| 1. |
THE CHARACTERISTICS OF THE SCHOOL |
| 1.1 |
Shoreham College was originally a privately owned boarding school for boys founded in 1852. In 1968 it became a charitable trust, moving from its premises in the centre of Shoreham to its present location, Kingston House, a substantial manor house with Tudor and more recent features. It is set in eleven acres. The first girls were admitted in 1981 and juniors in 1983. The college stopped taking boarders in 1991 and a nursery was opened in 1994. The current head joined in September 2008. In 2008/09 there was a major building project for junior department classrooms as well as new design and technology (DT) and mathematics rooms and new changing rooms. A new post of assistant head (curriculum) was created in September 2009 to oversee the senior curriculum. The special educational needs co-ordinator (SENCO) is one of the assistant heads as well as a member of the senior management team (SMT). |
| 1.2 |
Governors are mainly professionals such as accountants and lawyers and include a former headmaster and a practising teacher. The current chairman was chairman at the time of the last inspection. |
| 1.3 |
The college aims to provide a good all-round education to children of varied ability ensuring that they achieve their full potential through sound discipline, respect for self and others and responsibility for their own actions. The college is a Church of England foundation and aims to instil values and attitudes in keeping with the Christian tradition. |
| 1.4 |
The majority of pupils’ parents live and work locally. There is a steady intake throughout the junior part of the college, rising from one to two forms. A further form is added in Year 7. The college is not academically selective. |
| 1.5 |
The ability profile of the junior school is above the national average with most pupils grouped as average to above average. The ability profile of the senior department is above the national average with a wide spread of abilities. However, cohorts vary widely year on year. |
| 1.6 |
There are 123 pupils who have been identified by the college as having learning difficulties and/or disabilities (LDD) and all receive specialist learning support. No pupil has a statement of special educational needs (SEN). There are five pupils who have English as an additional language (EAL), one of whom receives additional help. |
| 1.7 |
National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school in the EYFS and its National Curriculum (NC) equivalence are shown in the following table. |
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Early Years Foundation Stage Setting
| School |
NC name |
| Early Years 1 |
Nursery |
| Early Years 2 |
Reception |
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| 2. |
THE SUCCESS OF THE SCHOOL |
| 2.(a) |
Main findings |
| 2.1 |
The quality of pupils’ achievements is good. They perform in line with their abilities and master effectively all of the basic skills in the core curriculum. The curriculum is broadly based and there is a wide range of extra-curricular activities especially in sport. Teaching is good overall and some excellent lessons were observed. The vast majority of pupils behave with care, courtesy and consideration but occasionally these high standards are not maintained by a small minority of pupils. The college makes effective provision to support pupils with LDD and has made great strides in improving the quality of the information and communication technology (ICT) provision and the development of independent learning. Those pupils who are gifted and talented are not always sufficiently challenged. |
| 2.2 |
The quality of pupils’ personal development is good overall and pupils develop good spiritual, moral, social and cultural skills. Opportunities for spiritual reflection by pupils are sometimes limited. A student council has been established since the last inspection, and the college holds a bronze Eco award. A good pastoral system is in place and pupils are appropriately supported. Attention to welfare, health and safety is outstanding. |
| 2.3 |
Governance is outstanding. Meetings of the governing body and its committees are regular. Members of the governing body are carefully selected according to their professional expertise. Governors have a clear oversight of the development of the college with aspirations for its future success. They provide proper support for leadership and management and ensure appropriate educational challenge through an education committee. There is close financial oversight and governors discharge their legal responsibilities effectively. They are mindful of their duty of care in relation to safeguarding, welfare, health and safety and ensure the monitoring and review of policies. Leadership and management are good overall. The SMT has been re-organised to respond to the deficiencies outlined in the previous inspection report but some managers continue to perform multiple roles, which detracts from the effective performance of their key responsibilities. Management has successfully responded to many of the issues outlined in the previous report including the development of ICT, improved reports, a system of monitoring the effectiveness of lessons and the development of independent learning. Governors, leadership and management are committed to providing further opportunities for parents to be appropriately consulted and involved in the life of the college. |
| 2.(b) |
Action points |
| (i) |
Compliance with regulatory requirements
(The range of the Independent School Standards Regulations is given in the Preface) |
| 2.4 |
At the time of the initial visit the college met all the requirements of the Independent School Standards Regulations 2010. |
| (ii) |
Recommendations for further improvement |
| 2.5 |
The school is advised to make the following improvements. |
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- Re-evaluate the effectiveness of the multiple roles performed by some managers.
