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INDEPENDENT DAY AND BOARDING SCHOOL EAST SUSSEX, ENGLAND Junior, Infant & Nursery School Prospectus

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Page 1: Junior, Infant & Nursery School Prospectus · 2016-03-02 · Greenfields Junior, Infant & Nursery School Prospectus 9 The Different Parts of the School Apart from the conveying of

Independent day and boardIng school

east sussex, england

Junior, Infant & Nursery School Prospectus

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Greenfields Junior, Infant & Nursery School Prospectus 1

A Letter from the Executive HeadWelcome to this prospectus for Greenfields Independent Day and Boarding School, a member of the Independent Schools Association, set on the edge of the Royal Ashdown Forest in eleven acres of our own woodland.

At Greenfields, we take pride in our endeavours to arm students with essential knowledge and skills forliving, in particular the ability and confidence to study, understand and apply any subject whatsoever, usingthe technology of study – as discovered and delineated by philosopher and educator L. Ron Hubbard – so that they can successfully follow whatever path they choose in life. You can read more about our aims in this prospectus.

There’s something special about Greenfields – visitors regularly comment on the distinctive atmospherehere, the uncommon bond which exists between students and between teachers and students. The school has a particular ethos, a rare quality of its own, which has been kept alive over time by many people.

We are one of only a select number of schools to offer a continuity of education from preschool to university entrance. Students of all faiths, cultures and nationalities, aged from 2 to 18 receive an all-round education for life, using the Cambridge International Examinations (CIE) Curriculum, and achieving excellent academic results. Boys and girls can join Greenfields at any age and at any time of year and we are open to students from all over the world and from all cultural, ethnic and religious backgrounds.

Boarding is one big family, with students from many countries usually getting on with what needs to bedone almost spontaneously.

Though we are regularly visited by ambassadors and government officials from overseas countries, weremain a small, family-sized school of under 200 students offering unique benefits, including a friendly,caring and safe environment with zero tolerance of drugs or bullying and a method of study which ensures that children really understand and can therefore use the information they learn. At Greenfields, students are given the tools that allow them to feel really passionate about something – whether it’s History, or Art, or Mathematics, or Physics or any other field of study. Applying these tools, they can become more than students: they have the potential to become practitioners and operators, leaders and guides in their chosen fields.

This results in individuals who gain far greater affinity with the world around them than they could expectto get elsewhere.

I hope that this prospectus will encourage you to join us and I look forward to answering any questionsrelating to your child’s educational development.

Sincerely,

Jeff smithExecutive Head

“At Greenfields, students are given the tools that allow them to feel really passionate about something. Applying these tools, they can become more than students: they have the potential to become practitioners and operators, leaders and guides in their chosen fields.”

Jeff SmithExecutive Head

contents

A Letter from the Executive Head 1

Greenfields’ Aims 3

Our Philosophy 5

From the Head of the Junior, Infant & Nursery School 6

The Different Parts of the School 8

What Makes Greenfields Unique? 13

Greenfields Theatre Company 16

Academics 17

Early Years Foundation Stage 22

Infant School 24

Junior School 26

Extra-Curricular Activities 31

You the Parents 32

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Greenfields Junior, Infant & Nursery School Prospectus 3

The purposes of the school are:

To arm students with essential knowledge and

skills for living, and in particular the ability and

confidence to study, understand and apply any

subject whatsoever – using Study Technology (the

technology of study as discovered and delineated

by philosopher and educator L. Ron Hubbard)

– so that they can successfully follow whatever

path they choose in life; and

To instil in all students the ability to communicate

freely and confidently, competence, confidence

in themselves, industriousness, responsibility,

tolerance, and a moral and ethical compass.

Greenfields’Aims

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Greenfields Junior, Infant & Nursery School Prospectus 5

Our Philosophy

For more information on Study Technology

please visit the Applied Scholastics website

www.appliedscholastics.org

Other aims of the school are to:

Ensure that all students are happy throughout their time at the school and graduate feeling enthusiastic about life, having developed new friendships and gained a sense of achievement in an ethical, highly productive and motivated environment

Deliver at primary education level a formal, broad education focusing on literacy and numeracy as well asintroducing children to the Study Technology

In the Senior School move over into tailor-made academic and pastoral programmes of study for each student so that individuals are enhanced and encouraged to blossom, more able to achieve ambitions in careers of their choice and to follow their interests

Promote individual personal development through our Boarding provision which strives to contributeeffectively to the school’s aim to provide students with the skills and knowledge necessary to live their livesto the full

Provide educational opportunities through our EYFS area for each child to flourish as a unique individual,and become confident and able in skills that underpin their whole education. Using the EYFS learningprogramme in alignment with features of the Montessori philosophy and covering the seven areas of learning, regular observation and assessments are used to plan effectively for individual needs, including those children who may need extra support. With this in mind, Greenfields delivers separately to 2s, 3s and ‘rising 4s’ (i.e. those children whose birth dates fall slightly outside the Reception class starting age in September) using separate classrooms accordingly

Provide an independent school education with low fees whilst maintaining a high staff to student ratio

Furnish a full educational solution from age 2 through to age 18, Nursery to A Levels, so that parents havea complete pathway for their child, as has been voiced as needed by our parents

Deliver an education to children whose prior school experience or progress may not have been adequate and permit such students to flourish and achieve results to the level of their potential

Mirror the maintained school calendar in terms of delivery where possible, providing parents with aservice for more weeks than a normal independent school

Add educational value at every stage of students’ development

Enable all young people who come to Greenfields School to achieve their full potential in all areas, whether or not they have special educational needs in one or more areas, whether or not they are able, gifted or talented in one or more areas, and whether or not they perform within an expected range.

Study Technology

The basic fact is that students fail to learn because no one ever taught them how to learn – that is, how to identify the barriers to learning and how to overcome those barriers.

What are these barriers to learning? The answer is found in Study Technology.

