How are the classes organised?
There is one class in each year group for nursery, reception, year one and year 2 . Currently there are 3 classes in key stage 2 that each have year 3 and 4 children in them. This is because the number in each year group exceeds 30 but isn't enough to form two classes. The school year 2020 to 2021 is the last year that there will be mixed age class groups in the school this is because our admission number was reduced.
How is it possible to meet the needs of the different year groups in one class?
Firstly, it is important to remember that in any single year group class there would be a wide spread of development ('ability'), so all teachers in all schools have to adjust their planning to meet a whole spectrum of needs.
Secondly, we are confident that the children's needs are being met because our children make good progress and achieve well.
This is possible because at Linslade Lower School our teachers have experience of managing mixed year groups and are able to plan accordingly.We have a two year rolling curriculum programme so that topics are not repeated. The English curriculum is spread across the two years and in mathematics children are grouped by year group.
The progress of every child is monitored very carefully throughout the year and intervention is provided where it is required.
How often will by child be heard read?
The approach to teaching reading varies depending on the year group your child is in.
In reception the children start on our book banding system with wordless books. As their knowledge of phonics and 'tricky' (common exception words) increases they will progress to books with words. Children take their book home with a reading record and we encourage parents to hear their child for 10 minutes a day, they also have a word tin. Children read to their teacher each week individually and, as they progress, in small groups. they also have opportunities to join in with texts as a class. The books they bring home align with the phonics that they are learning. in the early book bands we use a reduced range of schemes so that the children can gain confidence.
Key stage 1
Children continue on the book banding system as they progress through the book bands a wider range of reading books are introduced. Teachers teach reading during guided reading sessions and in phonics lessons. Guided reading groups have 5 or 6 children in them. They read a text selected by the teacher and focus on a specific objective, most often a 'real book'. Objectives go beyond just decoding skills. children have to demonstrate a thorough knowledge of the meaning and will develop comprehension skills and learn to give opinions. Because the children are learning the next skill the text is usually more challenging than the home reading book. If children are not making sufficient progress we will provide intervention, this is usually 1 to 1. All children have a home reading book that they select themselves from the relevant book band. It is not necessary for the children to read every book in the book band, we have a lot of books to provide choice. We recommend 10 minutes reading at home each day. The home reading book is for consolidation of existing skills and will help to develop fluency. The children's home reading record will contain the focus objectives. Teachers do not hear the children read their home reading book.
Children who complete all 11 colour bands in the system will choose from age appropriate 'key stage plus' books . These usually have short chapters and are designed to develop reading stamina and broaden reading experience
Key stage 2
Children continue with the book band system for their home reading books. For those children who have not completed the 11 key stage 1 book bands there are duplicate book bands in key stage 2 but the books are more age appropriate. Guided reading with the teacher continues as in key stage 1. The books used are 'real books' and have been chosen because they are high quality literature that lends itself to further developing stamina, a love of reading and deep discussion.
If children are not making sufficient progress they will receive additional support for their specific difficulty. Parents will be informed and strategies for home practice will be discussed.