- Develop and monitor closer co-operation and links between parents, governors, leadership and management.
- Extend the opportunities for gifted and talented pupils to be fully challenged.
- In the EYES, further develop the outdoor area as a learning resource.
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| 3. |
THE QUALITY OF ACADEMIC AND OTHER ACHIEVEMENTS |
| 3.(a) |
The quality of the pupils’ achievements and their learning, attitudes and skills |
| 3.1 |
Pupils’ overall achievements are good and, for the most part, they are well educated in accordance with the college’s aims. In lessons and in their written work pupils show good knowledge and understanding commensurate with their abilities. No significant differences were noted between the achievements of boys and girls. Pupils achieve well both inside and outside the classroom, with particularly strong sporting successes. |
| 3.2 |
Pupils develop strong skills in reading, writing and listening from the early years. They are articulate and confident in voicing their opinions. A wide variety of written work of a high standard exhibited variety and depth of interest, understanding, and showed that pupils clearly take pride in their written work. In subjects such as science, mathematics and geography the pupils are challenged by expectations and there is a good application of basic knowledge, skills and understanding. Pupils have good data handling skills and can present their results appropriately in graphic form. Their investigative skills in science are well developed across the range of abilities in the work and lessons seen. |
| 3.3 |
Pupils are confident in their use of ICT as a support for their learning. The opportunities in ICT for the development of independent research skills are good and this is a significant improvement from the previous report. The standard of creative work seen in art and design is very strong, for example the research projects on various artists in Year 9, realisation of the design of a pinball table also in Year 9 DT, and in the junior department the work of the DT club, with excellent examples of such work on display around the college. |
| 3.4 |
There is a wide variety of college teams and they perform well in inter-school matches. Pupils show excellent individual achievement in sport including national representation in swimming, surfing and squash and county representation in football, cricket, basketball, badminton, rugby and gymnastics. The pupils also achieved success in a recent area public speaking competition as well as in a Grade 8 piano music examination. Currently, a pupil in Year 5 is in the touring production of ‘The Sound of Music’ and another pupil is figure skating at a high level. |
| 3.5 |
The following analysis uses the national data for the years 2007 to 2009. These are the most recent three years for which nationally comparative statistics are available. Attainment in standardised tests in the junior department has been slightly higher than national norms and results in GCSE have been above the national average for maintained schools. The results at GCSE are in line with pupils’ abilities and their progress is commensurate with the norm for pupils of similar ability in the maintained sector. |
| 3.6 |
Pupils are mostly polite and have a positive attitude to their learning, and they are well-motivated, confident and co-operative learners. Pupils generally settle quickly to work individually or in groups co-operatively, they persevere and for the most part listen to each other and their teachers with courtesy and attention. |
| 3.7 |
The last report noted that the standard of classroom management in a few lessons hindered the progress of other pupils. This inspection noted some improvement, and concluded that in the majority of lessons pupils’ behaviour was good overall. However, in some lessons observed a small minority of pupils in the senior school still hindered the progress of others. The standard of behaviour of the pupils around the college is generally good. |
| 3.8 |
The pupils’ questionnaires revealed concern regarding the work given to be completed out of class to help pupils learn. The inspection concluded that there was no clear evidence that this remains an issue. |
| 3.(b) |
The contribution of curricular and extra-curricular provision (including community links of benefit to pupils) |
| 3.9 |
Curricular provision is good overall. Pupils in Nursery and Reception follow the EYES curriculum. In Years 1 to 6, the college broadly follows the National Curriculum, enhancing learning opportunities by offering discrete lessons in French, drama and food technology. Pupils’ skills in DT have been successfully developed, as recommended in the previous inspection. Religious studies (RS) and ‘golden time’ play a significant role in supporting the school’s aims in instilling Christian values. Personal, social and health education (PSHE) activities take place during ‘circle time’ and, in Years 5 and 6, during dedicated lessons. |
| 3.10 |
In Years 7 to lithe three sciences are taught separately. Spanish is introduced and pupils participate in Combined Cadet Force (CCF) activities and, since the last inspection, a short course in ICT has been introduced. PSHE is provided by termly themed days. The small minority of pupils for whom it is deemed inappropriate to study a modern foreign language at GCSE use the time to develop their other GCSEs, or receive support in basic skills. The last inspection found that the science options impacted upon the selection of other options. Now, all students complete the dual science course and triple science is available as part of the option system. |