Developed by American author and educator L. Ron Hubbard, Study Technology, or Study Tech, is not just another method of study. It allows a person to learn any subject successfully, empowering them to achieve the goals they have set in life for what they want to be and what they want to do.

Study Technology consists of tools and techniques teachers can use to improve the learning rates of students. These same tools and techniques can be used by students themselves to improve their ability to understand and to use the materials they read and study. And it remains vital for continued learning as one leaves school and faces the challenges of life.

At Greenfields, we define successful learning the same way we define proficiency. Someone who learns a subject successfully should be able to use that subject to accomplish something. They should be able to accomplish it quickly, without error and with good judgment. These are the ingredients for success in life – in any field of endeavour.

The basic fact is that students fail to learn because no one ever taught them how to learn – that is, how to identify the barriers to learning and how to overcome those barriers.

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to the next thing, which evolves in the later Junior years into scrupulously structured checksheets and class-based lessons to ensure that educational value is added to each child.

By the time a child is ready to enter the Senior School, he or she is prepared, excited and looking outward.We have learned that young children can be taught the basics of how to study at an early age. As they growolder, this truly makes the world a playground of ideas and accomplishments for them.

beryl garsideHead of the Junior School

These include having a proper balance between the significance of what is being studied and its mass or reality; proceeding with each student along a proper gradient that is neither too steep nor too shallow for that student; and making sure that each and every student understands what he or she is studying so that they can think with it and apply it.

We accomplish the above regularly in the Early Years Foundation Stage, Infants and Juniors by a clever andongoing use of particular skills: observing when a young child needs to see or touch or hear what he or she is learning about, incorporating lots of reality and outings and activities in early learning, watching a child’s development carefully so that the individual progresses at his or her own pace, and ensuring that new words and terms are clarified in ways that young children can easily grasp.

Our first requirement has to be a curriculum, or outline of work, which is both academically sound and yet open to the sensible use of all of the above. In the Cambridge curriculum, as we carefully implement each part of it, step-by-step, we can see that our use of Study Technology is both enhanced and encouraged. Children in the Early Years Foundation Stage thrive when introduced to appropriate tools and activities, and this continues in Reception and the Infants, where the class teacher’s dedicated observation follows and records the achievements of each child as they grow and change. In the Juniors, children gradually become ready to take a piece-by-piece approach to learning, fully grasping something and seeing how it fits into the whole before moving on

Greenfields Junior, Infant and Nursery School uses the Study Technology developed by L. Ron Hubbard, which at its core consists of spotting and remedying a range of barriers which can get in the way of real learning.

Children in the Early Years Foundation Stage thrive when introduced to appropriate tools and activities, and this continues in Reception and the Infants, where much depends on the class teacher’s dedicated observation of each person as they grow and change.

From the Head of the Junior, Infant & Nursery School

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The Different Parts of the School Apart from the conveying of essential knowledge and skills for living, the priceless ability and confidence to study, understand and apply any subject, and an environment in which children of all ages are encouraged to communicate freely and confidently, at Greenfields we strive to ensure that all students are happy throughout their time at the school and graduate feeling enthusiastic about life, having developed new friendships and gained a sense of achievement in an ethical, highly productive and motivated environment.

Our HistoryGreenfields is a local and international, non-selective, non-denominational mixed school, welcoming students between the ages of 2 and 18, of all faiths, cultures and nationalities, located in Forest Row, near East Grinstead, Sussex. It was founded in 1981 in response to parent demand for a school using the educational methods (known as ‘Study Technology’) of L. Ron Hubbard. For more information, go to www.appliedscholastics.org

Charity StatusAs part of a charity with students from different backgrounds and faiths, local and international, Greenfields keeps its school fees low in order to be accessible to as many children as possible The charity also provides a free tutoring service in East Grinstead.

The Head TeamThe school has a Head Team, consisting of an Executive Head Teacher and the Heads of the

Junior, Infant and Nursery and Senior Schools. They are overseen by the Board of Governance made up of a Chairman and Trustees who have overall responsibility for the school, and the body called Trust Management who work in the school on a daily basis.

Independent Schools AssociationGreenfields is proud to be part of the Independent Schools Association, one of the oldest associations for British Independent schools, founded in 1879.

Its membership includes Heads of 301 preparatory, senior and all-through schools. It exists to provide professional support to Head Teachers and offers a wide range of sport and cultural activities to the students in the 301 schools it represents. There is an annual Art Competition, a Drama Festival, Essay competitions for all age groups and national ISA fixtures arranged for Athletics, Cross-country, Gymnastics and other sports. We regularly participate in the Athletics and Cross-country regional, and sometimes the national, events.

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Early Years Foundation Stage Ages 2 to 4

Our EYFS area concentrates on the individual child. By delivering separately to 2s, 3s and ‘rising 4s’ (i.e., those children whose birth dates fall slightly outside the Reception class starting age in September) using different classrooms according to age, we can cover the required areas of learning with much more attention on individual needs, including helping those children who may need extra support.

Children then move to the Reception class, where they become confident and able in skills that underpin their whole education, setting them up for their first year of schooling in Infants in Year 1.

Infant Classes Ages 5 to 7 (Years 1 and 2)

In the Infants (Years 1 and 2) we begin to deliver a formal, broad education focusing on literacy and numeracy building on skills already learnt in the Foundation area.

Junior Classes Ages 7 to 11 (Years 3 to 6)

In the Juniors (Years 3 to 6) we continue to build on that basic education as well as introducing children toStudy Technology. Year 6 students then graduate into Year 7 in the Lower Seniors.

An English as a Foreign Language class is available for certain Infants and for the Juniors.

Senior School Ages 11 to 16 (Years 7 to 11)

In the Lower Seniors (Years 7 to 9, ages 11 to 14) students get an all-round, basic education in a wide range of subjects. This gives them the experience and information necessary for them to choose the subjects in which they want to specialise as they move from Year 9 into the Upper Seniors in Year 10.

