At Michael’s we have both a Nursery and Reception class.
For more information about availability of places in our Nursery and Reception classes, please contact the school office here.
Welcome to St Michael’s Catholic Primary School! As the Early Years Leader, I am delighted to extend a warm welcome to you and your family. Our school is a nurturing, inclusive, and vibrant community where each child’s unique gifts and talents are celebrated and developed.
At St Michael’s, we are committed to providing a holistic education rooted in the values of faith, love, and respect. Guided by our mission statement, “Holding God’s hand, we nurture hearts, minds, and spirits,” our dedicated and passionate staff work collaboratively to create a stimulating and supportive environment where children can thrive academically, socially, and spiritually.
In the Early Years, we understand the importance of laying a strong foundation for lifelong learning. Our curriculum is designed to be engaging and dynamic, fostering curiosity, creativity, and a love for learning. We believe that every child deserves the best possible start in life, and we strive to ensure that our youngest learners feel safe, happy, and valued.
We pride ourselves on our close-knit community, where parents and carers are valued partners in their child’s education. We encourage open communication and active involvement in school life, ensuring that together, we can support our children to achieve their fullest potential.
Thank you for considering St Michael’s Catholic Primary School for your child’s education. We look forward to welcoming you and embarking on this exciting journey of learning and discovery together.
Please inform us in writing of any term-time holidays. Please note that fees will still be payable for Nursery children.
Doors Open at 8.45am
Children are required to wear school uniform and the co-operation of parents is sought in maintaining high standards of dress.
It is of great help if all items of clothing are clearly marked with your child’s name.
*Please ensure all items of clothing are labelled with your child’s name
At St Michael’s Catholic Primary School, we adhere to the Early Years Foundation Stage (EYFS) statutory framework and incorporate the principles of Development Matters. These guidelines ensure our youngest learners receive a high-quality, play-based education that fosters their development and prepares them for future learning.
Through a balanced approach, we nurture each child’s heart, mind, and spirit, staying true to our mission, “Holding God’s hand, we nurture hearts, minds, and spirits.”
In the Early Years Foundation Stage (EYFS), assessment is a critical component to ensure that children receive the best possible start to their education. Nationally, the assessment framework for EYFS is designed to support children’s development and learning by providing a clear structure for measuring progress and identifying areas where additional support may be needed.
The primary national assessment tool for children in the EYFS is the EYFS Profile. The EYFS Profile is completed in the final term of the year in which the child turns five, typically at the end of the Reception year. This assessment summarises and describes children’s attainment at the end of the EYFS.
The EYFS Profile assesses children’s achievements in the following areas:
For each area of learning, there are specific Early Learning Goals (ELGs) which set out the expected level of development that most children should reach by the end of the EYFS. Teachers assess each child against these goals, determining whether they are:
Starting in the academic year 2021/2022, the Reception Baseline Assessment (RBA) was introduced as a statutory assessment for all children in Reception. This assessment takes place within the first six weeks of children starting school and serves as a baseline to measure the progress children make from the start of Reception to the end of Key Stage 2.
The results of the RBA are used to create a baseline measure for each child, which will help track their progress across their primary education journey. These results are not shared with parents or used to label or track individual children within the school.
A key aspect of EYFS assessment is observational assessment. Our staff observe children as they act and interact in their play, everyday activities, and planned activities, and they use these observations to understand each child’s development and learning needs. Observational assessment is continuous and forms the basis of the formative assessment process.
Formative assessment is integral to the EYFS. It involves practitioners using their observations to inform planning and to create a responsive learning environment. This ongoing process helps to tailor the learning experiences to meet the individual needs of each child, supporting their development in all areas of learning.
In addition to the formative assessments, the EYFS Profile provides a summative assessment at the end of the Reception year. This summative assessment provides parents, practitioners, and teachers with a well-rounded picture of a child’s knowledge, understanding, and abilities as they prepare to transition into Key Stage 1 (KS1).
Parents are provided with a written summary of their child’s attainment against the ELGs, along with commentary on the characteristics of effective learning. This report helps parents understand how their child is progressing and provides them with insights into how they can support their child’s learning at home.
At our school, we are committed to implementing the EYFS assessment framework effectively to support every child’s learning journey. Our approach includes:
By adhering to the national EYFS assessment framework, including the RBA, and implementing best practices within our school, we strive to provide a supportive and enriching learning environment that promotes the holistic development of every child.
Starting in the academic year 2021/2022, the Reception Baseline Assessment (RBA) was introduced as a statutory assessment for all children in Reception. This assessment takes place within the first six weeks of children starting school and serves as a baseline to measure the progress children make from the start of Reception to the end of Key Stage 2.
The results of the RBA are used to create a baseline measure for each child, which will help track their progress across their primary education journey. These results are not shared with parents or used to label or track individual children within the school.
Please encourage your child to become as independent as possible in these last few months before September as this will help the settling in process.
*Please note, if your child cannot do all of the following, please do not worry, just let us know.
