The Learning Journey

Offering a broad education to inspire children to become lifelong learners and extending beyond the National Curriculum.
  • Early Years

    Early Years

    As a school, we work with the Early Years department at the Bournemouth LA and we have attained numerous Early Years accreditation awards. In addition to meeting the expectations of the Early Years Foundation Stage, the children benefit from being fully integrated into the life of the School with extensive opportunities to access the facilities and resources available to the whole School.
    Children therefore enjoy a richer curriculum and broader experiences that give them a wonderful head start at School. 3 and 4 year-old children who attend Talbot House Preparatory School are eligible for an Early Years grant.
  • Early Years Foundation Stage (Age 3-5 years)

    Early Years Foundation Stage (Age 3-5 years)

    Kindergarten & Reception
    Boys and girls have their own well-equipped area within the school where good foundations are laid for formal learning. The Early Years Foundation Stage (EYFS) has six equally important areas of learning.

    There are three prime areas which are crucial for igniting children’s curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive. These three areas are:
    1. Communication and language.

      This involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

    2. Physical development.

      This involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

    3. Personal, social and emotional development.

      This involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

    In addition, there are four specific areas through which the three prime areas are strengthened and applied. These specific areas are:
    1. Literacy.

      This involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

    2. Mathematics.

      This involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers; calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

    3. Understanding the world.

      This involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people; places; technology and the environment.

    4. Expressive arts and design.

      This involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art; music; movement; dance; role-play; and design and technology.

    Assessment is continuous throughout the Foundation Stage. To ensure effective teaching and learning, practitioners use observational assessment to gauge a child’s development and understanding. Achievements are recorded throughout the year, making assessments based on day-to-day observations of a child’s achievements.

    Each area of learning has specific Early Learning Goals, which summarise the knowledge, skills and understanding that children should have gained by the end of the Reception year.

    These Early Learning Goals form the basis of the EYFS profile. This is a statutory assessment, designed to sum up the child’s progress across the entire curriculum. This profile is reported to parents alongside the summer school report and parents will have an opportunity to discuss the profile with the class teacher.
  • Key Stage 1 (Age 5-7 years)

    Key Stage 1 (Age 5-7 years)

    Years 1 & 2

    A wide curriculum is followed, with the mastering of basic English and Mathematics being the core aim. As well as foundation studies in Science, History and Geography, the children enjoy Art, Design, IT, Drama, Music, Games, Gym and Swimming. Children have French lessons from Year 1.
  • Key Stage 2 (Age 7-11 years)

    Key Stage 2 (Age 7-11 years)

    Years 3-6

    Children study to a demanding standard in subjects such as: English, Mathematics, Science, History, Geography, IT, French, PE, Swimming, Music, Drama, Technology, Art and Design. They are given a very solid grounding to ensure they develop a good understanding and they enjoy many enrichment activities to extend their knowledge and experience.

    Reports are issued twice a year, and parents are encouraged to attend a meeting with the Form Teacher each term. Children are assessed frequently to monitor progress. We also help prepare children for significant examinations as appropriate.
We aim to develop children by providing a broad and rich curriculum, so that they are stretched and challenged as far as possible in the context of a happy learning environment. We strive to be highly effective in this regard and we aim to ensure that our children are consistently exceeding standards and expectations for children their age.

Tests and assessments will vary according to the age of the pupils. They will develop from mostly observational assessment of children in the Foundation Stage to a wider range that includes formal tests as pupils progress up through the school.
We recognise that very able children have exceptional needs and therefore opportunities for curriculum extension and enrichment should be made available for these pupils in all phases from the early years onwards. The School and staff are committed to enriching the learning process for very able children and extending these pupils so they thrive in a challenging educational environment.
Children identified with non-severe learning difficulties such as mild to moderate dyslexia, dyscalculia and dyspraxia are supported through the intervention of teaching staff and teaching assistants. One to one or small-group sessions are available with a part time support teacher. The School does not however have a separate special needs unit.

If it becomes clear, that the learning or behavioural need is one that the School is unable to cater for adequately; the Headteacher, in consultation with the class teacher and other experts, where appropriate; shall meet with the child’s parents to discuss arrangements for a place at another setting where the child can receive the necessary support.