| 3.11 |
Pupils in Years 10 and 11 continue to participate in CCF, and recently the Duke of Edinburgh’s Award scheme has been introduced in Year 10 to promote community work. A work experience opportunity is offered for all pupils in Year 10 and links with West Sussex Careers Department provide specialist advice for Year 11 pupils. Pupils are withdrawn from mainstream lessons for instrumental lessons, and preparation for London Academy of Music and Dramatic Art (LAMDA) examinations takes place in extra-curricular time. A small number of pupils with LDD are withdrawn for specialist learning support. |
| 3.12 |
The college aims to identify and remove, where possible, barriers to learning for all its pupils; currently, all pupils who have been identified by the college as having LDD receive specialist learning support in order to access the curriculum and one of the five pupils who have EAL receives additional help. A substantial minority of parents in their questionnaire responses expressed dissatisfaction with provision for pupils with LDD. The inspection found that in a few cases referrals had been made somewhat late, but the support was effective. The gifted and talented provision has yet to be fully developed. |
| 3.13 |
The curriculum is supported and enhanced by a good range of high level extracurricular activities available for pupils from Year 1 to Year 11. This includes a variety of sports, drama, ICT, art, music and DT and these activities are well led and enthusiastically attended. |
| 3.14 |
The college has responded to the previous inspection findings by creating a new post of assistant head with responsibility for the curriculum in Years 7 to 11, for overseeing data to inform planning and for managing heads of department. The impact of these changes has yet to be evaluated. Since the last inspection the college has made good progress in developing its ICT provision and a virtual learning environment is currently being developed. |
| 3.(c) |
The contribution of teaching |
| 3.15 |
The quality of teaching is good overall and a number of lessons observed were excellent. Teaching is successful in supporting the ethos of the college. Teachers in both the senior and junior departments know their pupils well and relationships show mutual respect, creating a positive environment conducive to learning. |
| 3.16 |
Specialist teachers have good knowledge of their subjects and use this constructively to both challenge and motivate their pupils. Pupils respond well to lessons which have a lively pace and use a variety of resource material. Clear learning objectives are set out at the beginning of the majority of lessons, and question and answer sessions or self-evaluation tasks are frequently used to encourage pupils to show responsibility for their own learning. In many lessons questioning is used sensitively to help pupils of differing abilities to make progress. Some plenary sessions, bringing together the outcomes of a lesson, are used to good effect. A smaller number of lessons observed, although well planned, in practice depended too much on teacher input and resulted in passive rather than independent thinking and learning. |
| 3.17 |
Teaching shows a good variety of methods and in some cases is very imaginative. In the most successful lessons teachers’ high expectations of their pupils’ behaviour and achievements encourage them to give of their best. Teachers use the good quality resources appropriately, and pupils benefit from the varied teaching strategies employed to make learning enjoyable and stimulating. Good planning supports interesting teaching. Interactive whiteboards are used effectively to make lessons more stimulating. |
| 3.18 |
Assessment is good and it is used to inform planning. Target setting is enabling pupils to understand how well they are learning, as well as giving them useful information on how to improve. Marking is generally very good with encouraging and informative comments much in evidence. |
| 3.19 |
Since the last inspection pupils of all ages have benefited from the increased opportunities to be independent in their learning. Co-ordination and monitoring of the teaching are more structured and effective, resulting in a more consistent standard, The provision for pupils with specific learning difficulties has been considerably extended and improved since the last inspection. Teachers are now well informed by the learning support staff of pupils’ specific needs, which are efficiently identified and carefully monitored, allowing such pupils to make good and, in some cases, excellent progress. |
| 3.20 |
The parents’ questionnaire revealed concern regarding the provision of support for pupils with specific learning difficulties and those who are gifted and talented. The inspection found that although work matched to pupils’ abilities and extension work are now more widespread in their use, the overall provision for gifted and talented pupils remains satisfactory. With regard to learning support the inspection found that improvements in communication have recently been implemented and the current provision is now effective. |
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| 4. |
THE QUALITY OF THE PUPILS’ PERSONAL DEVELOPMENT |
| 4.(a) |
The spiritual, moral, social and cultural development of the pupils |
| 4.1 |
The quality of the spiritual, moral, social and cultural development of the pupils is good and the college fulfils its aims to foster a happy, secure, disciplined environment, in which each individual’s contribution is valued. As at the time of the last inspection, all staff set an example to pupils and contribute positively to pupils’ personal development by example and encouragement. |
