Class 1 is made up of our reception aged children and taught by two teachers every morning before break, Miss Lucy Thomas and Mrs Tracy Pullee and Miss Lucy Thomas in the afternoons. This ensures that the children have a smooth transition into school and benefit from a higher adult ratio to support your children in their learning journey. The classroom is set up so the children may learn through continuous provision both indoors and outdoors. The children are taught the basic skills to read and write through daily phonics lessons. They are also taught daily maths lessons which help secure a deeper understanding of number to 20 as well as explore basic mathematical concepts in shape, space and measure.
Class 2 is made up of children from years 1 and 2. The class are fortunate to have two class teachers, Miss Hannah Gibbons and Mrs Pullee, during the morning, after break, every day of the week. In the afternoons the children are taught by Miss Gibbons. By having two class teachers during the morning, the children have a smoother transition from class 1 into class 2 and there is greater support for all children to progress well within the school year.
Class 3 is made up of children from years 3 and 4 (lower key stage 2) and is taught by Mrs Deborah Marks and in the morning, before break, has an additional teacher - Mr Carta. Mrs Deborah Marks teaches the children in the afternoons.
We are extremely lucky to have the additional support of our fantastic teaching assistant, Mrs Clare Beckley.
Class 4 is made up of our upper key stage two children in years 5 and 6 and is taught by Mrs Chloe Caselin with an additional teacher, Mr Matteo Carta in the mornings after break. Teaching Assistant, Mrs Clare Beckley, also supports the teaching and learning in class 4.
Teaching Assistants (TAs)
We are lucky to have three TAs at Cold Aston who support the teaching and learning of our pupils. Each term the TAs are timetabled into different classes to ensure we are offering our pupils the support they deserve. The role of the TA may differ in each class from working with a child 1-2-1, supporting a small group or managing the whole class so that the teacher may work with a focus group.