School Life

The Academy Day

Tree Tots

Depending on selected sessions and allocated places.

  • Morning: 8.30am to 11.30am (Breakfast Club available if booked from 8am)
  • Afternoon: 12.30pm to 3.30pm

Nursery

Children are allocated 15 hours as either a morning or afternoon session. Top up places are allocated if available.

  • Morning: 8.30am to 11.30am
  • Afternoon: 12.30pm to 3.30pm

Reception

  • Morning: 8.50am to 11.30am
  • Afternoon: 12.30pm to 3.20pm

Key Stage 1

  • Morning: 8.50am to 12.00pm
  • Afternoon: 1.00pm to 3.20pm

Key Stage 2

  • Morning: 8.50pm to 12.20pm
  • Afternoon: 1.15pm to 3.20pm

Timetable

7.50 am Breakfast Club for children booked in (excluding Tree Tots)
8.30 am Academy Gates opened for children supervised by parents and carers
8.30 am Morning Nursery Session Open
8.40am Pavilion doors opened children to enter as they arrive
8.50am School Day begins
Learning Begins
10.30am KS1 Break
10.45am KS2 break
Lessons
11.30 am Morning Nursery Session Ends
11.30 am Reception Lunch
11.50 am Key Stage 1 Lunch (staggered)
12.20 pm  Key Stage 2 Lunch (staggered)
12.30 pm Nursery Afternoon Session begins
12.30 pm Reception Afternoon Learning begins
1pm Key Stage 1 Afternoon Learning begins
1.15pm Key Stage 2 Afternoon Learning begins
Lessons
Afternoon Break at teachers discretion
3.20pm  End of Academy Day
Tree House for children booked in (excluding Tree Tots)
3.30pm Nursery Afternoon Session Ends
4.30pm 1 hr Tree House Session Ends
6pm Tree House Ends

Key Stages Explained

There are 3 Key Stages within the Academy. These are housed in their own pavilions. Staff work in close knit teams where all staff take responsibility for all children.

Key Stages Classes Ages
Foundation Stage Tree Tots, Nursery and Reception 2-5 years
Key Stage 1 Year 1 and Year 2 5-7 years
Lower Key Stage 2 Year 3 and Year 4 7-9 years
Upper Key Stage 2 Year 5 and Year 6 9-11 years

Underpinning each Key Stage is a strong and rigorous desire by staff to know each child as an individual and therefore make personalised decisions about the required provision needed to support and challenge the children’s progress.

Planning is skilled based within structures which allow staff to be creative and motivational in their teaching allowing and creating enthused, knowledgeable, independent and resilient learners.

Foundation Stage

Primary Focus: Personal, Social and Emotional Development, Talking and Listening and Basic Phonological Skills

Children enjoy a rich and inspiring learning environment where they can explore, experiment and investigate both indoors and outdoors. All children take part in a wide range of hands on and practical learning experiences on a 1-1, in small groups and in larger groups. There is a balance of self-initiated activities where the practitioner skilfully intervenes at the point of learning and focussed group learning.

Continuous Provision

Continuous provision in the Foundation Stage is where children are allowed to choose where they want to learn through play. During this time, activities are set up both indoors and outdoors for the children to access, both independently and with an adult. These activities are typically open-ended and encourage forensic thinkers in our children. All activities are based upon the children’s next steps in learning ensuring that children are challenged at all times.

Key Stage 1

Primary Focus: Reading and Basic Skills

Year 1

Throughout year 1, as a continuation from the Foundation Stage, children still have the opportunity to access some of their learning through continuous provision. This becomes more structured and challenging throughout the Autumn term. By the end of year 1, children enjoy whole class, small group and 1:1 teaching as well as accessing challenge activities in Kagan groupings, This diverse range of teaching opportunities allows all children to learn in an engaging and creative way.

Year 2

Following from year 1, children are now able to access learning in a more formalised way. This involves active personalized learning based on children’s interests. Children are encouraged to be independent learners through kinesthetic application projects.

Key Stage 2

Primary Focus: Basic Skills and Assessment for learning

From Year 3 to Year 6, as a continuation from Key Stage 1, children have the opportunity to access learning through practical based activities, following a variety of teaching strategies and approaches.

English is delivered following a timeline approach, which includes daily text interrogation with integral spelling, grammar and punctuation skills bursts and writing (both in groups and independently). We, at Lime Tree, encourage children to become authors and not just write for the sake of writing. The genres which we follow are tracked throughout the school and are covered through creative stimulus, personalised to the children’s interest.

Maths is taught through a skills and application approach, building on the basic skills taught lower down the school. Each lesson consists of skills bursts (a how to session) and then an application, which is a problem based approach set around a context the children may come across in their lives, if not now, but in the future. Again developing real mathematicians who have a love for numbers.

Theme is delivered through  the TASC approach focusing primarily on either Geography or History at any one time. This is again monitored to ensure that each Theme TASC is never repeated and is unique to them, again following the children’s interests and questions.

Throughout the whole of Key Stage 2 quality first teaching is our priority and intervention strategies are in place alongside this, which consists of whole class, small group and 1:1 teaching. Our diverse range of teaching approaches allows our children to continually learn whilst providing a nurturing environment where they strive to do their very best.

Assessment

As soon as your child begins with us then our job is to know what their strengths are and how we can build on them whilst supporting any areas that maybe causing some challenge. Continuous Assessment for Learning takes place which is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.

At Lime Tree Primary Academy we believe assessment should be thorough, manageable and relevant.  Pupil assessment is based upon the regular and rigorous gathering of information about children’s attainment and achievement through a combination of formal testing and teacher assessment which includes observations of the ways in which pupils respond both orally and in their written work, the skills they acquire and the understanding they display.  It is done by questioning, listening and scrutinising work. These assessments are then used to target provision and to reflect and build upon successful practice.

In Nursery a Baseline Assessment is carried out which allows us to track the children’s progress from their starting point. As the children progress through the Foundation Stage progress towards the Early Learning Goal and a good level of development is carefully monitored.

All children from Year 2 – Year 6 are formally assessed at 3 points during the school year, November, March, and June. Pupil progress meetings take place after these assessments to ensure effective provision is in place to give children the best possible chance to achieve their potential.

During the summer term children in Year 2 and Year 6 are assessed both by teacher assessment and also by Standard Assessment Tasks (SATS) prescribed nationally for all children of this age. The results of these statutory tests are reported to parents.

Parents Evenings are for all children from Nursery to Year 6. Parents and carers are invited for 2 consultations to discuss their child’s progress throughout the year. Each consultation consists of a 10 minute appointment in which you and your child’s teacher discuss your child’s current progress and attainment.  There is also an opportunity for parents to come and discuss their child’s end of year report in the Summer term.

If parents and carers have any queries around their child’s progress they are actively encouraged to come in and discuss them with a member of staff.

Every pupil registered in school has records held in school which cover curriculum reports, academic achievements, other skills and abilities and progress in school. Information held in these records is available to parents of the child if a written request is made. Only parents have the right to access these records.

The Dunham Trust Arts

Creativity and the arts plays an important part across all schools in the Trust. The Trust  currently employs an Artist in Residence who delivers a range of creative projects at each of the schools. This provides opportunities for children to participate in cross-curricular, joint creative projects and the opportunity to work alongside other schools.  All our schools are working together as part of The Dunham Trust Arts Festival, which is a celebration of the creative work taking place across our schools, which will culminate in a series of special events and workshops in June and July.

See more of the day-to-day work in our Instagram gallery.  Follow us @Dunhamtrustarts.