Welcome to Exminster Community Primary School
Thank you for your interest in our school. The children, staff, parents and governors have created our Rainbow Values at Exminster Community Primary School.
The EPICentre of Learning.
Overview
Our Eco Team is dedicated to promoting sustainability and encouraging everyone to make small changes for a positive environmental impact. By raising awareness about climate issues and fostering a love for nature, the team inspires all children to take action.
Over the years, we’ve earned several Eco awards for our school’s contributions to environmental conservation. Some of our key initiatives include:
- Ch-Angels Project: Classes receive a recycled angel in exchange for pledging a small change to help the planet. These pledges include actions like turning off lights, reducing paper towel usage, walking or scooting to school, minimizing food waste, and avoiding single-use plastics.
- Climate Club: Led by Dr. Chris Jones from the Met Office, the Climate Club educates Year 5 and Year 6 students on the causes and consequences of climate change. Through engaging activities, including researching the climates of various countries and creating fun “Top Trumps” cards, students learn about the impact of climate change on a global scale.
- Promoting Random Acts of Wildness to encourage students to engage with nature, such as feeling the ground beneath their feet.
- Tackling littering issues, completing a litter audit and proposing practical solutions.
- Educating students on carbon footprints and the small actions we can take to reduce them.
- Celebrating a green Christmas, by using recycled materials for decorations, finding alternatives to wrapping paper, and reducing waste.
- Supporting biodiversity through the “Bees Knees” project, which raises awareness of the importance of bees and how to attract them to our gardens.
Through these activities, we aim to make a lasting impact on our children, helping them develop the knowledge and skills they need to care for our planet now and in the future.
These programs reflect our commitment to creating an inclusive, responsible, and compassionate community. Our goal is to empower children to take pride in their contributions, make informed decisions, and become active, caring citizens of the world.
School Learning Team
School Learning Team
The School Learning Team consists of two children from Year 1 to Year 6, who meet biweekly with the co-headteacher to discuss various aspects of school life and development. The team gathers feedback and opinions from their peers on different topics and presents these insights at each meeting. Through open discussions and collaborative decision-making, the children have a voice in shaping school experiences. This important role encourages skills such as active listening, summarizing, and thoughtful decision-making.
Each year, children are elected to represent their classes. Those interested in standing for election prepare short presentations to explain why they should be chosen. On election day, all children in Y1-6 vote, with the votes counted confidentially.
The representatives’ first task is to engage with the concept of ‘trusted adults’ within the school community, identifying individuals who provide support and guidance. This initiative helps to ensure that all children feel supported in their learning environment.
The team has also focused on raising awareness about global communities, such as the Nayamba School, and participated in a fundraising effort that supported this school. The fundraiser provided meals for the entire school for one whole month. This is now an annual fundraiser to continue one community supporting another.
Support for our wider community is one of our core values, and we encourage students to participate in meaningful initiatives, such as the annual shoebox appeal for children in Ukraine and Moldova, providing much-needed gifts.
In addition to these efforts, the School Learning Team promotes kindness by celebrating Random Acts of Kindness day. Through a series of activities, including complimenting peers, helping others, and showing gratitude, the children help foster a caring and positive environment.
The team has also contributed to improving our school’s development plan by providing feedback on writing support, exploring how children can further develop their writing skills. They have also celebrated the diversity of languages spoken by our school community. We are hosting a Mother Languages day to highlight the importance of cultural connections and celebrate our own diversity.
In recent discussions, the children were inspired by a talk from a school governor, who shared insights about her role and encouraged students to reflect on their experiences as members of the School Learning Team.
“It is invaluable for children to understand the importance of democracy and having a voice in decisions that affect them,” says Mrs. Whalley, co-headteacher and coordinator of the team. “I always look forward to our meetings and am continuously inspired by their ideas, which provide valuable insight into how we can create a better school experience.”
Mental Health Champions
Mental Health Champions
Supporting Children's Mental Health and Wellbeing
The Mental Health Champions role is designed to develop children's understanding of mental health and wellbeing across the school, ensuring every child feels heard, supported, and empowered.
Why Mental Health in Schools Matters
Mental health plays a crucial role in a child's ability to learn, develop relationships, and cope with challenges. Research shows that:
• 1 in 6 children aged 5-16 experience mental health challenges.
• Schools that prioritise mental wellbeing see improved academic performance and better emotional resilience in their children.
• Teaching mental health awareness from an early age helps children develop coping strategies that last a lifetime.
By promoting positive mental health at school, we give children the tools to manage stress, express their feelings, and support one another.
Our Mental Health Champions
Each class from Year 2 to Year 6 has two Mental Health Champions, specially trained to support their peers. Through their training, they have learned:
✅ How to look after their own mental health – understanding that self-care is essential in supporting others.
✅ Confidence-building strategies – helping them communicate effectively and support friends who may be struggling.
✅ How to be compassionate and generous – using kindness and empathy to uplift those around them.
✅ Recognising when a friend might need adult support – ensuring concerns are shared with school staff.
‘On Cloud Nine’ – A Space to Relax and Recharge
Our Mental Health Champions have helped shape an exciting project: ‘On Cloud Nine’, a dedicated space for children to relax and unwind. Located outside near to nature school, this area is designed to be a calm, peaceful retreat where children can take a break from the wider playground.
The Mental Health Champions have contributed ideas for this space, including:
Gardening – connecting with nature for mindfulness and relaxation.
Arts & Crafts – using creativity to express emotions.
Reading & Board Games – offering quiet, engaging activities.
Yoga & Mindfulness – teaching calming techniques for emotional regulation.
How You Can Help
Creating this space is a community effort, and we need your support!
Amazon Wishlist: We have put together a list of resources needed for the project. Any contribution—big or small—will make a difference! Click here to view the wishlist.
Donations & Sponsorships: Do you or someone you know work for a business that might contribute materials, funding, or expertise? We are looking for support in:
• Building small wooden hideaways for children.
• Purchasing and installing signage to promote strategies and provide positive messages.
• Donating plants, turf, or other resources to enhance the space.
Get in Touch: If you or your company can help in any way, please reach out to us at This email address is being protected from spambots. You need JavaScript enabled to view it..