Students in the Upper Seniors (Years 10 and 11, ages 14 to 16) move through tailored programmes in chosen subjects towards examinations at the end of Year 11. Many then choose to graduate to the Greenfields Sixth Form to continue their studies.

Greenfields Sixth Form Ages 16 to 18 (Years 12 and 13)

In the Greenfields Sixth Form, students develop independent learning skills and study Advanced Levels in selected subjects leading to a set of examinations which can qualify them for university entrance almostanywhere in the world.

All Year Round English as a Foreign Language (EFL)

Greenfields accepts students from all over the world for its English as a Foreign Language courses. Inresponse to demands from overseas parents, and with their understanding and participation, individuallong-term students from other countries are encouraged to progress through a Cambridge EFL curriculum to a suitable point before commencing other academic studies. Short-term students are welcomed throughout the year and study English while also engaging in outings to British historical sites and other activities.

Greenfields is perhaps the only independent school in the UK to offer short-term and long-term EFL coursesthroughout the year. You can read more about our English as a Foreign Language service later in thisprospectus.

BoardingBoarding takes in boys and girls from all over the world, aged between 11 and 18. Boarding, with itsinternational flavour and emphasis on pastoral support, contributes effectively to the school’s aim to providestudents with the skills and knowledge necessary to live their lives to the full, teaching responsibility andencouraging group contribution.

Greenfields is a local and international, non-selective, non-denominational mixed school, welcoming students between the ages of 2 and 18.

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Study TechnologyAs outlined above, the school’s philosophy is based on Study Technology. The use of Study Technology iswhat makes Greenfields so different. In the United Kingdom, it is, at this writing, the only school that uses it – though around the world it is used by hundreds of schools to the benefit of students now numbering in the millions. Applied standardly, Study Technology produces remarkable improvements in a student’s ability which is reflected in the results he or she obtains.

FeesGreenfields delivers an independent school education with exceptionally low fees whilst maintaining a highstaff to student ratio, furnishing a full educational solution from age 2 through to age 18, Nursery to ALevels, so that parents have a complete pathway for their child. Apart from generous discounts in the early years, Greenfields Upper Seniors students are entitled to a 5% discount for every year they have spent in the Junior, Infant and Nursery School, up to a maximum of 30% off.

For more information on this contact Admissions and ask about ‘Greenfields New Fees Scheme’.

Qualifications Division and Adding Value to a Non-Selective IntakeBeing non-selective, Greenfields Senior School also provides facilities to support and encourage students by concentrating on adding educational value at every stage of their development. Children whose prior school experience or progress may not have been satisfactory are often taken in so that they can be permitted to flourish and achieve results to the level of their potential. An entire division called Qualifications ensures that they are helped through each stage of their education with one-to-one assistance available as needed.

The school strives to give Year 9 the widest possible choice of subjects ready for their examinations in Year 10 and beyond, in alignment with its aim to provide tailored, individual support. Greenfields uses annual assessments provided by Cambridge International Examinations for quality control purposes, and individual teachers use other formal and informal assessments to ensure that students are making progress within the school year. Greenfields School respects every child and young person as an individual and aims to give them opportunities to explore and realise their potential in their development of academic, sporting, creative and social skills.

The Student ConsultantThe Student Consultant is a role separate from that of the Heads of Schools which oversees the spiritual,moral, social and cultural development of the students.

Pastoral care sessions encourage students to become involved in decision-making processes and ensure they are listened to in school, as well as helping students learn how to argue and defend points of view. Our ethics and morals system is overseen by the Student Consultant, whose full-time role includes ensuring that all values are actively promoted. Her office helps students to understand how perceived injustice can be peacefully challenged. Collectively, we ensure school rules and expectations are clear and fair and daily help students to distinguish right from wrong.

What Makes Greenfields Unique?

We respect every child and young person as an individual, and we aim to give them opportunities to explore and realise their potential in the development of academic, sporting, creative and social skills.

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The system assists students to respect the law and the basis on which it is made and brings students to understand that living under the rule of law protects individuals. In cases where disagreement arises, the system includes restorative justice approaches to resolve conflicts.

Greenfields pastoral care provision supports students in developing self-knowledge, self-esteem and selfconfidence, encourages students to take responsibility for their behaviour, as well as knowing their rights, and models freedom of speech through student participation, while ensuring protection of vulnerable students and promoting critical analysis of evidence. Our ethics and morals system helps to implement a strong anti-bullying culture in which students, parents and staff views are valued and sought, and all students are made aware, where possible of others’ needs and how to support each other. This actively promotes respect for individual differences, helps students to acquire an understanding of, and respect for, their own and other cultures and ways of life, and challenges prejudicial or discriminatory behaviour.

Part of the Greenfields’ ethics and morals system is the use of The Way to Happiness, a universal moral code devised by L. Ron Hubbard, the developer of the Study Technology used in the school. This code forms the basis for moral behaviour in the school and consists of 21 precepts which children of all ages are encouraged to follow. The Way to Happiness is used in classroom environments and as a separate course. Its precepts embody, reinforce and promote British values.

The student ethics system used at Greenfields is unique and based on a set of rules originally devised in consultation with the students themselves. All staff, and in particular the Student Consultant, who is in charge of the application of the ethics system throughout the school, consult student willingness

to observe and confront their own behaviour and that of others, encourage responsibility to be taken for their own actions and those of others, and permit and support a redemptory and conciliatory approach to be taken in which reparation and amends is offered for misdeeds as opposed to punishment. Where discipline is needed, individual programmes are worked out in consultation with the individual student concerned and, when needed, his or her parents. These are followed where appropriate by pastoral care programmes to ensure that the individual is educated on any underlying principles leading to misbehaviour.

Greenfields’ zero tolerance approach to bullying is acknowledged as effective by students themselves.Student questionnaires strongly support the school, commenting particularly on teachers helping them to learn. Greenfields students develop a strong moral awareness which pervades the whole life of the school, clearly understanding right from wrong. They develop a good sense of identity, self-worth and self-confidence as demonstrated by their demeanour around the school and in many of their activities.

