Underlying Principles

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o    Early Years:
          Testing of progress should be minimal and unobtrusive.
          Activities should be inclusive and focused on exploration and fun.
          Development indicators should be monitored but with a reasonable amount of leeway on when they ‘should’ be achieved.
          Socialisation and a wide breadth of experiences remains key in mental and behavioural development and future social cohesion.
          No homework of any kind
          Focus on nutritional support and fine motor skills development.
          Option for ‘wrap-around care’ of sufficient quality for working parents.

o    Key Stages:
          Preparation for Secondary through the gradual introduction of formal learning and minimal overt testing.
          Promotion of co-operative learning and activities, avoidance of individual competition.
          One homework project per half-term that explicitly compliments in-class activities.
          Recognition of social development and kindness as much as educational development.
          Option for ‘wrap-around care’ of sufficient quality for working parents.
          A close and open relationship between the parent(s)/guardian(s) and the school is critical to ensure that the needs of the child are met in both home and care environments.