Together, we can ensure that every child has access to a safe and supportive space to nurture their mental wellbeing. Thank you for being part of this important journey!
Mental Health Champions
Mental Health Champions
Supporting Children's Mental Health and Wellbeing
The Mental Health Champions role is designed to support children's mental health and wellbeing across the school, ensuring every child feels heard, supported, and empowered.
Why Mental Health in Schools Matters
Mental health plays a crucial role in a child's ability to learn, develop relationships, and cope with challenges. Research shows that:
• 1 in 6 children aged 5-16 experience mental health challenges.
• Schools that prioritise mental wellbeing see improved academic performance and better emotional resilience in their children.
• Teaching mental health awareness from an early age helps children develop coping strategies that last a lifetime.
By promoting positive mental health at school, we give children the tools to manage stress, express their feelings, and support one another.
Our Mental Health Champions
Each class from Year 2 to Year 6 has two Mental Health Champions, specially trained to support their peers. Through their training, they have learned:
✅ How to look after their own mental health – understanding that self-care is essential in supporting others.
✅ Confidence-building strategies – helping them communicate effectively and support friends who may be struggling.
✅ How to be compassionate and generous – using kindness and empathy to uplift those around them.
✅ Recognising when a friend might need adult support – ensuring concerns are shared with teachers or staff.
‘On Cloud Nine’ – A Space to Relax and Recharge
Our Mental Health Champions have helped shape an exciting project: ‘On Cloud Nine’, a dedicated space for children to relax and unwind. Located between the Reception classrooms and the Nature School, this area is designed to be a calm, peaceful retreat where children can take a break when needed.
The Mental Health Champions have contributed ideas for this space, including:
- Gardening – connecting with nature for mindfulness and relaxation.
- Arts & Crafts – using creativity to express emotions.
- Reading & Board Games – offering quiet, engaging activities.
- Yoga & Mindfulness – teaching calming techniques for emotional regulation.
How You Can Help
Creating this space is a community effort, and we need your support!
Amazon Wishlist: We have put together a list of resources needed for the project. Any contribution—big or small—will make a difference! Click here to view the wishlist.
Donations & Sponsorships: Do you or someone you know work for a business that might contribute materials, funding, or expertise? We are looking for support in:
- Building small wooden hideaways for children.
- Purchasing and installing signage to promote strategies and provide positive messages.
- Donating plants, turf, or other resources to enhance the space.
Get in Touch: If you or your company can help in any way, please reach out to us at This email address is being protected from spambots. You need JavaScript enabled to view it..
Together, we can ensure that every child has access to a safe and supportive space to nurture their mental wellbeing. Thank you for being part of this important journey!
Civic Award
Year 6 children have the opportunity to take part in the Torbay and Devon Civic Award. Mrs Nowell brought the Civic Award to Exminster in 2015 and it has grown each year. Now in its 10th year, the award encourages the children to take part in citizenship, take up new hobbies and grow in confidence and independence. Mrs Gibson works with the local community of Exminster to offer a variety of community citizenship opportunities for the children.
To achieve the award pupils have to prove their participation in the following areas:
- Active Citizenship in their school community . This could be as Digital leaders, Reading Buddies, School Learning Team or other positions of trust and responsibility in school.
- Active Citizenship in their home communities . In the past, pupils have taken part in beach cleans, bulb planting, helping at Brownies /Cubs/sports clubs and looking after people in the community. Pupils may also work with others to organise events in school to support local charities.
- A physical hobby(ies) and A non-physical hobby (ies) Children should spend about 30 minutes on average a week on their hobbies and one of them needs to be new to the child from the September of their Year 6.
- Residential experience and adventure training. This entails sleeping away from home and family and taking part in outdoor challenges.
- Children need to make a pledge to the planet during the time they are undertaking the award. Children will need to research ways to help save the environment and take action on at least one issue.
In June, the children present their portfolios of evidence and are interviewed by our assessors. They attend a presentation with other schools to receive their awards. To celebrate their achievements, Mrs Whalley invites the children to a breakfast to share their experiences.
If you would like further information, or feel you have a community opportunity you could offer to the school, please contact Mrs Nowell or Mrs Gibson through the school office.
Find more details about our 9 successful years here:
https://www.torbayanddevoncivicaward.co.uk/category/schools/exminster-community/
Community Library
September 2025
Free KS2 learning and 11+ preparation
Dear Parent / Guardian,
We’re pleased to let you know that Exminster Community Primary School has partnered with Atom Learning, the leading Key Stage 2 learning and 11+ preparation website, to provide free KS2 learning and 11+ support to primary school children who are eligible for Pupil Premium. Eligible students will receive access to Atom Home for free (normally £575.90 a year).
There is a 5-day free trial of Atom available for non-PP families. Atom Learning is a viable, more child-centric alternative to private tuition that we believe is a non-stressful and enjoyable way of making progress at KS2 and, when relevant, preparing for exams.
What is Atom Home?
Atom Home is an online learning and exam preparation platform for ages 7-11.
Covering English, maths, verbal reasoning and non-verbal reasoning, children can explore learning resources, mock tests, video tutorials, and exam preparation materials.
Do you know someone who is eligible?
If you know someone whose child is in need of extra Key Stage 2 learning support or is preparing for the 11+ (they do not need to be atending Exminster), please share this link with them:
https://atomlearning.com/pupil-premium/primary-schools
After completing the form on this page, their primary school will receive a notification to verify their pupil premium eligibility. Once confirmed by their school, their Atom Home account will be created.
If you would like to find out more, please email This email address is being protected from spambots. You need JavaScript enabled to view it..
For other families, there is a five-day free trial of Atom available: https://atomlearning.com/11-plus
Mr Herring
Exminster Community Primary School
Amazon wishlist
Each year, we put together Amazon Wishlists which give our parents, carers and wider school community the opportunity to purchase something which can enrich the children's edicational experience at school. This year, staff have put together a 'Wish List' of books they would like, which will enhance the teaching and learning in their classroom. Take a look and see...
