Our Class 1 aims to make your child's start to school a happy and successful one. We hope to create a lasting partnership between parents and the school.
We foster children's independence and offer an exciting, caring, safe environment through which children learn by discovery.
Our high standard of education is based on the Early Years Foundation Stage Curriculum, which aims to help all children work towards their full potential.
We aim to develop a sense of enquiry and extend the children's knowledge and understanding of the world around them. Science is taught through practical experiments, research and demonstrations.
We encourage children to enjoy sports and develop a healthy attitude to exercise. The school has a good-sized playing field where, when weather permits, the children practise skills for many different activities including football, netball, rounders and athletics.
Years 3 and 4 children are taught to swim at the Hudson Swimming pool in Wisbech.
Children are also taught gymnastics and dance.
Matches are played with local schools and we attend other sports meetings.
In the summer there is a Sports Day. Parents and friends are invited to attend.
Art and Design
Creative skills are encouraged and individual effort recognised. The work involves a variety of materials including paint, pastels, collage and textiles. Pupils explore ideas and meanings in the work of artists, craftspeople and designers. They learn about art in contemporary life, and in different times and cultures.
Sex and Relationships Education
Sex and Relationships education is a key strand of our approach to PSHEE and the broader aim of providing a caring community in which children can learn to respect themselves and others and to take responsibility for their own actions. Fundamental to our federation's values and practice is the principle of sharing the responsibility for the education of children with the parents. We strive to keep parents informed of any developments and changes to our approach to sex and relationships education. Parents are invited to view the teaching materials we use and we welcome their comments as we try to foster a sense of co-operation and understanding in this vital area.
Sex and Relationships education will also be delivered through the Science Curriculum and assemblies including the use of SEAL materials. Parents have the right to withdraw their children from aspects of Sex Education that do not form part of the Science curriculum. Parents wishing to exercise this right should inform the Head Teacher, in writing, of their decision.
English is taught as a subject and through other areas of the curriculum. We aim to enable each child to communicate effectively and confidently through reading, writing, speaking and listening.
We provide the children with a wide range of activities, which develops their ability to speak appropriately to a variety of audiences as well as developing important listening skills and written communication. The curriculum is based on the Primary Framework for Literacy and Mathematics.Children are taught to use punctuation and the basic rules of grammar. Spelling and handwriting are taught through a systematic approach. Neatness and accuracy are emphasised.
Information and Communication Technology is a priority area in our current school improvement plan. We are aiming to ensure improved access to equipment throughout the school.
The children learn to use and apply elements of word processing, data handling, artwork and control technology. Pupils are introduced to a variety of applications to enable them to acquire the essential skills.
Information and Communication Technology is also used as a tool to support other areas of learning.
Internet access is through Netlinc (Lincolnshire County Council's Schools' Internet provider) and their Cyber Patrol ensures that the children cannot access any unsuitable sites. All parents are asked to sign an Internet Use Agreement, the children are also asked to sign a copy agreeing to sensible use.
In technology, children respond to given needs by designing, making and evaluating objects.
They learn to work carefully using a range of materials and tools.
History is about people - our record of what has happened and why. We aim to encourage and enable children to gather, analyse and interpret information in order to gain some idea of its place in history.
By starting with situations familiar to young children, we can progress to those more distant in time and experience. Opportunities to handle historical artefacts and visit museums or places of interest help bring the past to life for the children.
Once children are aware of differences between the past and present, they can begin to develop a chronological framework and a depth of historical knowledge, which may be communicated in a variety of ways.
Personal, Social, Health and Economic Education (PSHEE)
Provision for children's PSHEE is carefully planned and integrated across the curriculum. The children learn about life skills in a caring environment and they are encouraged to deal confidently with everyday situations and recognise that they can make mistakes. It embodies the realisations that they are able to make choices relating to their actions and to recognise how their behaviour affects themselves and others. A variety of learning experiences are used to encourage this responsibility.
Aspects of personal health, i.e. fitness, diet and exercise, are also incorporated into the PSHEE curriculum.
We aim to develop skills and knowledge in mathematics, science and technology and an understanding of their application in a number of situations.
Mathematics is planned from the Primary Framework for Literacy and Numeracy. Much of the work is practical and involves investigations and problem-solving. Number work includes computational skills, mental arithmetic and tables. Algebra explores patterns and relationships of numbers. Shape and measuring will involve 2 and 3 dimensional shapes, metric and imperial units of measure. Data handling includes collecting and presenting information in a graphical form.
Christianity, of a positive, non-denominational nature, is taught within the school. We aim to develop knowledge and respect of other religions and respect of different faiths.
There is a daily act of collective worship and pupils follow the Lincolnshire agreed syllabus. Parents have the right to withdraw their children from religious worship and religious education after consultation with the Headteacher. Alternative provisions will be made available.
We aim to provide many opportunities to allow children to express themselves.
In addition to weekly structured music lessons, children are given singing and playing opportunities in daily assemblies, hymn practice and whenever year groups are involved in productions.
As children move to Key Stage 2, guitar lessons are available.
Geography throughout the school is designed to give the children progression and continuity of geographical skills and knowledge, leading to an understanding of places in the world around them.
The younger children investigate their immediate environment and neighbourhood.
Studies for older children are broadened from within Lutton to places further afield in the British Isles and abroad. Learning takes place through fieldwork activities and secondary sources as the children become more familiar with maps, plans, photographs and globes.
Children are encouraged to develop an awareness of local and world-wide issues and formulate their own opinions and views.
Assessment of children at Lutton St. Nicholas School is used as a tool to evaluate children's learning and facilitate planning for effective teaching. Baseline assessments are completed when the children enter school in Reception and this initial profile is discussed with parents.
Formal assessments take place at Year 2 and Year 6 in Literacy, Mathematics and Science (SATs) and the results reported to parents. End of year assessment tests in Literacy and Mathematics are also made at the end of other year groups.
Teachers constantly evaluate children's progress, against the learning objectives taught, in all subjects. Through these assessments, children requiring extra support, and those who would benefit from enrichment, are identified.