What is Learning at RONEC?

At RONEC we encourage all children to take the lead in their own learning, this is done through a ‘Moment to Moment’ Planning approach. ‘Moment to Moment’ planning follows the cycle of ‘observation, assessment, planning and observation’.

We work in this way because “Babies and young children are experiencing and learning in the here and now, not storing up their questions until tomorrow or next week.  It is in that moment of curiosity, puzzlement, effort or interest – the ‘teachable moment’ – that the skilful adult makes a difference.  By using the cycle on a moment-by-moment basis, the adult will be always alert to individual children (observation), always thinking about what it tells us about the child’s thinking (assessment), and always ready to respond by using appropriate strategies at the right moment to support children’s well-being and learning (planning for the next moment).”

High-level involvement occurs in child-initiated activity. This occurs most often when children are able to pursue their own interests in an enabling environment supported by skilled staff; this is when the brain is at its most active. Therefore, whenever possible the adult goes to the child. The child is not called to come to the adult. This then results in deeper level learning and an embedded understanding of what they have learnt.

We are an inclusive school. All children and their families are welcomed here. We aim to adapt our environment and curriculum to meet the needs of each child and take physical and learning disabilities into account.

The role of the adult

The adults are there to facilitate the children’s learning and to enhance and extend the children’s learning at the appropriate level. They do this through observations and interactions.

Our adults know the children very well and have a sound understanding of child development. They use this knowledge in order to further support all children. Key workers are the first point of call for parents; key workers will inform parents if they have concerns about an area of a child’s learning or development.

Children who have Special Educational Needs and Disabilities are supported in their class by their key person and other team members. They learn to make relationships with a variety of people and the wider staff team learn how best to meet their needs. The school Special Educational Needs Coordinator (SENDCo) talks with families, key people and appropriate outside specialists such as speech and language therapists and physiotherapists so that everybody can share their knowledge and expertise in relation to the child.

How do we record learning?

All children at RONEC will get a special book when they start, a child’s special book is where we record their learning, achievements and their progress, and we may highlight any concerns that we may have. Children and parents have access to their special book at any time and are both encouraged to add to and comment on its contents on a regular basis.

Activities that occur where teaching is happening are recorded in the children’s individual records and on the rooms ‘reflection’ sheets.  Each child will have a special week each term; this is a week where adults will take more of a focus on that child’s learning and targets. During this week, we also ask parents to support us by filling out a ‘WOW Moment’ sheet, which tells us if there are any amazing things their child has done at home.  Once a child’s special week is completed, their Keyworker will arrange to meet with the child’s parent/guardian in order to discuss the child’s progress and to set targets for the following term.