| 4.2 |
Pupils’ spiritual development is good. Once a week pupils attend a church assembly taken by the local vicar. Year 4 RS work on creation demonstrated pupils’ knowledge of other faiths and different beliefs including Islam, Hindu and Native American beliefs. Some assemblies seen did not promote spiritual development as there was no time for reflection or prayer. Written junior prayers were seen after the Haiti disaster. A Year 3 RS lesson taken by Methodist minister involved all pupils in re-enacting a baptism which created a sense of respect and awe. |
| 4.3 |
Pupils are confident and show a strong sense of right and wrong. They understand the need for rules and sanctions and follow agreed codes of conduct and the college ethos, ‘Respect for self; respect for others; responsibility for our actions’. All pupils interviewed endorsed the use of conduct marks: four good conduct marks are notified to the head and parents and four bad conduct marks are similarly notified to relevant staff and parents. The college curriculum helps to engender moral development; for example, in Year 10 RS homework to consider good and evil, pupils showed mutual respect for teachers and for one another, listening carefully and valuing contributions. |
| 4.4 |
Pupils gain in self-esteem and self-confidence as their achievements are acknowledged, for example with house points, in Super Heroes assemblies and on the Wall of Fame. They are encouraged to be thoughtful of others and enjoy carrying out responsibilities such as librarian, house captain or form helper. The house system brings a sense of community and instils loyalty. Staff commented on the promotion of team work alongside ambitions to succeed and pupils collaborating successfully and sharing feelings confidently. |
| 4.5 |
Pupils develop a good sense of cultural identity and respect the values of other cultures. They visit France, learn the language and discuss the work of French artists. Year 7 pupils spoke about their enthusiasm for Shakespeare’s ‘A Midsummer Night’s Dream’ and house, music and sport competitions encourage cultural awareness. Events such as drumming workshops and a visit to Chichester Festival Hall for a music concert help pupils to gain cultural insights. Some poetry by junior pupils has recently been published and a visit by an author has promoted literacy. |
| 4.6 |
Pupils understand citizenship and learn about public institutions partly from direct experience of voting for the student council established since the last inspection and also from visits by a mayor and a local MP. A Year 11 group recently visited the Houses of Parliament. The junior curriculum includes visits from the police and fire officers, as well as a road safety officer. Pupils support charities and the local community by visiting the local hospice and providing harvest food for the elderly as well as fundraising for the local Royal National Lifeboat Institution. Since achieving its Eco bronze award showing awareness of the need for sustainability the college is seeking to upgrade to silver. |
| 4.(b) |
The contribution of arrangements for welfare, health and safety |
| 4.7 |
There are thorough systems for pastoral care, which was judged to be good in the last inspection and continues to be so. Health and safety procedures are excellent. The staff ensure that there is a caring, supportive environment and encourage good behaviour, which was seen in most lessons. Pastoral records are maintained carefully and transfer information efficiently for the next stage of education. All pupils interviewed were confident that if they have a concern there is always a member of staff to help them and the staff know the pupils well, responding to their needs. |
| 4.8 |
The safeguarding policy is compliant with regulations and implemented successfully. The child protection officers are suitably trained and all staff receive appropriate training in child protection measures. Appropriate risk assessments are carried out and any health and safety concerns are dealt with promptly. The college makes good medical provision for sick children with an appropriate room staffed by a matron. The college has a suitable plan to improve educational access for pupils with disabilities. |
| 4.9 |
Pupils are encouraged to be healthy and to enjoy their meals, developing good eating habits and relaxed social interchange. They take regular exercise with plenty of opportunities provided both within and outside the curriculum. The admission and attendance registers are properly maintained and correctly stored for the previous three years. |
| 4.10 |
There are appropriate policies for anti-bullying and behaviour. Although pupils’ and parents’ questionnaire responses raised the issue of bullying in the junior school, thorough investigation by inspectors found no evidence to support these comments. Systems are in place to support pupils so that they can raise any concerns, and these are dealt with promptly and sensitively. Pupils interviewed commented on how, since the last inspection, student council suggestions had been implemented, for example by improvements to playground facilities. They also felt confident to approach any staff on duty. Two yellow suggestion boxes and speedy communication of information among staff by intranet, and with pupils by email, all ensure that matters are recorded and followed up. |
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| 5. |
THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT |
| 5.(a) |
The quality of governance |
| 5.1 |