Nature School
Goodbye Summer Hello Autumn - Kenard Pak - https://www.amazon.co.uk/Goodbye-Summer-Hello-Autumn-Kenard/dp/1627794158
Winter Sleep - Sean Taylor
It Starts with a seed - Laura Knowles
https://www.amazon.co.uk/Starts-Seed-Laura-Knowles/dp/1910277177
Busy Spring Nature Wakes Up - Sean Taylor https://www.amazon.co.uk/Busy-Spring-Nature-Wakes-Up/dp/0711271674/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=&sr=
Follow the Swallow - Julia Donaldson
https://www.amazon.co.uk/Follow-Swallow-Bananas-Egmont-Press/dp/140521788X
Reception:
https://www.amazon.co.uk/hz/wishlist/ls/22EHET8PXU4K1?ref_=wl_share
Year 1:
‘Tilda Tries Again: A Big Bright Feelings Book’ x 2 - https://amzn.eu/d/5vkC5i4
‘Children Introduction to Nature and Geography 20 Book Collection Set: (Bears, Big Cats,Crocodiles and Alligators,Coral Reefs,Deserts,Grasslands)’ https://amzn.eu/d/j75cpS7
‘You Choose in space’ x 2 - https://www.amazon.co.uk/You-Choose-Space-Pippa-Goodhart/dp/0141379308
‘You Choose Fairytales’ x 2 - https://www.amazon.co.uk/Choose-Fairy-Tales-Pippa-Goodhart/dp/0241488877
Search and Find Number of Numbers - Allan Sanders x 2 https://www.amazon.co.uk/Search-Find-Number-Numbers-Wood/dp/1786035367
ladybird first favourite tales – GINGERBREAD MAN x 2
ladybird first favourite tales – 3 LITTLE PIGS x 2
ladybird first favourite tales – 3 BILLY GOAT GRUFFS x 2
ladybird first favourite tales – GOLDILOCKS x 2
The Big Book of Bugs x 1 (Yuval Zommer)
Year 2:
The Great Fire of London - x 2 copies
https://www.amazon.co.uk/Great-Fire-London-Anniversary-1666/dp/0750298200
‘You wouldn’t want to explore with Sir Francis Drake - x 2 copies - https://www.amazon.co.uk/Wouldnt-Want-Explore-Francis-Drake-ebook/dp/B089D33BHS/ref=sr_1_7?crid=1W8S7U5382418&dib=eyJ2IjoiMSJ9.DjhXjmrKvVdu4xhTWWzzWX7tRCv6EuoPCSM-rrDhXG58c5ZZEti1pLoMrXLgANZSTsFFp5uc7MGgt-A-QFBckfy7PEn-vRqTiJBq2nesVGjiQ1BhbBh0txGAIxjG0rwcz1bONvoETDWwYMkIHYdZwUEqGpO9bB3Lksamj_qQrDdCm6bSg9HWe3H5AmYSPi3Fudi0K3co4alIFtpukhYH5h21zTwPLwuHrqRpcFLWfTw.XLz0fqn64xsUVEJCkMd_Wat4e-pi6bNUAHFelVWdqA4&dib_tag=se&keywords=sir+francis+drake&nsdOptOutParam=true&qid=1728898729&s=books&sprefix=sir+francis+drake%2Cstripbooks%2C73&sr=1-7
‘Can you get Rainbows in Space?’ x 2 - https://www.amazon.co.uk/gp/product/0241519721?tag=prhmarketing2552-21
‘Marcus Rashford The Breakfast Club Adventures’ x 2 - https://www.amazon.co.uk/Breakfast-Club-Adventures-Headless-Ghost-ebook/dp/B0D7HR4CKT?ref_=Oct_d_omwf_d_16269351_4&pd_rd_w=LS8mF&content-id=amzn1.sym.52751d05-b724-4120-8383-cd001400cf0a&pf_rd_p=52751d05-b724-4120-8383-cd001400cf0a&pf_rd_r=D4S4QWD3N59AT69WQRYR&pd_rd_wg=MAYzg&pd_rd_r=5e9ad982-6505-4b65-a5c3-7886e05a3108&pd_rd_i=B0D7HR4CKT
‘Gigantic’ x 2 - https://www.amazon.co.uk/Gigantic-Rob-Biddulph/dp/0008413436
‘The elephant and the sea’ x 2 - https://www.amazon.co.uk/Elephant-Sea-Ed-Vere/dp/0141376406
Year 3:
2 x copies of each
The Boy who Stole the Pharaoh's Lunch by Karen McCombie
The Dictionary of Difficult Words by Jane Solomon
Frida Kahlo - Little People, Big Dreams
Year 4:
Shaping the world: 40 Historical heroes in verse – Liz Brownlee x2 www.amazon.co.uk/Shaping-World-Liz-Brownlee/dp/1529036860/ref=sr_1_1?crid=13U3CS9OIHTAA&dib=eyJ2IjoiMSJ9._CXm_kAP-jWuXnKxRX_Ztw.pVTfhrVJxyCBYEXXHCcD5IEak-po1aXWjwlP9Nf69p0&dib_tag=se&keywords=Shaping+the+world%3A+40+Historical+heroes+in+verse+–+Liz+Brownlee&qid=1726516334&sprefix=shaping+the+world+40+historical+heroes+in+verse+liz+brownlee%2Caps%2C282&sr=8-1
Bright bursts of colour – Matt Goodfellow x2 www.amazon.co.uk/Bright-Bursts-Colour-Matt-Goodfellow/dp/1472963547/ref=sr_1_1?crid=38MRNGTWDBRF9&dib=eyJ2IjoiMSJ9.GSQ52Wlnnvls4z3HBMxriw.VsGzZXUv-5FzwDl-3nuUJ9fMC6VbvgxTKtEEn2GSFeU&dib_tag=se&keywords=Bright+bursts+of+colour+–+Matt+Goodfellow&qid=1726516389&sprefix=bright+bursts+of+colour+matt+goodfellow%2Caps%2C260&sr=8-1
Bombs and Blackberries – Julia Donaldson x2 www.amazon.co.uk/Bombs-Blackberries-Julia-Donaldson/dp/1444938908/ref=sr_1_1?crid=24NMYBEGSFCAK&dib=eyJ2IjoiMSJ9.jf7BZsn7hbP5YB-du05sQke6FNruu7LRtwq3UyY0BZk.cAd52C4OFrWnCYM8ouqMuu-Mab9HSZVe65jb-RNnIKg&dib_tag=se&keywords=Bombs+and+Blackberries+–+Julia+Donaldson&qid=1726516447&sprefix=bombs+and+blackberries+julia+donaldson%2Caps%2C186&sr=8-1
Stars with flaming tails – Valerie Bloom x2 www.amazon.co.uk/Stars-Flaming-Tails-Poems-1/dp/1913074676/ref=sr_1_1?crid=2MACO26F4ERZL&dib=eyJ2IjoiMSJ9.lgv-gJHgQB7-LUit1uHRow.LYaYgXxrPGgzL9LaFp2oye9kHT8XH1nTULmrFocIxRM&dib_tag=se&keywords=Stars+with+flaming+tails+–+Valerie+Bloom&qid=1726516481&sprefix=stars+with+flaming+tails+valerie+bloom%2Caps%2C241&sr=8-1
Year 5:
2 x copies of 'Inside the Villains' - https://www.amazon.co.uk/Inside-the-Villains/dp/1776571983
2 x copies of 'Dragonology.' - https://www.amazon.co.uk/Dragonology-Complete-Book-Dragons-Ologies/dp/0763623296
Year 6:
2 x copies of “Archipelago: An Atlas of Imagined Islands”
https://amzn.eu/d/dJOFWIX
2 x copies of “My Secret War Diary, by Flossie Albright”
Amazon wishlists
Phonics for parents
Phonics Intent
Statement of Intent
Reading and Phonics at Exminster Community Primary Schpool
At Exminster Community Primary School we are committed to providing great reading provision and developing pupils’ proficiency in, and love of, reading. We ensure that all children have the skills, knowledge and understanding to become confident and enthusiastic readers and writers. We believe that high-quality phonics teaching improves literacy levels and gives all children a solid base on which to build and develop their reading habits so that they read widely and often for reading and information.