The result is students who are re-engaged with themselves, with the group, and with their studies,regaining self-respect and purpose, rather than the alienation, dissent and division common in otherapproaches, which can produce degradation and apathy.

Pastoral SupportAs a result of all of the above, Greenfields students know where they can go for help and know thatsomething will be done, commonly reporting that they learn self-discipline, and learn to communicate verbally, not physically, with anyone causing annoyance.

Their first port of call is their Class Tutor, with the added facility of the Student Consultant whose role is described above. If students require help in addition to that given by their Class Tutor, they are sent to the Student Consultant to assist with the resolution of any issues. These procedures are implemented consistently by all staff.

Relationships Between Staff and StudentsThe good relationships between staff and students, and amongst the students themselves are a notablefeature of Greenfields School and are part of its strength. Children and parents are often personallywelcomed by the Executive Head Teacher or the Heads of the Junior, Infant and Nursery and Senior Schools in the morning and the care that the staff devote to the well-being of their students is appreciated by both the students and the parents in letters and questionnaire responses. That students and staff have a mutual respect and remarkable rapport can also be judged from the high quality of graduate speeches given each year at an annual ceremony as part of the school’s Gala Weekend.

International CompositionGreenfields has a significant number of students from around the world, from a wide range of ethnicbackgrounds. Many students of various ages and abilities arrive at the school unable to speak any English, but Greenfields emphasises servicing the individual’s needs and places each non-English-speaking student according to assessment of their individual literacy level, progressing them through globally-recognised qualifications such as the Preliminary English test (PET), Key English Test (KET), First Certificate in English (FCE), Advanced and Proficiency levels in Cambridge English.

All Year Round English as a Foreign Language (EFL)As mentioned earlier, taking into account Greenfields high international intake and non-selectivity, students

with EFL are encouraged to achieve as well as other students, with teachers aiming to take particular care to ensure that they understand as the lessons progress. Due to Greenfields focus on personal development and adding academic and social value to each individual student, their attainment cannot be measured in relation to performance against a particular age that is considered the norm. Long-term individual students from other countries study a Cambridge EFL curriculum to a suitable point before commencing other academic studies, even though this may affect the age at which they take recognised examinations. Short-term students can arrive at almost any point throughout the year and study English while also engaging in outings to British historical sites and other activities to deepen their understanding of English culture.

The students’ language development is observed not only in dedicated lessons but also in less formalsituations, such as in small groups, and in activities where they have support so that they can participatewith confidence. In some lessons, a support teacher is the catalyst for such activities, in others the classteacher’s planning helps by incorporating other ways of giving support, such as identifying subject-specificvocabulary, clearly written and pronounced.

Probably uniquely in the UK, Greenfields offers short-term and long-term EFL courses throughout the year.This means that students can arrive, singly or in groups, throughout the calendar year and learn English at a level appropriate to their individual needs.

The student ethics system used at Greenfields is unique and based on a set of rules originally devised in consultation with the students themselves.

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The Greenfields Theatre Company (GTC) is a well-established part of the Senior School which is formed in the final three weeks of the Summer Term each year and is looked forward to enthusiastically by both students and staff. In the Junior School, the children get excited about the traditional Christmas Show in which Junior classes are all involved.

GTC builds communication and group skills and leaves students with a tremendous sense of accomplishment and achievement. It is a vital part of what Greenfields is all about.

Greenfields Theatre CompanyGreenfields has art in its blood. Here, children can be educated in an environment which is not only beautiful in itself but which values aesthetics. Artistic urges are considered precious.

AcademicsGreenfields’ academic curriculum is balanced, covering linguistic, mathematical, human and social, scientific, aesthetic and creative, technological and physical areas. In the Junior School, students also have the opportunity to join in a wide variety of extra-curricular activities. Greenfields students’ attitudes to work are encouraged to be very positive so that they enjoy their studies and have highly developed skills of independent learning through their application of Study Technology.

Their success is due both to their self-motivation arising from such application and to a good standard of teaching. Work is marked with an emphasis on positive feedback, in accordance with the school’s policy, and the teachers are encouraged to support written feedback with positive verbal comments which help to forge strong working relationships between teachers and students.

recent productions include:

2015: christmas show2014: a Fairy tale of christmas confusion2013: the three Musketeers save christmas2012: alice in Wonderland2011: dr When

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Adding Educational ValueWith its intake of a wide range of mixed ability and international students, Greenfields uses Study Technology, strong pastoral care, The Way to Happiness, personal and group ethics and the Qualifications Division to add educational value to any individual. Apart from aiming to add value to literacy and numeracy skills, and to encourage a capacity to think critically, Greenfields aims to give a holistic education which includes moral values, British values, wide experience, social skills, an appreciation of education and a realisation of the future and the part education will play in it.

Greenfields strives to provide students with the added value given by the experience and passion of its specialist teachers. The school aims to add value by broadening students’ viewpoints, giving them ‘hands-on’ understanding as well as better subject knowledge as shown by regular Cambridge assessments. A system of ‘checksheets’ is used where appropriate and in certain subjects, beginning in the Junior School and progressing all the way up to A Levels in the Senior School. A checksheet is an individual study programme giving a step by step progression through a body of work at the student’s own pace, and including points of self-assessment, peer assessment and teacher assessment. This approach accommodates students of a wide range

of abilities, from those needing support to the more able. Greenfields’ students are good learners, and are encouraged to make full use of the school’s systems of self-assessment including the checksheet system to aid their progress.

Greenfields takes great care to forward students’ personal development, supported by effectivearrangements in safeguarding and other policies to ensure their welfare, health and safety. Superlativerelationships with staff are a key to this, and Greenfields aims to create an atmosphere throughout the school in which all new students are made to feel welcome and free from bullying or other distractions. Consequently, behaviour and moral standards are kept high and students achieve a good level of selfconfidence, a high communication level, and learn, in varying degrees, to be socially and culturally aware. Clear procedures for the use of electronic devices minimise any risk of bullying or inappropriate use of the internet, and appropriate security firewalls and other e-safety provisions are made.

