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Join us at Stanburn

Why join Stanburn?

‘Believe Achieve Succeed – Learning without limits’ sums up our vision and values.

OUR VISION

Our school community works together with the common purpose of building confidence in all our children so that they set their sights high, achieve to the best of their ability and try to succeed in all that they do.

We strive for excellence and aim to inspire and challenge all our children to learn skills, develop passions and reach heights they could not imagine!

Alongside this, we have an ethos of inclusion and high expectations for all, and a strong commitment to the holistic care, nurture and development of well-rounded pupils.

We believe that happy children, who feel safe and valued, are best placed to learn and to enjoy contributing to all aspects of school life. In this way, they are more likely to reach their full potential and be ready for the next stage of their lives.

The EYFS curriculum

There is a broad curriculum which is carefully planned to meet the needs and interests of all children and includes experiences to inspire children both indoors and outside.

Colourful and stimulating classrooms stimulate children to learn each of the seven themed areas that reflect the early years curriculum. OFSTED, 2016

The curriculum provides a range of interesting and challenging experiences that meet children’s needs and help them make progress towards the Early Learning Goals. It also provides opportunities for children to develop their understanding of diversity and respect for each other’s differences.

Strong coverage of the curriculum means that children maintain a lively interest in activities in calm learning environments, which support learning very well. OFSTED, 2016

Children feel safe and build relationships with each other successfully. Carefully chosen themes and stories provide opportunities to discuss staying safe in an appropriate and sensitive context. Feedback from parents in Learning Journeys shows that children feel safe and are able to describe their feelings. The use of Kagan cooperative learning strategies enables children to make friends, cooperate and share experiences. There is a focus on active learning which provides many opportunities for oral interaction and personal, social and emotional development. Children communicate and interact with each other and adults confidently due to effective role modelling by all adults. Children’s social, moral, spiritual and cultural awareness is supported through whole school projects, visits and visitors, class charters (RRSA), collective worship and charity events.

Teaching is effective in early years and leads to children making good progress. OFSTED, 2016

Open ended opportunities are provided to develop a positive attitude and foster the characteristics of learning. The introduction of the ‘Achievosaurs’ has enabled children to become independent and resilient learners.

Assessment in the EYFS

All adults have high expectations of children based on an accurate assessment of children’s skills, knowledge and understanding when they join the school. Assessment is monitored effectively and pupil progress measured half termly. The Reception Baseline shows that children’s starting points are lower than National and that they make good progress. The Good Level of Development has been steadily rising since 2012 and is consistently above Harrow and National figures.

Initial assessments before children enter the school lead to teachers having an accurate assessment of the strengths and weaknesses of children’s skills. Accordingly, support is mapped out and children can have a ‘flying’ start when they arrive. OFSTED, 2016

Any gaps between the attainment of groups is carefully tracked and interventions put in place which are then carefully monitored for impact.

Learning journals exemplify progress and starting points well. By the end of Reception, children have a good understanding of blending the sounds letters make; they write simple sentences and stories accurately and have a sound grasp of basic number skills. OFSTED, 2016

Transition

Effective transition procedures ensure children settle well and develop their understanding of how to stay safe.
Safeguarding is effective and children are safe and happy in the early years environment and the school. OFSTED, 2016
Transition into Reception and into KS1 is successful due to collaborative working between the Reception and Year 1 teams. Early Learning Goals are shared with parents and Year 1 teachers. An effective transition policy is in place and links with feeder pre-schools are being strengthened and developed. All families are also offered a home visit prior to starting Reception.

We welcome visits from prospective parents. Please contact the school office for more information. If you would like to visit the school for a tour, please contact the school office to book onto one. See the link below for dates.

Frequently asked questions from children, parents and staff

A child is ready for school if they are prepared for it -talk to your child about starting school, little and often is best. Keep it positive! We share lots of stories. Encourage your child to sit and listen, -talk about the characters and what might happen next. Ensure they are ready for any times that can cause anxiety e.g. PE and lunchtime. Help them to practise getting dressed and undressed, including putting on their coat. Show them their school uniform and PE kit. If your child will be having school meals, practise using a knife and fork. If they are going to have a packed lunch, make sure they can open their bag and containers.

Stanburn is a kind and caring community. We may be a very large school, but the Reception classrooms are all together and we share an outside area. We care about each individual child and their learning and will do our very best to ensure every child reaches their full potential.

We have a family of ducks that visit us every year!
We have our very own museum!
We speak over 30 languages at Stanburn!

Have an understanding of sharing and being kind
Be toilet trained
Be able to sit and listen for ten minutes
Be able to follow and talk about a story
Be able to feed themselves
Have a go at dressing and undressing independently
Have the confidence to ask for help if they need it
Be able to write their name in lower case letters
Have an understanding of number and counting

Write their name in CAPITAL LETTERS
Pronounce their sounds incorrectly

We have two:
Label everything with your child’s name and class
Encourage independence. You may be running short on time and it may be quicker to do things for them, but let them have a go!