Through daily, systematic and consistent high-quality phonics teaching, children learn to blend and segment words for reading and spelling. To allow our children to develop a strong phonic awareness and effective blending, decoding and comprehension skills, we have chosen to use a DfE Validated synthetic phonics programme (SSP) called FFT Success for All Phonics from FFT. The programme supports our intentions to teach children to read and write independently so that they are able to access a broad and exciting curriculum and flourish as learners throughout their time at our school.
Implementation
We maintain fidelity in the implementation of our phonics teaching by using FFT Success for All Phonics which allows the children to learn phonics through a highly structured programme of daily lessons across FS/KS1, using a variety of fun activities in multi-sensory and systematic ways. Each session gives an opportunity for children to revisit their previous experience, be taught new skills, practice together and apply what they have learned and celebrate their achievements. It follows the teaching principles of:
- • Revisit and Review
- • Teach and Model
- • Practise and Apply
- • Assessment time is incorporated to allow for consolidation so that children can secure their skills, knowledge and understanding.
The programme is underpinned by core principles designed to support all teachers and children.
Core principles:
- • Systematic Progression
- • Regular Assessment
- • Early Intervention
- • Multisensory Approach
- • Co-operative Learning
- • Application of Skills
A comprehensive set of decodable shared readers is provided by the programme and additional materials that a school already has that match the sequence can be used to supplement early reading. The FFT Success for All Phonics Scope and Sequence is set out clearly and provides detailed guidance and support for teachers to plan and deliver high quality lessons.
A synthetic approach to teaching ‘pure sounds’ and the skills of segmenting and blending are incorporated into the teaching and learning materials. Lessons are planned so that children build on their skills sequentially and systematically and can be adapted and modified to meet the needs of the children accordingly.
Children are regularly assessed informally by the teacher within the lessons and over a sequence of lessons to ensure they keep up. If children need additional support, they are provided with keep-up sessions to ensure they stay on track with the rest of the class. More formal assessments are completed every half term using FFT’s Reading Assessment Programme (RAP) which covers all KS1 assessments including phonics skills, decoding, reading fluency, comprehension and the Year 1 phonics screening check. Children who require further additional support (catch-up) are identified using a range of assessment information and will be supported through small group or one-to-one interventions such as Tutoring with The Lightning Squad, a reading tutoring programme where pupils work in small groups with a tutor to improve their reading skills. The tutoring is a blended approach with face-to-face tutoring supported by an online tutoring platform. The tutoring activities are designed and structured to improve reading skills, fluency, comprehension, spelling and phonics.
At the end of Year 1 children are statutorily assessed using the Phonics Screening Check. This screening check confirms whether the child has met the appropriate phonics standard and can be used diagnostically to identify areas that need further attention going forward. Children who do not meet the required standard will continue their phonics lessons so that they are ready to retake the screening at the end of Year 2. Through the FFT Success for All Phonics programme and our commitment to phonics teaching, children will be equipped with the skills, knowledge and understanding to decode unfamiliar words using a range of strategies. They will have a firm phonic base to support them on their literacy journey through school. They will develop their fluency and comprehension skills, take pleasure in exploring the rich literary world around them, acquire a love of reading and flourish as readers.
Phonics and Early Reading Policy
We use FFT Success for All programmes to support our mastery approach to early reading. We are committed to providing the very best provision so that all children master the skills to become confident, fluent readers and writers. We know that high-quality phonics teaching improves literacy levels and gives all children a solid base on which to build and develop their reading habits so that they read widely and often for information and pleasure. We have a strong emphasis on the development of language and give specific attention to developing vocabulary and speaking and listening skills.
Through daily, systematic and consistent high-quality phonics teaching, children learn to blend and segment words for reading and spelling. To allow our children to develop a strong phonological awareness and effective blending, decoding, fluency and comprehension skills, we have chosen to use a DfE-validated systematic synthetic phonics programme (SSP) called FFT Success for All Phonics from FFT. The programme supports our intentions to teach children to read and write independently so that they are able to access a broad and exciting curriculum and flourish as learners throughout their time at our school.
The phonics programme is part of a comprehensive package of programmes which we use to support a mastery approach to phonics and early reading. The FFT Success for All programmes (Phonics, Shared Reader, Tutoring with the Lightning Squad and Reading Assessment Programme (RAP) complement each other in highly effective ways and provide the tools that all our practitioners need to develop competent, fluent early readers, preparing the way for passionate and successful lifelong reading. We have strong fidelity to the programmes we have selected because we ensure that training is of the highest quality.
