
Key Stage 1
Our focus is always on children’s learning and achievements, ensuring children know what they are learning and why, as well as how it relates to other areas of the curriculum. We are committed to providing an environment which allows children to develop their fullest potential throughout all areas of the curriculum.
The curriculum areas covered are:
English, Maths and Science.
These are known as the core subjects.
Art, Design & Technology, Geography, History, Computing, Music, Physical Education (PE), Religious Education (RE).
These are known as the foundation subjects.
The Key Stage One curriculum begins when children start Year One and concludes at the end of Year Two. The curriculum is organised so that there are clear steps to build up knowledge and understanding in a way which is relevant, exciting and practical. The Key Stage One curriculum consolidates and builds upon learning from the Early Years Foundation Stage.
Our approach to learning reflects the value we place on each individual. Each child is able to learn at his/her pace according to ability. This means that although there are overall curriculum guidelines and objectives (i.e. The Early Years Foundation Stage and National Curriculum) each individual child’s curriculum is differentiated according to his/her needs.
Children are involved in the planning and evaluation of their learning. Teachers take account of their interests and learning needs when they plan. Children need to know what their next steps should be in order to make improvements and move on in their learning. A range of teaching and learning styles and strategies are used to ensure the needs of all children are met. Children are encouraged to develop an awareness and understanding of how they learn. They are encouraged to reflect on and carry out self-evaluation of the work that they have done. We hope that the curriculum we provide will stimulate and excite in all children a thirst for knowledge and discovery.
We offer a themed-based curriculum, which aims to be exciting and challenging whilst promoting and enriching the spiritual, moral, cultural, social, emotional and physical development of all pupils. Curriculum areas are well planned and resourced to enable children to experience success as learners and ‘sparkle.’ We encourage all children to become independent learners, as we place great emphasis on learning as a life-long activity. We are driven by the desire to ensure all pupils are fully prepared for the opportunities, responsibilities and experiences of later life. The curriculum is reviewed on a regular basis to ensure that we are in line with current developments and initiatives as well as broad and balanced.
We do not place a limit on our expectations of what children should be able to achieve. It is our aim that through positive encouragement and praise, all children should have sufficient confidence to tackle anything and aspire to their dreams.
Learning in Year One
Please click on the links below for information about the learning in year 1 for each term and homework ideas.
Autumn Term 1 – Spectacular Senses
Autumn Term 2 – Crackle Crackle!
Spring Term 1 – Wonderful Weather
Spring Term 2 – Terrific Toys
Summer Term 1 – In The Garden
Summer Term 2 – Victorious Victorians
Learning in Year Two
Please click on the links below for information about the learning in year 2 for each term and homework ideas.
Autumn Term 1 – We Are Alive
Autumn Term 2 – The Great Fire of London
Spring Term 1 – Our Wonderful World
Spring Term 2 – In The Jungle
Summer Term 1 – Global Gardeners
Summer Term 2 – Eureka!
What are our learning powers?
These are some of the behaviours children are trying to acquire to help them become more effective learners. Click here for our Learning Gems overview.
Have you got the learning power?
Ruby power is the ability to work as a team.
It gives you the power to point out each other’s success and let someone know when they are doing well. It helps you to remember and understand what people say and do, especially if the people in the team are smiling and happy.
People with lots of ruby power also smile, laugh, relax and feel good.
Sapphire power gives you the ability to fight off monster distraction and keeps you focused.
Emerald power makes you feel challenged so that you feel ‘butterflies’ in your tummy. Once you get used to that feeling you can learn to control it rather than the Emerald power controlling you!
Don’t let worry and stress turn off your thinking. This is when you loose your emerald power! Instead overcome your mistakes to increase your emerald power.
Diamond power is the ability to solve problems and learn! The more problems you solve the better you become at learning.
Everyone who works in school is responsible for promoting spiritual, moral, social and cultural values to our children.
SMSC is promoted not only through all of the subjects of the curriculum but also through the ethos of our school. We create the ethos by teaching and modelling positive attitudes and values and by giving the children opportunities to experience and develop these attitudes for themselves.
The spiritual is concerned with developing the non-material aspects of life, focusing on personal insight, values, meaning and purpose. Beliefs that help provide perspective on life may be rooted in a religion, but equally may not. Creativity and imagination is important, as is a sense of fascination, awe and wonder. At Hatherley this is achieved through aspects of the curriculum such as art, music, geography and history.
The moral element is largely about choices, behaviour and how you live your life. It’s also about personal and social values, understanding the reasons for them and airing and understanding disagreements. School assemblies focus on these themes through the SEAL topics. Also Learning Gems and Mindfulness in the classrooms help children to learn to make the right decisions by solving problems, being helpful and learning when and how to be calm.
Social development shows pupils working together effectively, relating well to adults and participating in the local community. This element of SMSC includes a significant area of personal growth, ranging from engagement with society’s institutions to the skills for successful personal relationships. The children learn through The Pink Curriculum about how to keep safe, including the internet; people who help us, and how to be a kind and caring citizen.
Cultural development is about understanding and feeling comfortable in a variety of cultures. At Hatherley Infant School we have a diverse community which helps to learn and value different cultures. We also learn about celebrations around the world such as Chinese New Year, Eid, Diwali, Christmas and Easter. We visit the local mosque and church giving children to opportunity to understand different beliefs. Valuing cultural diversity and challenging racism is important