Note: this is extracted from the School Prospectus - click on the link on the left for the full text.

The Foundation Stage

We provide a secure and stimulating environment in our Reception Classes, in which children thrive. We believe that parents are children's first and continuing educators and we work in partnership with them to support their academic, social and emotional development.

The children in the Nursery and Reception follow the Foundation Stage curriculum. We also work with pre-school settings to ensure that we carry on the work they have started. The curriculum for the Foundation Stage underpins all future learning and is governed by the Early Learning Goals. It builds on each child's existing knowledge, skills and understanding. There are six areas of learning:

We plan for a wide range of exciting activities which promote learning, independence and confidence. We embrace the importance of play in the early years and provide many opportunities for children to explore, practise skills and develop socially. All our classrooms have access to their own outside play area.

Our children are well prepared for the transition from Reception to Year 1, and best practice continued throughout Years 1 and 2.

The children follow the Key Stage 1 National Curriculum in Years 1 and 2, alongside 'Every Child Matters' and the new Primary National Strategy. The school has 3 or 4 computers and Interactive Whiteboards in each classroom plus the use of a number of laptops, and a networked Computer Suite.

English

The curriculum follows the Primary National Strategy for Literacy alongside 'Every Child Matters'. We have a comprehensive language programme, which is well resourced with a range of books covering a variety of genres. We aim to teach children to read for enjoyment and write with confidence, fluency and understanding. We encourage children to develop a legible, cursive style of handwriting. Children are given opportunities to study words and their meanings through practical activities to develop as accurate spellers. Children are encouraged to develop their oral skills to be able to communicate confidently in ways appropriate for various occasions, purposes and audiences. Computer programs are used to help with spelling and children are given many opportunities to word process their work.

Mathematics

The Primary National Strategy for mathematics encourages children to use their mental skills and learn to adopt strategies to help them solve everyday mathematical problems. Children are encouraged to adopt speed and accuracy in mental computation and careful planning and assessment allow children's skills to develop and progress within the areas of Numeracy; Shape and Space and Measure, Using and Applying and Calculating.

Science

In learning basic scientific skills, all children are given the opportunity, through guided discovery, to develop a questioning attitude requiring observation, prediction, investigation, deduction and classification. First hand experience is encouraged by the use of natural environments, practical activities, observations in the classroom situation and visits to appropriate scientific sources, including the school grounds. Computer programs are used ina variety of ways including the use of the Intel QX3 computer microscope.

Information and Communication Technology (ICT)

ICT plays an important part in our children's education. We recognise the importance of computers in society. We aim to teach the skills to develop confident learners. ICT is an integral part of all curriculum areas.

Children are able to use computers and other equipment, such as roamers, from an early age and will develop important skills. They will use a range of software to support their learning including word processors, databases and graphics programs. Children are taught to write, respond and collect information from emails and research topics using the Internet. The library is part of the Computer Suite, which forms the Learning Resource Centre and makes this an ideal environment to enhance learning.

Design and Technology

Design and Technology enables children to tackle practical tasks and to link a range of other subjects together. Children are encouraged to find solutions to problems and improve existing designs. They will investigate, design, plan, make and evaluate their own models as well as finding out how existing designs and artefacts work. They will develop and use a range of practical skills and are taught to use technological tools with confidence.

History

By using their own history and experience as a starting point, we aim to give children the opportunity to develop an awareness of the past, an understanding of how and why things change and how events shape the present and future.

Children learn how to use appropriate vocabulary, gain an understanding of chronology and use historical resources including artefacts, books, pictures and photographs.

Children will learn the passage of time by studying people - either people they know or famous people from different periods of history.

Geography

As a starting point, much of the geography curriculum is based on a study of the local area and the places and people the children know well. The children are encouraged to ask geographical questions about people, places and environments and learn to use geographical skills and resources such as maps and photographs.

Art and Design

Art stimulates creativity and imagination, offering visual, tactile and sensory experiences and providing a unique way of understanding and responding to the world. Children use a variety of media to produce two and three-dimensional work. We encourage the appreciation of art from other cultures and times. Visits to galleries are planned; also an Annual International Week, which incorporates the appreciation of art from linked countries across the world.

Drama

Together with music, drama plays an important part in school and helps children collaborate and co-operate with each other. It also contributes to a child's personal growth and self-confidence through the expression of his or her emotions and through imaginative role-play. Role-play is also used as an effective means of bringing to life other parts of the curriculum.

