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03/11/18

Freshwaters Primary Academy Retweeted
Kelly Clark

Great day at my client with so much to celebrate https://t.co/GKstEPc7Xe

03/11/18

Freshwaters Primary Academy Retweeted
Little Parndon

Thank you for taking the time to visit Little Parndon today. The children loved talking to you and really appreciated your official opening of our new Library and Sensory room. https://t.co/K4tpGV8APC

03/11/18

Freshwaters Primary Academy Retweeted
Teaching School

What a line up for our ‘Leading School Improvement’ programme https://t.co/7qZsk6VwEx

04/07/18

Freshwaters Primary Academy Retweeted
Teaching School

Aspiring Heads and Middle Leaders sweated it out at their last CPLD session of this academic year with Mrs Laing , Mr Collins and Ms Walsh this evening &LPie https://t.co/zP3TqLCS73

30/06/18

Summer fete today 12-4pm. Lots of fun for all the family. Great work by the pta and staff. Please come along to support us. https://t.co/awDfA0IBYQ

21/06/18

Greece lighting for year 5 today. I hope you all enjoyed the trip! https://t.co/SiALGInZxp

20/06/18

Freshwaters Primary Academy Retweeted
Little Parndon

Science is alive! An amazing week organised by a very talented science leader. https://t.co/N9mbyw5qWA

20/06/18

Freshwaters Primary Academy Retweeted
Little Parndon

Best day ever! https://t.co/J8OODIdrpV

15/06/18

We've had an amazing 🇫🇷French 🇫🇷adventure today. Unfortunately our Ferry is late, so we are estimating an arrival time at 🇬🇧BurntMill🇬🇧 for 9pm.

15/06/18

Freshwaters Primary Academy Retweeted
BMAT MFLanguages

Another wonderful afternoon at Nausicaa with ....🇫🇷🇫🇷🇫🇷🇫🇷 https://t.co/ARQSVN2QOU

15/06/18

Freshwaters Primary Academy Retweeted
BMAT MFLanguages

Wonderful morning in the Old Town! Now onto Nausicaa with https://t.co/IneF8wejMe

15/06/18

Freshwaters Primary Academy Retweeted
Little Parndon

The Nausicaá was 'epic!' https://t.co/LcpOshdKza

15/06/18

Freshwaters Primary Academy Retweeted
Little Parndon

The old town https://t.co/bi9BWDd9jr

15/06/18

Freshwaters Primary Academy Retweeted
BMAT MFLanguages

On thé ferry with and ! France, see you soon! https://t.co/nRl4E4pPqq

15/06/18

Freshwaters Primary Academy Retweeted
Freshwaters Academy

Goodbye Dover. Bonjour France! https://t.co/6Vc1PElXbL

15/06/18

Goodbye Dover. Bonjour France! https://t.co/6Vc1PElXbL

15/06/18

Freshwaters Primary Academy Retweeted
E. Corinne Lee

Making good time. All smiles and very excited here https://t.co/e5of1S1PQk

15/06/18

Freshwaters Primary Academy Retweeted
BMAT MFLanguages

It’s the turn of and to go to Boulogne today! We’re on the coach to Dover! 🇫🇷🇫🇷

15/06/18

Freshwaters Primary Academy Retweeted
Little Parndon

We're off with . Next stop Boulogne! Who knew Mrs Lee could do this? https://t.co/a0yDFq5LZ1

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Outstanding Education

Supporting primary and secondary schools across Essex and North & East London, BMAT is a growing multi-academy trust with a singular vision: schools, teachers and pupils freed to succeed.

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EYFS

Freshwaters Primary Academy offers a curriculum which is broad and balanced and which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society. Our curriculum prepares pupils for the opportunities, responsibilities and experiences of life in the 21st century. Our curriculum comprises all learning and other experiences that we plan for our pupils. The national curriculum forms one part of the school curriculum. In addition to the national curriculum, we make provision for a daily act of collective worship and teach religious education, personal, social, health and economic education (PSHE) and sex and relationships education (SRE) to pupils at every key stage.

At Freshwaters, we follow the statutory national curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that are taught to all pupils.

The Early Years Curriculum

The Early Years curriculum comprises seven areas of learning covering each Early Learning Goal (ELG). To reach a Good Level of Development (GLD), pupils must achieve at least expected levels in the prime areas and in literacy and mathematics by the end of the Reception year.

The prime areas of learning:

  • communication and language     
  • physical development
  • personal, social and emotional development

The specific areas of learning:

  • literacy
  • mathematics
  • understanding the world
  • expressive arts and design

Characteristics of effective learning:       

  • playing and exploring
  • active learning
  • creating and thinking critically

Assessments are based primarily on observation of daily activities and events. Teachers and EYFS co-educators note in particular the learning which a pupil demonstrates spontaneously, independently and consistently in a range of contexts. Accurate assessment takes account of a range of perspectives including those of the pupil, parents and other adults who have significant interactions with the pupil.

For each ELG, teachers and EYFS co-educators judge whether a pupil is meeting the level of development expected at the end of the Reception year (expected), exceeding this level (exceeding), or not yet reaching this level (emerging).

Inclusion

At Freshwaters, we set high expectations for every pupil. We plan challenging work for pupils whose attainment is significantly above the expected standard. We carefully plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. We use a range of assessments to set targets which are deliberately ambitious.

All pupils are valued and are entitled to equality of educational opportunity. We take account of our duties under equal opportunities legislation that covers race, disability, sex, religion or belief, sexual orientation, pregnancy and maternity, and gender reassignment.

We work with families and specialists to identify pupils who may have special educational needs, some of whom also have disabilities. Lessons are planned to ensure that there are no barriers to every pupil achieving. The SEN Code of Practice includes advice on approaches to identification of need and outlines what needs to be done for them.

With the right teaching that recognises their individual needs, many disabled pupils may have little need for additional resources beyond the aids which they use as part of their daily life. We plan lessons so that these pupils can study every national curriculum subject.

We take account of the needs of pupils whose first language is not English. Monitoring of progress takes account of the pupil’s age, length of time in this country, previous educational experience and ability in other languages.

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