CreativityGreenfields has a particular focus on encouraging students to demonstrate strong creative skills, in writing, art work and drama, supporting them to be as articulate as possible, to listen carefully and contribute well when asked.

Greenfields and CambridgeGreenfields has opted to use the Cambridge Curriculum, provided through CIE (Cambridge International Examinations) for a number of reasons in alignment with its aims as a school:

These programmes are designed to prepare school students for life, helping them develop an informedcuriosity and a lasting passion for learning. The international qualifications our students ultimately gain are recognised by the world’s best universities and employers, giving our graduates a wide range of options in their education and career. CIE’s programmes set the global standard for international education. They are created by subject experts, are rooted in academic rigour, and provide a strong platform for progression.

Greenfields is one of over 10,000 schools in 160 countries working with CIE to prepare nearly a millionlearners for their future with an international education from Cambridge.

TeachingGreenfields’ teaching is built around adding value to each individual student in terms of academic performance. For this purpose, a Value Added system is operated alongside a Completions system

(‘Completions’ being defined for this purpose as completed parts of a scheme of work) in the Junior School.

The intention of the Value Added system is to ensure that a range of mixed abilities from the least achieving to the most able is catered for in every teacher’s approach, while the Completions system tracks students’ progress through the curriculum and flags up where additional support is needed. ‘Value Added’ is plottedon a horizontal grid to ensure that no students of either greater or lesser ability are compared with any other students.

The intention is that each individual student move from left to right along this grid towards greater and greater ability, using differentiated approaches and Study Technology. In this, the Qualifications Division is proactive, using the Value Added grids to work out which student needs more support to progress in value added terms, and then providing it accordingly.

Subject KnowledgeGreenfields’ teachers show good subject knowledge, have high expectations of adding value relative to theindividual students they are teaching, produce well-planned and interesting lessons with clear learningobjectives, and make good use of visual aids in alignment with their application of Study Technology. Such teaching creates engaging activities for students, with the pace varied enough for more able students as well as the less able.

Cambridge provides a consistent high standard to act as a benchmark, while also permitting a range of students to succeed according to their abilities

Its assessment systems allow detailed tracking of academic progress and value added for individuals, groups and the school as a whole

Given Greenfields’ high international intake, it provides opportunities for students to continue studying overseas and to use qualifications obtained at Greenfields to acquire university or career places in other countries

Cambridge is relatively free from changing UK-based academic or other markers and thus provides an anchored and secure curriculum for cross-curricular and long-term planning and development.

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Learning SupportStudy Technology encourages students to be involved with subjects, while closely supervising them to ensure full understanding at all stages. The school provides individual help to any student needing support in any area of the curriculum. This involves students being withdrawn from classes, either briefly to help with a small point or over a period of time to find and correct the underlying bar to comprehension. There are Individual Educational Programmes (IEPs) for those identified as having Special Educational Needs and Disability (SEND) and able, gifted and talented children are given suitable material to allow them to progress in line with their ability.

Scheduling the CurriculumGreenfields strives to provide a high quality of curricular provision. Due to the size and nature of the school, and its focus on independent learning, students reaching the Sixth Form and studying A-level subjects are timetabled to support their efforts to learn independently. The decision to maintain a Sixth Form despite small class sizes is a conscious one in response to parent demand. Cross-curricular links are encouraged throughout Greenfields, for example a recent trip to the Royal Observatory was organised by the Science, Geography and History teachers.

Special Educational Needs and DisabilitiesWhen, through assessment, we find that a child needs further support in his studies despite differentiation in class lessons, further assessment is done and an Individual Educational Programme (IEP) is written for that child. This is followed through with continual assessment and monitoring of progress and is always done in close cooperation with the parents.

Able, Gifted and TalentedGreenfields School’s definition of ‘gifted’ is ‘those students who have abilities in one or more subjects in the statutory school curriculum other than art and design, music and PE.’ Gifted students are generally taken to be those in the top five per cent of the national ability range, and this is the definition used by the Department for Education (DfE). The definition of ‘talented’ is ‘those students who have abilities in art and design, music, PE, or in sports or performing arts such as dance and drama.’ Some gifted and talented students at Greenfields do well in Cambridge assessments – however, being gifted and talented covers much more than the ability to succeed in tests and examinations; for example, students may demonstrate leadership qualities or a capacity for creative thought. An ‘able’ student is defined as one who achieves, or has the ability to achieve, at a level significantly higher than his or her peer group in the school. In the age range 5 to 11, where standardised testing is less common, able, gifted and talented students are defined relative to others of similar age.

Study Technology encourages students to be involved with subjects, while closely supervising them to ensure full understanding at all stages.

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Members of staff promote a good balancebetween academic progress and pastoral care, aiming to have each ready for the child’s formal education at the end of his or her year in Reception.

Chief characteristics of the EYFS area include its light and airy internal and external physical environmenton the edge of the Ashdown Forest. Young children have their own playground incorporating as many

elements as possible of this outdoor benefit, in alignment with the broader philosophical aim to break down the barriers between learning as a static exercise and experience as a kinetic one. Children are thus encouraged to explore the seven areas of learning using their own playground and to get engaged in such outdoor activities as gardening, as well as benefitting from fresh air and sunshine.

Early Years Foundation StageNursery and Reception Classes

Greenfields EYFS provision provides educational opportunities for each child to flourish as a unique individual, and become confident and able in skills that underpin their whole education, supporting all children so that they make good progress in their learning and development.