All staff have access to regular training and share best practice in school and with others. We are well supported by the team at FFT Success for All who offer responsive and up-to-date information and professional development. As a result, our staff are well trained and proficient in the teaching of phonics and early reading. Co-operative Learning strategies are embedded within the programmes and provide a platform where mastery teaching can take place. They support the generation of a ‘collaborative, thinking classroom’ where children are responsible and successful learners. Children are given opportunities to work in partnerships, use peer teaching and to support one another. They are encouraged to build resilience in their learning and become trained in the expectations of successful Co-operative Learning.
Suggestions are made within The Reading Framework for effective pair work and these are part of the Co-operative Learning pedagogy within FFT Success for All programmes. Implementation At Exminster Community Primary School we implement FFT Success for All Phonics which provides fully decodable reading books (Shared Readers), daily phonics and reading lesson plans, assessment tools, picture cards, mnemonics for letter formation and all other teaching resources needed to support the effective teaching of phonics from EYFS to the end of Year 1.
The programme is designed for daily use from the beginning of Reception, enabling children to make a smooth transition from Reception to Key Stage 1. The daily lesson plans cover all the main Grapheme–Phoneme Correspondences (GPCs) and Common Exception Words (CEWs) to provide children with the phonic knowledge and skills required for success in the Year 1 Phonics Screening Check. We also use FFT Success for All Phonics to teach children who are new to English or are learning phonics for the first time and we implement the phonics programme alongside FFT’s reading tutoring programme (Tutoring with the Lightning Squad) which can be used by schools to provide catch-up support for children where necessary and the Reading Assessment Programme (RAP) which we use as an effective diagnostic tool. The programmes are fully aligned to the revised Early Years Foundation Stage curriculum and National Curriculum programmes of study for reading in Key Stage 1.
Our aim is for children to become fluent, confident readers by the end of Key Stage 1. The programme is underpinned by a set of seven core principles designed to support all teachers and children.
Core Principles
- Systematic Progression
- · Introducing phonics and its application to early reading in a carefully sequenced and progressive way: moving from developing phonological awareness through rhyme to introducing Grapheme– Phoneme Correspondences (GPCs) in order, through a six-phased progression.
- · Practising the skills of blending and segmenting as new GPCs are introduced and reinforcing them throughout the programme.
- · Developing an increasing bank of accessible words, including Common Exception Words (CEWs).
- · Building confident readers through the consistent, systematic and daily teaching of the FFT Success for All Phonics programme with accompanying Shared Readers.
- Regular Assessment
- · Providing frequent and comprehensive formative and summative assessment opportunities to inform teaching and ensure that children’s progress is closely monitored.
- · Providing an opportunity for the early identification of children who may be at risk of falling behind.
- · Using the Reading Assessment Programme (RAP) as a diagnostic tool and to support formative and summative assessments.
- Early Intervention
- · Ensuring that the lowest attaining 20% of children also make progress and reach age-related expectations is fundamental to our mission to secure FFT Success for All children.
- · Providing dedicated time for review and consolidation of skills to ensure children needing extra support do not fall behind.
- · Providing Tutoring with the Lightning Squad to support catch-up and additional teaching to those children whose reading skills are below age-related expectations. The tutoring programme has an integrated assessment tool so that skills gaps are automatically identified and addressed.
- Multisensory Approach
- · Providing pacey and active lessons that balance short inputs of direct teaching with immediate whole-class response and engagement.
- · Providing multisensory lessons that engage all children in a variety of activities designed to support learning in fun and memorable ways.
- · Linking pictures and mnemonics to support the learning of each GPC and helping children to recall and remember.
- Co-operative Learning
- · Underpinning daily lessons with Co-operative Learning techniques in which learning skills are developed by teachers explicitly modelling behaviour for learning.
- · Using positive feedback to help children to understand when they meet expectations and for motivation.
- · Encouraging children to work together in supportive peer partnerships.
- Providing texts – Shared Readers – which are carefully aligned to progression in phonics skills, so that children are motivated to apply their new learning in a meaningful way.
- · Developing a separate, but linked, approach to the teaching of reading comprehension during the Shared Reader lessons.
The First Steps to Phonics programme is designed to introduce children gradually to phonics by first embedding phonological awareness before moving on to teaching Grapheme-Phoneme Correspondences (GPCs). The entire autumn term is spent teaching all seven aspects of Phase 1 of Letters and Sounds:
- General Sound Discrimination - Environmental
- General Sound Discrimination - Instrumental
- General Sound Discrimination - Body Percussion
- Rhythm and Rhyme
- Alliteration
- Voice Sounds
- Oral Blending and Segmenting
The aim is that children should become attuned to the sounds around them and start to develop their oral blending and segmenting skills before formal phonics sessions are introduced during the spring term. The programme seeks to reduce the cognitive load for children by gradually introducing more phonics skills during the year. This keeps early sessions short, which is appropriate for young children. It also enables them to understand and master initial skills before moving on to apply them for reading and writing. Throughout First Steps to Phonics, each GPC is taught over 2 days, instead of 1 day as in FFT Success for All Phonics lessons. This provides more opportunity for consolidation, helping children to remember the GPCs they are taught.
The first 12 weeks of the programme are used to support further provision in Reception as required. Daily Phonics Lessons in Reception and Year 1 Over the course of 3 terms, your children will cover the first 50 sounds in the developmental progression. The planning is divided into weeks or ‘Steps’ of the programme, with each Step covering a select number of GPCs. FFTs Success for All’s Scope and Sequence document sets this out.
During Term 1, children will learn 3 or 4 new GPCs per week, with the final day of the week being reserved for review and consolidation. Starting in Term 2, children begin to learn vowel digraphs at a pace of 1 per week. During Term 3, children continue to learn vowel digraphs along with common alternative spellings. The year concludes with 3 weeks of review to consolidate all Reception level content in preparation for Year 1.
