At Prince Albert School, safeguarding is of the highest priority. We teach pupils how to keep themselves safe, inlcuding online, through the Personal, Social, Health and Economic (PSHE) curriculum and the Computing curriculum. Pupils also learn about trusted adults and where to go for help or support.
Pupils also take part in our safeguarding assemblies which support the work of the PSHE curriculum. These assemblies give us an opportunity to revisit important curriculum content and ensure that pupils reflect on and discuss previous learning or any other issues that we feel appropriate as they arise.
We would appreciate it if you could support this important work by discussing these topics with your child. We have uploaded the assembly PowerPoints and have added additonal notes to support your discussions. If you have any questions or would like to discuss any of the content of the assemblies please see a member of the senior leadership team. Thank you for your support.
Safeguarding Assembly 1 - What is an influence?
Safeguarding Assembly 2 - Influencers
Safeguarding Assembly 3 - Good and bad Influences
Safeguarding Assembly 4 - Social Media Influencers
Early Years Foundation Stage
“It’s about the journey as much as the outcome”
At Prince Albert School we believe that the Early Years Foundation Stage (EYFS) is crucial in securing solid foundations for children’s learning and development. These foundations give children the best start in their journey to becoming well-rounded, confident and responsible individuals who aspire to achieve their full potential in every aspect of life.
We want our children to learn about their own identity and to see themselves reflected throughout the curriculum whilst also learning about the diverse world around them. We provide children with the skills, knowledge and understanding to be well prepared for the rest of their educational and personal journey.
IMPLEMENTATION Areas of Learning
The EYFS curriculum has been written and developed based on EYFS guidance, the national curriculum aims and our whole school curriculum in order that the EYFS curriculum not only provides pupils with the social and emotional skills to become motivated learners but also provides a secure foundation for the planned learning in Year 1 and beyond.
The majority of our children enter the EYFS well below age related expectations and a high proportion have specific individual needs. In Nursery we prioritise the prime areas of learning and development, such as, personal, social and emotional development and communication and language. We teach children how to form healthy relationships and how to co-operate with others. Our enabling environment and warm, skilful adult interaction support the children as they learn through a mixture or play, exploration and direct teaching. As children move into Reception, we focus more heavily on the teaching of the specific areas of the EYFS curriculum. These are delivered through our curriculum which maximises opportunities for meaningful cross-curricu
Long Term Overview
Reading and phonics, as with the rest of the school, is our highest priority throughout the EYFS. Children have access to high-quality reading materials. Planned daily story sessions ensure that children further develop their listening and critical thinking skills by listening to a rich variety of stories that have been carefully planned to enrich and widen children’s vocabulary and develop their understanding.
Four Guiding Principles
Practise in the EYFS is led by the four guiding principles that shape our approach to teaching.
The four principles of the EYFS underpin all guidance. All children develop in different ways and development is not a linear or automatic process. It depends on each unique children having opportunities to interact in positive relationships and enabling environments that encourage their engagement and recognise their strengt
Early Learning Goals
As a result of a high-quality curriculum and development and training opportunities for staff, teaching and learning is highly effective. Children's outcomes at the end of the Reception year are measured against the Early Learning Goals. Despite children’s low starting points they leave the EYFS at least in line with expectations for pupils nationally. Therefore, children move into Year 1 happy, confident, and ready to face the challenges of the next stage of their learning.