MontessoriGreenfields’ Nursery School uses the standard EYFS learning programme together with, and in alignmentwith, features of the Montessori philosophy. It is primarily child-centred and aims to provide a stimulating environment in which children can and want to learn, often by exploration, as soon as they are ready. We cover the seven areas of learning and use regular observation and assessments to plan effectively for individual needs, including those children who may need extra support. We aim for a good balance between adult-led and child-initiated activities, and strive to provide classrooms which

are well organised, with clearly defined areas, including good resources with attractive displays. In both the Nursery and Reception, the Montessori method further promotes participation and good concentration. Literacy and numeracy skills are focused on. Using the Montessori curriculum and materials, children are helped to work independently, accessing their own resources, and encouraged to enjoy solving problems. Role play areas and projects are provided to enable them to learn about the wider world. An adjoining outside playground designated for the EYFS area only, is an extension of the internal classrooms and also covers the seven areas of learning.

Personal DevelopmentGreenfields Nursery and Reception classes service individual children’s personal development and academic progress and with this in mind, we deliver separately to 2s, 3s and ‘rising 4s’ (i.e. those children whose birth dates fall slightly outside the Reception starting age in September). The intention is that from the very beginning, children’s particular needs personally and academically are addressed effectively. Greenfields has developed separate classrooms accordingly whilst maintaining the regulatory ratios of staff to children needed and to ensure high contact time between teachers and children.

Fees in EYFSGreenfields utilises the free entitlement system for children 3 and 4 years old. As with the rest of the school, Greenfields’ intention is to provide an EYFS area with low fees to service local public, with a focus on maintaining a high staff to student ratio. Many new children come into this area, with fees supplemented by Free Entitlement and then bridge over from hourly rates in the Nursery School classes to paying private school fees. The EYFS classes offer trial days for new children so that they have an opportunity to sample what the school has to offer.

Admissions to EYFSGreenfields EYFS accepts children of all races and creeds and uses EYFS programmes and targets to ensure steady development in line with individual abilities, carefully observed and responded to in each grouping. Children from abroad are exposed to the English language at an early age, giving them an advantage.

Members of staff promote a good balance between academic progress and pastoral care, aiming to have each ready for the child’s formal education at the end of his or her year in Reception.

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From our Nursery School on, we encourage children’s natural inquisitiveness about their world. ‘Will he or she still be a bright student at 16?’ was one of the questions we asked in our first prospectus in 1981. Now we can answer that question – most definitely ‘Yes’.

MathematicsThe Infants work on the Abacus Maths scheme supplemented with whole class teaching.

EnglishIn the Infants, Greenfields follows the Applied Scholastics Phonics Programme and aims to give all our young learners a thorough grounding in phonics by the end of Year 1. They work through phonics booklets at their own pace. Infants also address spelling and vocabulary, grammar and punctuation, reading and writing fiction and poetry, reading and writing non-fiction, presentation, speaking and listening.

Infant SchoolAges 5 to 7 (Years 1 and 2)

Greenfields Infants School is the equivalent of Year Groups 1 and 2 in the English state school system. The Montessori approach, with specific skills and knowledge gained in the Early Years Foundation Stage, bridges over to the well-defined curriculum used in Reception and throughout the Infants.

ScienceThe Infants Science Curriculum is topic-based and covers the Cambridge Curriculum programme of study. Much of the science in the Infants and some in the Juniors is incorporated into project work e.g. A Victorian project might include a demonstration of steam power with the Senior Science teacher.

ArtIn the Infants Art and Design Programme, children learn how to follow simple instructions, help make a finished piece of work, understand that time and patience are often needed to complete a piece of work, and how to work on a creation until it is finished. They willingly help tidy up after an activity and follow safety rules with an understanding of why such rules exist. They are encouraged to talk about their work and the work of others. They work with tools, equipment, materials and components to make quality products, select tools, techniques and materials for making their product from a range suggested by the teacher, explore the sensory qualities of materials, measure, mark out, cut and shape a range of materials and much more.

When students complete their education in the Infants School they have a good grounding in the fundamentals and are ready to broaden their horizons in the Junior School.

“Both of my children have gone to Greenfields since preschool. I would not send them to any other school. I go to work every day knowing they are in the best hands, just like home. They LOVE study – they learn how to study without much effort.” – W. D., Parent

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The school has as one of its basic premises that each child is different and may work at a completely different pace to his fellow students. His ability to understand and use the material he is studying may be quite different to the student sitting next to him. We therefore have an individual approach in our teaching and strive to ensure that each child grasps the information being given to him, whether this is through teacher-led lessons or through the use of detailed short programmes that guide the student through the material they need to study. It is therefore a ‘mantra’ in the Junior School that while each child may not cover exactly the same amount of material as others, it is essential that each student understands and can use what he does study.

Study Technology in the Junior School By the end of their Junior School education students should be able to notice when they have encountered words they do not understand and should work with their teacher to get these words defined. They should not only be able to see when they have a word in the text they are reading that they have never seen before, they should also be able to spot that the definition they have for the word is not necessarily the correct one. They should know by the end of Year 6 that ignoring words that they do not understand in their studies will prevent understanding and application.

Junior SchoolAges 7 to 11 (Years 3 to 6)

Greenfields Junior School is the equivalent of Year Groups 3 to 6 in the English state school system. We use the Cambridge Curriculum in English, Maths and Science. The Cambridge Curriculum Framework for each year group provides the basic criteria for the skills to be acquired by each child by the end of an academic year for each of these subjects.

Another factor that is addressed with this technology is the tendency of the child to suffer various physical and mental phenomena when they are made to read too much text on a subject without being provided with mass (the thing they are studying about or pictures, drawings etc.). The student is taught to recognise when they have a lack of mass and to ask for photos, do a drawing or look at the real thing if it is available. Most of the classrooms in the Junior School have an interactive white board and this is frequently used to show students photos and videos from the internet to give them a clear idea of the appearance and make-up of the item they are studying about. An example of this would be an animal mentioned in a comprehension book that they have never heard of. A picture can easily be found of such an animal. Additionally, some of the older classes have a supply of clay/plasticine and are encouraged to demonstrate what they are studying using this medium.