To support both teachers and children, the phonics lessons follow a consistent daily structure with clear timing goals for each activity. This consistent approach enables lessons to be taught with pace as everybody understands the routine and what is expected. Each lesson lasts 25 minutes and follows the same basic sequence each day:
- • Review of Previously Taught GPCs (10 minutes)
- • Teach, Practise and Apply New GPC (15 minutes) Daily Shared Reader
Lessons in Reception and Year 1 Shared Readers are fully decodable texts in a wide range of genres that include familiar characters, settings and topics relevant to children of all ages. Over the course of 3 terms, children will on average read 32 Shared Readers linked to the progression of sounds in their daily phonic lessons. It is important that children don’t simply know their phonics but can apply that knowledge to the skill of reading itself. That’s why the Shared Readers are carefully aligned to the phonics lessons and allow children to practise reading the new and recently taught GPCs as well as the Common Exception Words to which they have been introduced. To support both teachers and children, the Shared Reader lessons follow a consistent daily structure with clear timing goals for each activity. This consistent approach enables lessons to be taught with pace as everybody understands the routine and what is expected. Each Shared Reader is designed to be read over 5 days.
In Reception Term 1, the lesson plans are 15 minutes long, before progressing to 20 minutes in Term 2 and 30 minutes in Term 3 in order to be ready for a full 30-minute session in Year 1. This is partly to accommodate the increasing length of the texts, as well as the introduction of sentence writing. In addition, the five-day schedule also provides opportunities to develop comprehension, fluent reading and to consolidate letter formation, spelling and sentence writing. During their reading sessions, children are introduced to conventions for grammar and punctuation, so they learn how they impact on reading. Understanding these conventions also aids comprehension and their ability, eventually, to write with meaning. Consolidation Time for consolidation is built into phonics and Shared Reader lessons so that children can revisit prior learning and consolidate their skills, knowledge and understanding. It is also a time to carry out summative assessments and to act on the analysis and information gathered.
Keep-Up and Catch-Up Guidance Children are provided with opportunities to keep up with the pace of learning in lessons, through additional sessions and within wider implementation across the curriculum in EYFS and Year 1. Targeted teaching and resources are used to support pupils at all levels to master the skills required for the next step in learning. Children who need to catch up more significantly will be provided with the support they need to make progress from their starting points and to master skills incrementally to achieve success. They will do this in a range of ways supported by the resources and tools provided within the programmes, by expert teaching and through the tutoring programme as necessary.
Tutoring Programme Tutoring with the Lightning Squad (TWL) is an approved tutoring programme that is designed to enable pupils to catch up with their reading skills. It provides assessment, planning and teaching tools for tutoring pupils in pairs or individually. The programme provides structured reading activities and practice to address skill development in fluency, phonemic awareness, phonics, vocabulary and comprehension. In a TWL tutoring session, pupils work in pairs on a computer. During the activities, partners take turns completing activities and providing feedback to each other. The member of staff works with pupils to provide support, teaching and helping them if they get stuck, conducting quick checks to verify mastery and providing feedback to ensure success.
Wider Reading and Home Reading Guidance. The children will bring home a hard copy of the shared reader weekly. Please ensure that these books are looked after, returned each week and transported to and from school in the plastic folder which has be provided. The online platform will also be available to select the text if you wanted to read the book online. Children will be familiar with this book from the Shared Reader lessons they have had during the week. Children may also bring a book for you to read to them. These are books that you regularly see on children’s bookshelves and in the library. They are stories that excite children and instil a love of reading.
Prioritising reading for pleasure
At Exminster Community Primary School we prioritise reading for pleasure by promoting reading and striving for mastery within the teaching and learning we offer. We have chosen FFT Success for All programmes because they set reading expectations high. The language in the Shared Readers is rich, varied and motivating.
We encourage active reading across the school by:
- · Reading to the children every day.
- · Offering a rich and diverse range of texts to children, opening their eyes to the world and different cultures.
- · Providing book areas in classrooms for children to select and have access to quality texts that are age and stage appropriate.
- Celebrating reading through events, visits, visitors and in assemblies
Parental Engagement
At Exminster Community Primary School we support parents to work in partnership with us so that they can support their child with phonics and early reading in the best ways possible. We provide information to help them understand our teaching methods and the programmes we use. Parents can access key information via our website https://fft.org.uk/phonics/ and the Parent Portal - https://parents.fft.org.uk/ and of course, we will answer parent questions about the programme, please direct questions to your child’s teacher.
Assessment
Making accurate assessments of individual pupils against key learning outcomes is essential for a mastery approach so that learning can be built incrementally in progressive and systematic steps as soon as they need to.
Assessment is used to monitor progress and to identify any child needing additional support. The assessment expectation across the programme is for daily, formative monitoring and feedback to be carried out and for this to be supported and validated by using the Reading Assessment Programme (RAP). RAP provides an effective diagnostic assessment tool which identifies a child’s strengths and areas of development and is used to inform the next steps in teaching and learning. Progress is demonstrated using the summative assessments as they provide an accurate and systematic picture and include elements such as an assessment of fluency. Assessment for Learning (AFL) - the day-to-day assessments a teacher makes to inform practice are part of everyday classroom practice. In phonics and early reading, they allow the teacher to identify children needing keep-up support. In the review part of each lesson, gaps can be identified and addressed and time can be allocated within consolidation days and weeks to address areas in which children are not as secure.
Frequent formative assessment opportunities are built into FFT Success for All Phonics in the form of Consolidation Weeks. These weeks are a vital part of the success of the programme as children will not always master a GPC the first time it is taught. Formative assessment is also based on daily classroom work and observation, capturing children’s responses to questions and their oral and written contributions, where these indicate their knowledge or use of a particular GPC. Similarly, children’s interactions with books and other texts will give teachers a good indication of how well they are able to apply their phonics knowledge and skills to reading.
Summative Assessments and the Reading Assessment Programme (RAP)
We use FFT's Reading Assessment Programme (RAP) to highlight strengths and identify areas of weakness in children's key reading skills. This information informs planning and helps to pinpoint the reading skills that need development, whether through catch-up intervention or whole-class teaching. Thereby 'plugging those gaps' and securing children's reading skills as they move through their primary school journey. There are 29 assessments within FFT's Reading Assessment Programme (RAP) all matched to the scope and sequence of the phonics and Shared Reader lesson content. Staff here at Exminster Primary School receive regular training and updates to ensure that the assessment information has a positive impact on outcomes for all our children. Statutory assessment We prepare children well to take the DfE Phonics Screening Check. This screening check confirms whether the child has met the appropriate phonics standard in Year 1 and can be used diagnostically to identify areas that need further attention going forward. Children who do not meet the required standard will continue their phonics lessons so that they are ready to retake the screening at the end of Year 2. We provide children with high-quality teaching and learning as well as access to past checks that are all held within the Reading Assessment Programme (RAP).
