The Junior School, which is two form entry, consists of 16 classes altogether. There are three stages of development within the Junior School: the Foundation Stage which covers the Nursery and Reception years (3 to 5 years), Key Stage 1 (5 to 7 years) and Key Stage 2 (7 to 11 years).

The Foundation Stage starts when children enter Nursery and continues until the year in which they are 5 years old. The Foundation Stage covers six areas of learning:

1. Communication, Language and Literacy
2. Mathematical Development
3. Knowledge and Understanding of the World
4. Creative Development
5. Personal, Social and Emotional Development and
6. Physical Development.

These areas of learning are covered in an integrated way through a topic approach.

Throughout both Key Stage 1 and 2 the National Numeracy and Literacy Strategies are followed for Mathematics and English and all other subjects are based on the English National Curriculum. Physical Education, Music and Spanish are taught by specialist teachers.

Key Stage 1 covers Years 1 and 2 of the Junior School. The children follow a programme of work through which all the areas of the curriculum –Language, Mathematics, Science, History and Geography, Art, Design Technology and ICT– are followed, in line with the National Curriculum guidelines. The children are taught through a balance of whole class teaching, group work and individual teaching.

There are two classes per year group in Key stage 2, where the age range of the children is from 7-11 years.

Each class has its own class teacher for the core subjects of Mathematics, English and Science along with History, Geography, Art and Design and ICT, Music, Mathematics is set according to ability in all year groups, two groups being the norm.

Spanish classes are taught by Spanish graduate teachers and pupils of Spanish nationality follow the “Lengua” course which is recognised by the Spanish Ministerio de Educación y Cultura. Children start Spanish in Year 1 and receive three 40 minute periods per week. The children are set for Spanish. There are two first language groups and one beginner group. The number of periods is increased from three to four when the children reach Year 3 and they are divided into four groups from Year 4 onwards, where necessary.

Children take the End of Key Stage Tests and Tasks at the end of Year 2 (Key Stage 1) and Year 6 (Key Stage 2). These tests serve to indicate where strengths and weaknesses lie, thus helping in the planning of immediate and short term goals. The tests provide us with an effective, objective means of assessment which is reported to parents and which also ensures a smooth transition to schools in Britain for children of families who return to the U.K.

Children in other Year groups are also regularly assessed, for internal purposes, at the end of each academic year. The Nursery and Reception children are assessed according to the Foundation Stage Profile and Year 1 pupils are given a Transfer Test. Apart from end of term tests in December and in March, Years 3, 4 and 5 pupils are given the Q.C.A. tests in June. These tests mirror the style and content of the end of Key Stage tests.

Apart from this, the Years 2 to 6 pupils’ reading levels are assessed twice each academic year using the Suffolk Reading Tests and their non-verbal skills once.

There are coordinators for the Foundation Stage, Key Stage 1, Key Stage 2, English, Maths, Science, History and Geography, Art and Design Technology, ICT and PSHE (and Citizenship). They are responsible for providing staff support throughout the Junior School, leading staff meetings, reviewing policy, guidelines and resources as well as for liaising with Senior School colleagues.

Throughout the school, particular attention is given to children with special educational needs (SEN). Mr Peter Rouco, Runnymede’s educational psychologist, is responsible for the daily implementation of the SEN policy. Special educational needs are addressed through a process of referral and assessment which leads to the drawing up of an individual education plan (I.E.P.) in liaison with the teachers and parents concerned. The role of the school’s educational psychologist also involves early identification of difficulties and programmes of prevention. Outside agencies are also contacted to provide support.

The move from Junior to Senior school is coordinated by Mr John Hunter (Key Stage 2 coordinator) who works alongside Mrs Christine McGough (Middle school coordinator) and Year 7 teachers to ensure a smooth transition. Year 6 parents are invited to a meeting, usually held in May, at which the full implications of the transfer from Junior to Senior schools is discussed.