Another important aspect of this method is the recognition that students learn in different ways and that each student will have a different requirement in terms of practice, drills and practical work in order to fully grasp a concept or subject. In the Junior School we aim to ensure that whatever we teach, each child will be allowed to continue working on that concept or subject until they have grasped it and are happy with their understanding and application of it. As an example, if a Junior class is working on fractions, the teacher will allow each student to work on fractions problems until he or she has really grasped the subject. While students may be introduced to a subject or strand as a class, each child will be assigned tasks or short programmes to complete on the subject to ensure that they do understand it.

The purpose of this technology is that each student learns for understanding and application. The idea is to bring about an understanding of the subject sufficient for the student to be able to use that subject, strand or datum in life.

Mathematics In the Junior School, the aim of the Maths Department is to provide structured maths schemes which will allow each child to work at his optimum pace, making students who are adept at basic arithmetic, and introduce other mathematical concepts in forms which will appeal to younger children and thus be remembered and used in problem solving and life. The intention is to instil in children a lasting enjoyment of maths and problem solving.

The Juniors follow the Cambridge Primary Maths curriculum. This is supplemented with an in-house maths scheme, which comprises individual booklets and a series of class games and activities for each year. Teachers aim to get all students through the Cambridge published framework of skills by the end of each academic year, though some EFL students may not achieve these levels depending on how long they have been in the school.

We recognise that students learn in different ways and that each student will have a different requirement in terms of practice, drills and practical work in order to fully grasp a concept or subject.

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English

The Junior School English curriculum aims to provide English schemes which will allow each child to work at his or her optimum pace, producing students who are skilled in the use of the language, while introducing other more advanced concepts in forms which will appeal to younger children and thus be remembered and used in life. Children should not only understand the language, they should love it and its works of literature.

The Juniors follow the Cambridge Primary English curriculum. This is supplemented with other materials and class games and activities for each year. Teachers aim to get all students through the Cambridge published framework of skills by the end of each academic year. This includes the fields of spelling and phonics, grammar and punctuation, reading fiction, non-fiction and poetry, and writing fiction and non-fiction including for example, book reviews, letters and messages.

Additional methods are used to boost literacy for all Junior students, including key word clearing, reading aloud and reading a volume of easily-read material, either fiction or non-fiction.

Our experience on this is that getting the student to read many short and relatively easy (not too easy but not too difficult) books, brings about an interest in reading, increases vocabulary and extends knowledge of grammar and the correct spelling of words. Book reading is therefore an important part of the Greenfields Junior School curriculum.

English as a Foreign Language in the Juniors The Junior School operates a programme for students whose native language is not English using the Cambridge Global English curriculum. Children normally begin this programme in Year 3 and cover a wide range of topics over the next three years including ‘The Big Sky’, ‘Let’s Count’, ‘Inside and Outside Cities’, ‘Families and Memories’, ‘Puzzles and Codes’, ‘Our Amazing Body’, ‘Stories’, ‘Famous People’ and many more.

ScienceThe Junior School Science Department aims to provide a course of study that will enable each child to gain a better understanding of the world, as well as presenting opportunities for each child to learn

through observation and experimentation, enabling children to predict, suggest and conclude.

The Junior Science curriculum is divided into two parts – one for Years 3 and 4; the other for Years 5 and 6 as Juniors are split into two classes. The lessons can be delivered as subject lessons, run on a checksheet or integrated into a project.

It is anticipated that students will have completed all levels to the end of the Cambridge Year 6 Curriculum by the time they have left the Juniors. Students should graduate from the Year 6 with a sense of scientific enquiry, including the ability and willingness to make suggestions, predictions and share ideas, the ability to record observations, comparisons and measurements using tables and bar charts, and the ability to select information from sources provided for them and much more. They should have a basic grasp of life processes and living things, materials and their properties, electricity, sound, light, gravity, acceleration, friction, resistance and magnetism and much more.

The completion of this curriculum and the Maths curriculum allows a student to move smoothly into the Senior School.

Geography

The Junior School Geography curriculum aims to provide a course of study that will enable each student to understand this planet and some of the people who inhabit it, giving students information which they can relate to and use, on the subjects of maps, environments, habitats, planets, countries, continents and seas.

Students begin to study Geography as a distinct subject in the Juniors. Each class has a curriculum that can be delivered as Geography lessons or integrated into a project. The Year 5 and 6 classes have sets of detailed checksheets to follow that allow them to independently study and work through their own independent programme, often twinned with another student.

Art

The Junior School Art curriculum provides each student with opportunities to create with a variety of materials, learning new techniques and skills which will enhance the students’ artistic skills. The aims include presenting each student with opportunities to look at the work of others, both amateur and professional, in a variety of fields and to give each student an understanding of the importance of art in life.

At Junior level, children learn how to record from experience and imagination, to select and record from first-hand observation and to explore ideas for different purposes; question and make thoughtful observations about starting points and select ideas to use in their work; collect visual and other information (for example, images, materials) to help them develop their ideas, including using a sketchbook.

They also learn how to investigate and combine visual and tactile qualities of materials and processes and to match these qualities to the purpose of the work and how to apply their experience of materials and processes, including drawing, developing their control of tools and techniques, with an emphasis on using a variety of methods and approaches to communicate observations, ideas and feelings, and to design and make images and artefacts. This includes using computers, painting, collage, print making, textiles and sculpture. Visits to museums, galleries and sites complement internet research.

HistoryThe Junior School History curriculum provides a course of study that will enable each student to gain knowledge and understanding of some of the major events in our history. As well as making the learning of history enjoyable and memorable, the intention is to present students with the opportunity to become involved with the subject and to realise that history is a never ending story, and that contemporary society is shaped by our past and that they are the creators of the future.

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Students begin to study History as a distinct subject in the Juniors. Each class has a curriculum that can be delivered as history lessons or integrated into a project. The History teacher makes provision for the range of abilities within the class and uses judgement to ensure both the more able and less able are catered for. EFL children may be given work on an individual basis if their English skills require this. Also if an area of British history is being taught, some reference is made as to what was happening in their home country at the same time.

