Leading Year 1 Teacher Information
Address and contact details:
Manor House Lane
Preston
PR1 6HP
Mrs Sharon Kirkham: skirkham@holmeslack.lancs.sch.uk
Brief overview:
Our cohort of 30 children thrives under the guidance of a class teacher and up to three teaching assistants, all working collaboratively to create a nurturing learning environment. We blend high-quality direct teaching with rich opportunities for continuous provision and play-based learning, ensuring every child can flourish and achieve!
Our approach allows children still engaging with aspects of the EYFS curriculum to access developmentally appropriate learning while being supported to meet Year 1 expectations. We run a key worker system for targeted support and encourage parents to connect with us through our open-door policy.
If you’re curious about how we achieve this:
Blend play-based curriculum with National Curriculum expectations.
Use objective-led planning, continuous provision and whole class teaching.
Transition children smoothly from EYFS into KS1 with a built-in framework to enable our children to feel at ease coming into year 1.
Then come and visit our Year 1 environment! We’d love to show you how we make learning engaging and effective!
Key areas of expertise:
All our lessons are adapted to meet the needs of the children. A balance of whole class teaching and play based provision. Inclusive classroom, encouraging children to become independent learners. Adaptive teaching catering for or diverse demographic area of the school.
Working closely with EYFS to support a smooth, clear transition into year 1.
A systematic approach to phonics that raises the attainment in early reading and writing.
Focused writing sessions, with a big focus on oracy and ambitious vocabulary.
Context of school:
Holme Slack is a one form entry primary school (199 on roll) with the highest level of deprivation grade E which is reflected in the percentage of children eligible for Pupil Premium funding – 58% (more than double the Lancashire average)
The percentage of children with SEN (28%) is also higher than the National and Lancashire averages as is the percentage of children with EAL (42%).
We also have a SERF for Hearing Impairment, which currently has 3 children.
School also has a lower-than-average percentage of stability- Inward mobility is 31.4% compared with Lancashire’s 17%. Outward mobility is 5.3% compared with the Lancashire average of 4.6%.
Despite this our KS2 Maths results last year were higher than Lancs/National and our MTC results were in line with Lancs/National averages. We are also closing the gap between our disadvantaged and non-disadvantaged children.
Year group: One
Address and contact details:
Greavestown Lane
Preston
PR2 1PD
Louis Hall: l.hall@leacp.lancs.sch.uk
Brief overview:
Our Year 1 continuous provision is rooted in a clear vision for independent, curious and engaged learners who take pride in their learning. High-quality teaching inputs explicitly to introduce key knowledge, skills and vocabulary, which are then embedded through carefully planned continuous provision across a calm, inviting and purposeful learning environment.
Informed by research from Reggio Emilia and Alistair Bryce-Clegg, the environment is considered the ‘third teacher’, with neutral tones, natural resources and clearly labelled materials supporting wellbeing, reducing cognitive load and promoting independence.
Our continuous provision is designed to provide opportunities for problem-solving, collaboration, retrieval and the revisiting of key skills. Enhanced provision reflects current learning objectives, ensuring appropriate challenge, progression and deeper learning.
Key areas of expertise:
Continuous and enhanced provision thoughtfully planned to embed taught knowledge, skills and vocabulary
Learning environments designed as the ‘third teacher’, promoting independence, wellbeing and sustained engagement
Effective use of children’s interests and in-the-moment planning to deepen learning across the curriculum
Strong balance between high-quality, explicit teaching and purposeful child-initiated learning
Opportunities for retrieval, problem-solving, collaboration and revisiting key skills built into daily provision
Context of school:
The school serves a semi-rural community with high levels of deprivation.
We have a high proportion of pupils who are eligible for Free School Meals or who are classified as vulnerable.
19.59% of our children are EAL.
17.63% of our children are SEND
Year group: One
Address and contact details:
Kingsway
Morecambe
LA3 2EE
Zoe Robinson: zrobinson@mossgate.lancs.sch.uk
Brief overview:
We are a single-form entry school with one Year 1 class. The class benefits from a large outdoor area, which is shared with the Year 2 cohort. The learning environment is supported by one teacher and two full-time teaching assistants.
Key areas of expertise:
Providing high-quality, open-ended continuous provision—indoors and outdoors—that promotes the Characteristics of Effective Learning and improves outcomes in Communication and Language and PSED.
Establishing effective routines that foster children’s learning, independence, and self-regulation.
Deploying teaching assistants effectively to enhance children’s progress and overall outcomes.
Implementing a bespoke phonics curriculum that raises attainment in phonics, early reading, and early writing.
Strengthening transition processes from EYFS to Year 1 and from Year 1 to Year 2.
Context of school:
The school serves a semi-rural community with high levels of deprivation.
We have a high proportion of pupils who are eligible for Free School Meals or who are classified as vulnerable.
We have a low number of pupils with English as an additional language.
We have a high number of pupils with SEND.
Year group: One
Address and contact details:
South Meadow Lane
Preston
PR1 8JN
Emma Booth: emma.booth@st-stephens.lancs.sch.uk
Brief overview:
In Key Stage 1, learning is delivered through a play-led curriculum that balances structured teaching with purposeful continuous and enhanced provision.
Each subject begins with a whole class teaching input, where key knowledge, skills and vocabulary are explicitly taught. Children then engage in group work and collaborative floorbook activities, allowing them to explore ideas, apply learning and talk through their thinking.
Carefully planned continuous provision is available across the learning environment, enabling pupils to consolidate and embed taught concepts independently and through guided adult interaction. Enhanced provision is regularly adapted to reflect current learning objectives, ensuring challenge, progression and opportunities for deeper learning. This approach supports high engagement, encourages independence and provides meaningful opportunities for children to revisit, practise and apply skills across the curriculum in a developmentally appropriate, inclusive way.
Context of school:
Strong play-led approach that supports the transition from EYFS into Key Stage 1
Well-planned continuous and enhanced provision clearly linked to taught learning objectives
Learning environments designed to promote independence, curiosity and sustained engagement
Effective balance of structured teaching and child-initiated learning
Inclusive practice supporting EAL and SEND pupils within the classroom