Impact
We monitor impact through the assessment data we obtain and through monitoring of practice. Analysis of data informs practice and supports ongoing developments in early reading so that all children master the skills, knowledge and understanding required to be confident and fluent readers. Lesson observations, shared pedagogical dialogue, shared best practice and an ongoing commitment to achieve the very best for all our pupils make for impactful practice. We set expectations high and measure the impact against these expectations. Our findings are built into action planning and are part of our continual cycle of improvement.
Whole School Commitment
We pledge our commitment to continued development with phonics and early reading and look to research and new initiatives to expand and enhance the provision we offer.
Sooper Books - Free School library
Sooper Books has kindly donated all of their award-winning stories and audiobooks to our school. Please use the following links to access the stories and audiobooks free of charge from school or from home:
Bedtime stories
A selection of the world’s best 5-10 minute bedtime stories and audiobooks
Fairy tales
A selection of classic fairy tales retold in a modern and fun way
Sooper Series
A selection of original stories in episode format. Each episode is a separate 10-15 minute story
Rhymes & Poems
A selection of 3-5 minute funny rhymes
Aesop’s fables
A selection of 3-5 minute moral tales, retold in a fun and modern way
OFSTED reports
Please click here to view school OFSTED reports
School Hours
Early Epic (Breakfast Club): 7:40-8:50
Drop off: 8:50-9:00
Collection: 15:25-15:30
Epic Eve (Afterschool Club):15:30-18:00
Total Teaching Hours in a Typical Week: 30 hrs
Climate Stripes
Climate Warming Stripes on Exminster school
What are Warming Stripes, or Climate Stripes?
Warming stripes are a great and easy way to easily visualise the world’s rising temperature and how our climate has changed.
They simply denote the average temperature of each year by a different colour, with blue colours showing cooler years and red colours warmer years. As our climate has changed over the last century, we see clearly how the stripes change from more blues to more reds, although individual years can still fluctuate up or down.
Here we are able to produce the warming stripes specifically for Exminster. They show how our climate has changed from 1884 up to 2021.
Why paint them on the school?
Education and awareness of environmental issues are vital to help prepare for a sustainable tomorrow. At Exminster Community Primary School we take great pride in our pupils’ interest and knowledge about the environment and the health of our planet. Concern for the community and the whole world aligns with our Rainbow Values.
By showing the warming stripes for Exminster we hope this serves as a reminder of the importance of environmental awareness and that climate change is with us here and now. They also show a solidarity with other places around the world where climate is changing and having a range of impacts.
Global and local climate
The whole world has warmed, but each location has its own individual history. National and local weather differences mean there is different detail, but the same big picture. Like a fingerprint these are unique for every location.
Why not visit https://showyourstripes.info/s/globe and see stripes for other countries. Do you have friends or family who live abroad? Or have you visited or lived abroad? You can see that each country has different data for their warming stripes, but no country can escape the “global” nature of global warming.
Where else can we see them?
Warming Stripes were the brainchild of Professor Ed Hawkins at the University of Reading. They have really taken off and are now commonly seen in many places to show awareness of climate change and support for environmental issues. Ed was excited to hear of our stripes and said, “I hope that these warming stripes for Exminster will start vital conversations about our changing climate and about the choices that we can all take to reduce carbon emissions.”
For example,
- Reading FC have warming stripes on their 2022 football kit: https://www.readingfc.co.uk/news/2022/june/21/show-your-stripes-and-share-our-hoops-for-the-future/
- Buses: https://www.reading-buses.co.uk/show-your-stripes
- Festivals: https://sites.reading.ac.uk/connected/2019/08/27/climate-stripes-at-reading-festival/
These are just some examples. To our knowledge Exminster is one of the first schools to proudly display their own Warming Stripes.
Data acknowledgement
The data for our warming stripes are obtained from the Met Office’s HadUK-Grid dataset of historical climate records for the UK (https://www.metoffice.gov.uk/research/climate/maps-and-data/data/index). We gratefully acknowledge help from Dan Hollis at the Met Office for helping process this data for us
Eco Team
Maths Games
RE and British Values
RE and British Values
RE can make a key educational contribution to pupils’ explorations of
British Values, and excellent teaching of RE can enable pupils to learn to
think for themselves about them.
The subject offers opportunities to build an accurate knowledge-base about
religions and beliefs in relation to values. This in turn supports children
and young people so that they are able to move beyond attitudes of
tolerance towards increasing respect, so that they can celebrate diversity.
Values education and moral development are a part of our school’s holistic
mission to contribute to the wellbeing of each pupil and of all people
within our communities. The RE curriculum focuses learning in some of these
areas, but pupils’ moral development is a whole-school issue.
Mutual tolerance
As a School, we do not accept intolerant attitudes to members of the
community: attitudes which reject other people on the basis of race, faith,
gender, sexual orientation or age are rightly challenged. A baseline for a
fair community is that each person’s right to ‘be themselves’ is to be
accepted by all. Tolerance may not be enough: RE can challenge children and
young people to be increasingly respectful and to celebrate diversity, but
tolerance is a starting point. It is much better than intolerance.
Respectful attitudes
In the RE curriculum attention focuses on developing mutual respect between
those of different faiths and beliefs, promoting an understanding of what a
society gains from diversity. Pupils will learn about diversity in
religions and worldviews, and will be challenged to respect other persons
who see the world differently to themselves. Recognition and celebration of
human diversity in many forms can flourish where pupils understand
different faiths and beliefs, and are challenged to be broad-minded and
open-hearted.
Democracy
In RE pupils learn the significance of each person’s ideas and experiences
through methods of discussion. In debating the fundamental questions of
life, pupils learn to respect a range of perspectives. This contributes to
learning about democracy, examining the idea that we all share a
responsibility to use our voice and influence for the wellbeing of others.
The rule of law
In RE pupils examine different examples of codes for human life, including
commandments, rules or precepts offered by different religious communities.