Each student should graduate from the Juniors with an understanding that there are many sources which can be used to find out about history and that some may be more impartial than others. They gain practical experience of studying the past from artefacts, books, pictures and photographs, a great deal of historical information about various time periods, including that each had its own inventions, lifestyles and so on, and that these have to a greater or lesser degree been incorporated into the way we see the world and Britain today. They also gain an ability to distinguish between fact, fiction and opinion, and much more.

Values StudiesIn the Junior School, the concept of the British values of tolerance, diversity, helping others etc, is also covered in a number of history topics as applicable. For example, in History the student might cover the reason for the immigration to this country of the peoples of India and Pakistan and the West Indies. British values as a topic is also touched on in Geography, where students get to learn about different people and their way of life. Topics to do with values are often taught as cross curriculum lessons, involving History, Art, Geography and British Values.

The universal moral code The Way to Happiness is used as the foundation for teaching students about right and wrong and positive social behaviour, which promotes healthy and thriving relationships in the Junior School.

Computers The Junior School Information and Communications Technology (ICT) curriculum provides a course of study that will enable each student to understand simple programming, word processing and touch typing, taught by the Senior ICT teacher. The teacher

makes provision for the range of abilities within the class and any previous experience and skills gained, using judgement to ensure both the more able and less able are catered for within the class.

The Juniors have a timetabled class period in the Senior ICT suite and are taught touch typing from Year 3 onwards. In Years 3 and 4, students are taught simple graphics, spreadsheet charts and word processing. In Years 5 and 6, they progress to learning basic coding, publishing and more about word processing.

Graduates of the Junior School When students complete their education in the Junior School they have a good grounding in all subjects taught as outlined above and are ready for the more specialised Cambridge Curriculum of the Senior School. They graduate from the Junior School to the Senior School having already been introduced to many of its teachers and methods.

Details of what is happening during the year are available through the school’s website.

Junior extra-curricular activities after the 3:00 pm end of the school day, Monday to Friday, include:

greenfields Junior gardening clubart clubcraft clubdrama club

‘Make It’ clubFrench clubgames club

Peripatetic Music LessonsPrivate music tutors are scheduled to deliver one-to-one lessons to individual students as part of the extra- curricular timetable.

DanceFrom Nursery School all the way to the Sixth Form, all students, male and female, are also offered the opportunity to participate in private dance lessons, covering modern, jazz, tap and classical and contemporary ballet. As well as performing in many school productions, students have the opportunity to dance in local theatrical productions and to choreograph their own dances.

Ski TripThe Greenfields Ski Trip is a tradition many children, parents and staff have enjoyed over the years with its beginning being close to the inception of the school itself. Skiing has occurred in many countries from Bulgaria to Switzerland and after a near 15-year period in the fabulous Torgon in Switzerland, the school more recently has been taking advantage of some fantastic skiing and Club hotels in the French Alps. In the future the plan is to enjoy more skiing in other European resorts and possibly the USA. Parents, children and staff are all welcome.

Extra-Curricular ActivitiesGiven its size and nature, Greenfields aims to provide a good quality and a variety of extra-curricular provision in the Junior, Infant and Nursery School. Subject teachers are encouraged to organise outings to places of special interest for their subjects.

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We work to handle effectively anything you might be concerned about, and strive to provide you with any other information you might need.

Parent questionnaires are regularly undertaken. Our regularly updated website provides you with access to news and forthcoming events and we publish regular electronic newsletters. Parents often comment on the easy access they have to the Head Team – indeed, the level of communication between parents and staff is considered to be exceptional.

Though the school has a relatively short history, former students bring their children to Greenfields and we are now on our third generation of children in some cases. Graduates regularly return to visit and even to be employed by the school after career or university training.

As parents, you are provided with a contact board outlining the structure of the school including the Board of Governance and lines and channels of operation. There is also available a school board showing administrative and teaching functions. Apart from working closely with Heads of Schools and the Executive Head (the Senior Leadership Team or Head Team) daily, Trust Management (headed by the Chief Executive) also ensures that professional relationships are maintained between yourselves and staff and that your interests and concerns are responded to in an appropriate manner. Trust Management ensures that the Head Team have a range of contact with you from informal greetings every morning in the school’s turning circle and elsewhere to formal appointed meetings. The Executive Head calls for feedback from all staff afterParents’ Evenings and takes action accordingly.

School ReportsWritten school reports are issued twice yearly to you and Parents’ Evenings are also held twice yearly.Formal career interviews involving you as parents are held with Year 9 students prior to them namingsubject choices for Year 10, around which the entire Senior School timetable is then constructed.

Parent and Teacher AssociationAt Greenfields, you are encouraged to participate in the highly supportive Parent and Teacher Association,which is involved with various school projects and putting on the following events throughout the year:

halloween partybonfire nightchristmas partyValentine’s day partyeaster egg huntsummer Fair

We look forward to welcoming you as a parent! Feel free to contact Admissions if you have any questionsabout this prospectus or the school!

You the ParentsAt Greenfields, you are encouraged to be involved. The school strives to make communication easy and to respond to your questions in timely fashion, and makes information about policies readily available.

Greenfields School is part of Greenfields Educational Trust, a registered charity, No 287037. © 2016 Greenfields Educational Trust. All Rights Reserved. A company limited by guarantee. Company No 1720639. Registered office Greenfields School, Priory Road, Forest Row, Sussex RH18 5JD. Greenfields is an Applied ScholasticsTM School. Applied Scholastics and the Applied Scholastics Open Book design are trademarks and service marks owned by Association for Better Living and Education International and used with its permission.

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greenfields schoolpriory roadForest row east sussex

rh18 5Jd

+44 (0)1342 [email protected]

www.greenfieldsschool.com

“I have enjoyed every moment I have spent here at Greenfields, I shall treasure every moment of my time here. This school has given me the necessary tools for my future which includes the ability to learn anything I could possibly want. I was able to progress with my subjects due to my knowledge of Study Technology. This knowledge gave me the ability to see what might confuse me and to overcome it.”

T.P. – Graduate with Honours