Governance is excellent. Governors have an effective oversight of the development of the college, with clear aspirations for its future success, and provide challenge and stimulus for growth and improvement. Governors provide proper support for the head and staff, together with appropriate educational challenge, and at least two governors are qualified teachers, one being a former headmaster. The governors have set up appropriate committees to discharge their legal responsibilities. There is proper, close financial oversight by the finance committee, and other committees ensure that the governors discharge their legal responsibilities effectively and meet all of the appropriate regulations. Meetings of the committees are frequent enough to deal effectively with matters of concern. They receive detailed papers and ensure that full records are kept, taking expert advice when necessary. They provide appropriate support for the head and staff and have a long-term planning strategy. Governors provide an effective oversight of educational development, financial planning and investment in resources. Standards are monitored and individual policies are thoroughly evaluated. Governors are recruited with appropriate professional expertise and have completed the necessary recruitment checks, received induction and are provided with adequate training for their responsibilities. |
| 5.2 |
Governors delegate executive responsibility to the head and general manager, with whom they have good working relationships. Governors have attempted to respond to the interests and concerns of parents and pupils as expressed in questionnaires. The college had already conducted its own questionnaire and re-launched the parents committee. |
| 5.3 |
Governors are mindful of their duty of care in relation to their responsibilities for safeguarding, welfare, health and safety. They ensure the future development of the college through a detailed key performance indicators policy and are currently examining detailed proposals for the further development of the site. |
| 5.(b) |
The quality of leadership and management |
| 5.4 |
Leadership and management are good overall. The SMT has been re-organised to respond to some of the deficiencies outlined in the previous report. Although there is monitoring of the curriculum in the senior department, this is not yet sufficient in the junior department. Some members of the SMT continue to bear an overwhelming burden of whole college responsibilities as well as key stage responsibilities, and some members of middle management are required to perform multiple roles which detract from the effective performance of their key responsibilities. |
| 5.5 |
The SMT has been considerably improved since the last inspection. Leadership has been successfully focused on curriculum development and the tracking of pupils’ progress. Regular meetings are held and detailed minutes recorded. There is now an effective appraisal system, as well as a good scheme for monitoring the work set and marked through the review of pupils’ work. A scheme of lesson observations has been effective in raising standards and the quality of the information seen in lesson plans was outstanding. Management has also successfully responded to a recommendation in the previous inspection and has improved the quality of pupils’ reports. |
| 5.6 |
Individual teachers heading departments are grouped to provide mutual support and consistent development but middle management does not yet ensure effective delivery of all the college’s aims to provide a good all-round education in accordance with its charitable foundation. |
| 5.7 |
Leadership and management provide clear educational direction which is reflected in the standard of pupils’ personal development and the quality of their education. Although achievement is monitored and priorities are set, there is insufficient clarification of the different management roles. Management ensures that sufficient staff of high quality are recruited and suitably trained for their roles in safeguarding, welfare, health and safety. |
| 5.8 |
Management has appropriate arrangements for checking and recording the suitability of staff including governors, volunteers and other adults. It has been energetic in seeking to resolve most of the issues outlined in the previous report relating to the development of ICT and the lack of opportunities for independent learning. However, the quality of behaviour in the senior department and the development of the gifted and talented pupils in order to ensure that all pupils are suitably challenged remain areas for attention. |
| 5.(c) |
The quality of links with parents, carers and guardians |
| 5.9 |
Links between the college and parents are generally good, supporting the academic and personal development aims of the college. A large majority of the parents’ questionnaire responses indicated approval of the amount and quality of information provided, about their children’s progress in particular and the college and its policies in general. |
| 5.10 |
The college issues half-termly mark orders and full formal reports twice a year. In response to the last inspection, all reports now provide grades for both effort and attainment. Parents’ evenings are held at least once a year and always in the term in which a formal report is not sent home. However, a significant number of parents expressed reservations about the speed with which they are informed of a child’s misbehaviour. The inspection found that parents are notified immediately upon the event of a major behavioural problem and are formally notified via the form tutor if a child accumulates four misconduct marks for minor indiscretions in accordance with college policy. |