They learn to appreciate how individuals choose between good and evil,
right and wrong, and they learn to apply these ideas to their own
communities. They learn that fairness requires that the law apply equally
to all, irrespective – for example – of a person’s status or wealth. They
have the opportunity to examine the idea that the ‘rule of law’ focuses
specifically on the relationship between citizens (or subjects) and the
state, and to how far this reflects or runs counter to wider moral codes
and precepts.
Individual liberty
In RE, pupils consider questions about identity, belonging and diversity,
learning what it means to live a life free from constraints. They study
examples of pioneers of human freedom, including those from within
different religions, so that they can examine tensions between the value of
a stable society and the value of change for human development.
Intent
Intent:
All pupils at Exminster have the right to a broad and balanced curriculum
which is rich in learning experiences. Religion and Worldviews provides a
safe space for young people to develop their understanding of people,
cultures, faiths and relationships. It asserts the importance and value of
religious education (RE) for all, with on-going benefits for an open,
articulate and understanding society.
The principal aim of Religious Education and Worldviews at Exminster is to
explore what people believe and what difference this makes to how they
live, so that all pupils can gain the knowledge, understanding and skills
needed to handle questions raised by religion and belief, reflecting on
their own ideas and ways of living.
At Exminster, the core of Religion and Worldviews is three-fold:
1. Making sense of a range of religious and non-religious beliefs, so
that they can:
- Identify, describe, explain and analyse beliefs and concepts in the
- Explain how and why these beliefs are understood in different ways,
by individuals and within communities - Recognise how and why sources of authority (e.g. texts, teachings,
traditions, leaders) are used, expressed and interpreted in different ways,
developing skills of interpretation
2. Understand the impact and significance of religious and non-religious
beliefs, so that they can:
- Examine and explain how and why people express their beliefs indiverse ways
- Recognise and account for ways in which people put their beliefs
into action in diverse ways, in their everyday lives, within their
communities and in the wider world - Appreciate and appraise the significance of different ways of life
and ways of expressing meaning
3. Making connections between religious and non-religious beliefs,
concepts, practices and ideas studied, so that they can:
- Evaluate, reflect on and enquire into key concepts and questionstheir responses
- Challenge the ideas studied, and allow the ideas studied to
challenge their own thinking, articulating beliefs, values and commitments
clearly in response - Discern possible connections between the ideas studied and their
own ways of understanding the world, expressing their critical responses
and personal reflections with increasing clarity and understanding
We teach a syllabus that requires that all pupils develop understanding of
Christianity in each key stage. In addition, across the age range, pupils
will develop understanding of the principal religions represented in the
UK, in line with the law. These are Hinduism, Islam and Judaism.
Furthermore, children from families where non-religious worldviews are held
are represented in almost all of our classrooms. These worldviews,
including for example Humanism, will also be the focus for study in
thematic units.
Implementation
As part of the planning process, teachers are resourced with:
- A knowledge mat which outlines key vocabulary all children must
master; as well as ‘sticky knowledge’ for each learning question. - A class specific folder that outlines:
- Long term plan for the whole school
- Programmes of Study and planning steps for EYFS, KS1, LKS2 and UKS2
- Key questions for EYFS, KS1, LKS2 and UKS2
- Range of religious reference books
- Core concepts in world religions for teachers
- Assessment guidance for end of KS1 and KS2
- Assessment guidance for the end of each unit studied
Impact
Our Religion and Worldviews curriculum is high quality, well thought out
and is planned to demonstrate progression. Sufficient curriculum time is
set aside so as to allow children to achieve the standards set.
End of unit assessment takes place after each learning question has been
completed and enables the teacher to see if the child is deemed to be
making good or better progress. This is recorded in the class specific
folder.
In addition to this, we measure the impact of our curriculum through
regular learning conversations with children and staff.
Through discussions with school, parents/carers have the right to withdraw their child from all or part of RE.
French Intent
Intent:
In Year 3, the children begin learning French, which is often the first
language they will encounter when they progress to secondary education. As
a Latin-based language, it provides a solid basis for learning other
languages, with easily transferrable language skills.
Children will gain a deepening understanding of the world through learning
about French culture. They should begin to develop a foundation for further
language learning throughout Key Stage 2 which should prepare them for Key
Stage 3 and beyond. Our French provision should excite and engage the
children as they develop ways to express themselves in the language.
Implementation:
Exminster School provides a programme of study based on key aspects of
grammar, vocabulary and of the French culture. Children begin French
lessons at the beginning of Key Stage 2 and continue through until they
finish Year 6. We have links with a local secondary school to assist with a
smooth transition from primary to secondary language learning.
During lessons, the children will engage in activities such as:
· conversations in French
· singing songs and rhymes
· project-based work encompassing French cultures around the world
· listening to and reading texts in French
· writing in sentences based on phrases and vocabulary they have
practised in conversation
Impact:
Through enjoyment, the children will be able to develop their understanding
of the French language and way of life and use this to support other
aspects of the curriculum. The aim of this is to encourage the children to
be respectful of other cultures and ways of life.
The children will be able to discuss similarities and differences between
French and English, and talk about French traditions and culture. This
supports the teaching of grammar in both English and French.
The impact of our curriculum offer means that by the end of Y6 children
will be well prepared for either continuing French or for learning new
language at Secondary level.
Preparing for SATs (Year 6)
Vocabulary Progression
Freedom of Information
One of the aims of the Freedom of Information Act 2000 is that public
authorities, including all maintained schools, should be clear and
proactive about the information they will make public.
To do this the federation must publish a Publication Scheme and a
supporting Guide to Information, setting out:
- The classes of information which we publish or intend to
publish; - The manner in which the information will be made available; and
- Whether the information is available free of charge or on
payment.
All information in our Publication Scheme is available to you on request.
However, not all information that we hold can be made public; for example
personal information.
Publication Scheme
Under the Freedom of Information Act, all schools must adopt the following
model publication scheme which has been approved by the Information
Commissioner.
ICO Model Publication Policies
Publication Scheme: Guide to Information
Schools must also publish a guide to information that accompanies the
publication scheme.
This guide specifies:
- The documents available
- The format of the documents
- Any charges made for the information