All aspects of our curriculum are accessible to all children, irrespective of their ethnic background, gender, disability, religious or linguistic background. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those who are more able, those with special gifts and talents and the children who are learning English as an additional language. We provide a rich, challenging curriculum, which stretches all of our children. Staff are aware of children who have exceptional talents and gifts and monitor or track their progress carefully to ensure their academic potential or talent is continually developed. For further details see separate policies.
Find information about our curriculum subjects here. If you have any questions surrounding our school curriculum, please direct them to Mrs Pardoe, Deputy Head - via our main school email address: info@onslow.surrey.sch.uk.
We passionately believe that young children learn best through play and exploration. Wherever possible we offer children the opportunity to experience real life events that are linked to their learning. Every day our children get the opportunity to be an artist, writer, mathematician, scientist, designer or a storyteller to name but a few! These play-based experiences enable the children to consolidate their skills, knowledge and understanding and enable them to be become independent and resilient learners. Throughout the environment, both inside and outside, you will see busy children actively engaged in a wide range of activities that they themselves have chosen. Continuous provision supports and encourages our children and staff to have a lifelong love of learning.
In both our Early Years and Year 1 classes, the rooms are organised to promote and develop continuous provision. This continuous provision enables children to return to their explorations and consolidate their learning over the course of a day or a more extended period. It also allows children to make choices and initiate play without interaction with an adult. Opportunties are carefully planned to ensure progression from Reception to Year 2. The teaching style becomes more formal as children enter Year 2, with only small periods of time spent in continuous provision each week. This gradual transition prepares children for their future journey into junior school.