| 5.11 |
A majority of parents feel that they receive timely responses to any concerns they may have but a significant minority expressed reservations about the handling of concerns. The inspection found that the college communications policy currently offers no undertaking to reply to email communications within a certain time frame. |
| 5.12 |
The easily navigable website is updated regularly and features a wide range of general and specific information, such as detailed sports information relating to individual pupils. Pupil planners are used for communicating minor day-to-day matters. There are informative half-termly newsletters and brochures to introduce the college to new families. |
| 5.13 |
Despite the college’s recent attempts to involve parents in the life of the college the responses in the parents’ questionnaire indicate that not all parents feel appropriately consulted and involved. A minority of parents feel that the college does not encourage parental involvement. Inspection evidence indicates that this is not the case. Some parents are involved with extra-curricular activities. The Parents’ Association, which had begun to flag, was reinvigorated in September 2010 and raises funds for the college. Replacing the annual forum, the last of which was sparsely attended, parents were recently invited to hear a guest speaker discuss Internet safety. At this event parents were given the opportunity to raise general concerns but none were raised. |
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What the school should do to improve is given at the beginning of the report in section 2 |
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| 6. |
THE EFFECTIVENESS OF THE EARLY YEARS FOUNDATION STAGE |
| 6.(a) |
The overall effectiveness of the early years provision — how well the school meets the needs of children in the Early Years
Foundation Stage |
| 6.1 |
The effectiveness of the setting is outstanding. Children’s needs are met exceedingly well through a broad range of activities and all make significant progress in their learning and achievement. Staff create a welcoming environment where each child is valued highly. Children are effectively safeguarded. Rigorous self-evaluation enables existing high standards to be maintained and also identifies areas for further development. Since the last inspection, communications with parents have been significantly extended and they are extremely positive about the setting and all that it does. |
| 6.(b) |
The effectiveness of the leadership and management of the Early Years Foundation Stage |
| 6.2 |
Leadership and management are outstanding. Implementation of effective policies, supported by detailed risk assessments, ensures the safety of the children. The strong links with parents, West Sussex County Council and other agencies contribute significantly to children’s welfare and development. Clear vision and high aspirations are communicated effectively and members of staff work very well together as a happy, caring team which regularly reflects upon its practice through self-evaluation, enabling planning for improvement. Careful observation and detailed assessment ensure that each child has an equal opportunity to succeed, supported by the careful use of a wide range of appropriate and accessible resources. |
| 6.(c) |
The quality of the provision in the Early Years Foundation Stage |
| 6.3 |
The quality of the provision is outstanding. Well-qualified and caring staff in a bright, welcoming setting enables children to make rapid progress in all aspects of the curriculum. The variety of resources helps the children to develop their imagination and creativity through role play and to acquire problem-solving skills. In Reception, the role play area is a house interior where dolls representing newborn babies can be cared for. The role play area in Nursery is a kitchen for which the children planned the equipment to be included and how it should be used. Although the outdoor area is well resourced, the school has identified this as an area for further development. An excellent balance is struck between child-initiated and adult-led activities. All children are cared for extremely well and are taught about keeping safe in many contexts. Regular checks of equipment both outside and in the rooms create a safe environment. |
| 6.(d) |
Outcomes for children in the Early Years Foundation Stage |
| 6.4 |
Outcomes for children are outstanding. They clearly enjoy school and make impressive progress towards the achievement of the early learning goals given their different starting points. By the end of the Foundation Stage, they achieve high standards in all six areas of learning. Relationships are excellent. Children settle very well in the Nursery class, are beginning to make independent choices and can recognize colours, sounds and simple numbers, By the end of Reception most children are exceeding expectations in early writing and numeracy, and are confident in using computers to click and drag shapes to make pictures or answer simple problems presented on the interactive whiteboard. Children develop a strong sense of personal safety and are very happy to talk freely to adults. They are clearly developing sound skills for future life as they show consideration for others and become more articulate and confident. Children develop the awareness that personal hygiene, exercise and healthy eating are all needed to achieve a healthy lifestyle. |
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Section 2 includes what the Early Years Foundation Stage should do to improve its provision. |
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