| 01530 566750 | 0203 978 2905
  •  

     

     

  • 1

Nurseries & Pre-Schools

We offer regular weekly drop-in sessions for Day Nurseries and Pre-Schools to allow children to experience specialist subjects such as Gymnastics, Music, Drama and Science! Our full list of available subjects for Nurseries and Pre-Schools is as follows:

  • Story-teller Drama: every week children will be exploring different themes which can link back to the topics on your Tapestry framework. Themes range depending on the time of year and the topics being taught in your Nursery and Pre-school; one week we may be dinosaurs in ancient history, the next we may fly to the moon or swim under the sea with all the beautiful fish! Sessions are aimed to improve children’s personal, social and emotional development, speech and language skills, their Literacy skills and their Understanding of the World.
  • Magical Music: our Magical Music programme is a progressive music curriculum that links closely with the Early Years Foundation Stage Framework. Our trained Magical Music teacher will visit your Nursery or Pre-School to lead fun and interactive Music sessions for your children. Themes of the sessions can be tailor-made to suit your current topics. Sessions are aimed to improve children’s, speech and language skills, and their Expressive Arts and Design skills.
  • Disco Dance: Our dance programme is a fun way to provide Physical Education in your Nursery or Pre-School. Our sessions are structured to provide varied, fun & energetic sessions helping to develop creativity, rhythm, fitness, co-ordination and confidence. In line with the EYFS statutory framework, parents and staff can be assured that children will receive a quality experience that supports their care, learning and development. Curriculum skills covered include: colour, shape recognition & counting vocabulary and language skills.
  • Fantastic Gymnastics: Pre-school gymnastics sessions teach children important physical skills such as; balance, agility, co-ordination, and to generally improve children’s motor skills. Gymnastics is an excellent activity to engage babies, toddlers and preschool children in physical exercise. Sessions are aimed to improve children’s personal, social and emotional development, expressive arts and design skills and their physical development.
  • Mad Labs Science: Children will participate in exciting experiments including Volcano Explosions, Making Slime, Giant Bubbles, Fizzing Potions and Elephant Toothpaste as well as a whole array of other wonderful activities! Preschool children enjoy captivating demonstrations, get involved in simple science experiments and discover how science can help us to better understand the world around us.

Why book us to provide drop-in sessions for your Nursery or Preschool?

  • Quality, consistent staff
  • Performances organised for parents in our Music, Dance and Drama sessions
  • Support with organising Nursery Graduation Ceremony performances
  • All lesson plans provided; hassle-free for teachers

All Nurseries & Preschools who use Primary PPA Cover Ltd receive a cheque for £100 for a successful recommendation to another Primary School as we truly value your recommendations.

Thursday, June 20, 2019

Why is the system changing?

  • A lack of expertise and knowledge of MFL has been found across the board
  • Curriculum is being confused with assessment and qualifications
  • Curriculum narrowing (a focus on English and Maths and therefore neglect for MFL)
  • MFL being missed out in Year 6 due to prepration of SATs
  • Social justice issues
  • Lack of teaching expertise n Inspectors found that, in over half of the schools in the sample, the lack of confidence, subject knowledge and need for training was the biggest challenge to improving the quality of their foreign language provision.  This lack of expertise was also highlighted in the questionnaire for language specialists or teachers as a particular concern for primary schools in meeting the requirements of the national curriculum
  • Confidence and subject expertise was the main concern for just under half of respondents.
  • Transition arrangements:  In half of the schools, inspectors reported that the primary schools were not working well with secondary schools to ensure that there is effective transition in foreign language learning from primary to secondary.

 Figure 2.jpg

What will be changing?

  • Children and students first – avoiding curriculum narrowing, even in upper KS2
  • Solid evidence for MFL
  • Quality of education – outcomes, assessment and curriculum delivery
  • Work scrutiny for MFL
  • Work should be demanding and coherently planned
  • Children to remember what they have been taught long term
  • Teachers must have good knowledge of the subjects

 

“During an inspection, if Ofsted are to “dig deep” in MFL, what can I expect?”

 

  • Discussions with senior leaders about the MFL provision and their curriculum
  • Discussions with curriculum leaders and language teachers about the depth of the curriculum and how it progresses – what should children be able to do by the time they reach Year 6?
  • Observations of lessons
  • Book scrutiny
  • Discussions between the inspector and inidivdual children about what they remember and why they are learning what they are learning
  • A look into pronunciation of teachers and children
  • A look into evidence of progression across the curriculum

Note: if MFL is not delivered on the day of inspection, all of the above will still happen other than lesson observations – book scrutiny

 

“What questions might I be asked as MFL Lead or MFL teacher in my primary school?”

 

  • How do you structure your support for non-specialist teachers?
  • How do you ensure you cover the programme of study?
  • Do all children have access?
  • How secondary and primary ?
  • What are the needs of your cohort and how has this affected your curriculum?
  • Why did you choose that scheme of work?
  • How do you ensure it builds on prior knowledge?
  • How do you ensure your progress is not just adding more vocabulary but grammatical structure?
  • How does this lesson fit within your scheme of work?
  • Can children manipulate a basic sentence by end of year 6?
  • Pronunciation of teachers and children
  • Evidence of progression across the curriculum
  • If your school is doing a carousel with 3 languages, for example: “What is the rationale behind that? What is the progress in each language? Have you thought about the phonological structure of each language? Are the languages being compared?

If MFL is evidently not a priority, Ofsted will want to see a plan of how the school will achieve the above.

 

 

 

Ofsted are asking the question: “Who is leading primary languages in primary schools?”

 

What are Ofsted looking for in primary languages?

  • Ofsted definition of curriculum: intent, implementation, impact (framework, support, progress) i.e. having clear intnetions of where the curriculum is going to achieve the desired progress
  • A curriculum with depth - developing knowledge and understanding, not memorising disconnected facts
  • Knowledge and vocabulary is at the heart of what Ofsted are looking for
  • A curriculum with clear progression: there are serious consequences for pupils when a curriculum is not sequenced or designed effectively. Gaps in pupils’ knowledge accumulate as they become layered on top of one another in a curriculum sequence.
  • Pupils learning the knowledge they need to avoid knowledge deficit (Fisher, Hnadbook kf applied behaviour)

“12 years of education should give children a solid foundation for languages” Ofsted, January 2019

 

“What if my school is an Academy?”

 

  • All pupils in maintained schools are expected to study the national curriculum. Academies must offer all pupils a curriculum of a similar breadth and ambition as the national curriculum (Ofsted school inspection update)

 

If we provide your MFL provision, what will we be changing over the summer to ensure we meet the guidelines for the new framework?

  • Assessment criteria from Y3-6 in line with the new inspection framework
  • A NEW childrens “quiz” area on our TeachTool platform to enable children to track their progress in the language
  • End of unit comments area to be emailed to our liason at your school at the end of each unit, complete with childrens progress
  • Restructure of annual reports for MFL in line with the new inspection framework

If you have any questions about your MFL provision or if you need to arrange your MFL provision for September, please get in touch with us.