Music

Music sessions are designed to promote and develop understanding and enjoyment. The children perform songs and rhymes, use percussion instruments and compose their own pieces. They listen to a wide range of music and are enouraged to express their feelings about it. The children take part in Celebration Assemblies and end of year celebrations. Musicians visit the school to give performances and involve the children in workshops.

Physical Education

PE develops children's physical competence and confidence and their ability to apply this to a range of activities. PE is taught through games, gymnastics and dance. Children are encouraged to enjoy using their bodies to develop their physical abilities and co-ordination and to express ideas and feelings in response to music and other stimuli.

Children are taught to be aware of the safety aspects of PE and the effects that exercise has on their bodies. A sports day is held in the summer term and the PTA run weekend football training sessions.

All jewellery must be removed before PE lessons. This is a LA (Local Authority) Health and Safety regulation.

Religious Education

The school follows Surrey's Agreed Syllabus for Religious Education. Although the main focus of RE is Christianity, children will also be introduced to aspects of Judaism and Islam during their time at our school. We aim to encourage children to appreciate the moral and spiritual teaching of all faiths.

Collective Worship

We hold a daily assembly which is broadly Christian based and has a very high moral and spiritual content. We also celebrate the children's efforts and achievements. The Schools' Christian Assembly Team (SCAT) provides termly assemblies and links have been established with Holy Trinity, the local church, and Reverend Grew takes an assembly once a term. The school Harvest Celebration, together with a Christmas Assembly, is held at Holy Trinity Church.

Visitors from the other principal religions which reflect multi-cultural Britain lead assemblies at our school, for example Eid, Diwali, Hannukah and The Chinese New Year. Online virtual website visits to Mosques, Synagogues and Cathedrals enhance the children's knowledge of different religions and celebrations.

Parents, families and community are invited to the children's Harvest, Christmas and Celebration Performances.

Parents have the right to withdraw their children from assemblies if they wish.

Personal, Social, Health and Citizenship Education

P.S.H.C.E. (Personal, Social, Health and Citizenship Education) is concerned with all learning experiences, which give children a developing sense of their own abilities, their rights and responsibilities. Included in this is Sex and Relationships Education, which is not taught in isolation, but is embedded within the whole curriculum, the organisation and the ethos of the school. It ensures the equality of opportunity and recognises issues of gender and cultural differences. It is part of family life education, safety and health related exercise, food and nutrition, personal hygiene, community and environmental issues and the responsibilities of the individual in relation to these. The Governors believe that the Sex and Relationships Education Policy can only be effective as part of a broader Personal, Social and Health Education Policy. P.S.H.C.E aims to give pupils knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, responsible citizens.

Special Educational Needs

Knaphill Lower School is fully committed to providing an inclusive education for all children. To achieve this, we seek to identify and assess children with special educational needs as soon as possible and to use our resources to support these children effectively seeking outside specialist help when necessary.

All children develop at their own pace, academically, physically, socially and emotionally, but may individually have special needs for a variety of reasons.

Class teachers work closely with the Special Needs Co-ordinator/s to identify children who may need additional support. For these an Individual Education Plan (IEP) is created to focus, with parental support, on the specific area for development. Support may be given in the classroom, or individually, or in small groups, by the teacher, teaching assistant or learning support assistant.

For children requiring extra support, outside agencies are involved. Occasionally children require a statement of educational need, and parents work together with the school and outside agencies on the targets set.

The school is accessible for disabled pupils with spacious corridors and linkways all on one level and disabled toilets in each year group.

Particularly able children are identified and supported using a range of strategies. Extension activities and challenges are planned and the school is at present piloting daily, individual, interactive software alongside the curriculum.

Extra Curricular Activities

Extra curricular activities are offered after school which varies from year to year, but has involved - French, German, dance, chess, mini-rugby, cricket, cookery, art and design, ICT, art and design, eco/environmental, sewing, gymnastics, recorder, history and drama.

School Trips and Educational Visits

Educational visits are arranged to support children's learning, as are visits to the school by speakers and theatre companies. Such visits stimulate children's imagination and enthusiasm. The Governors have adopted the Surrey County Policy for charging and remissions which states that for off site educational visits, schools are requested to ask for voluntary payment of costs. If, however, insufficient funds are raised the proposed activity cannot go ahead.