Year Two (6 - 7 years)

Class Teacher: Mrs Gillian Rees   MA, BA (Hons), PGCE, NPQH
Teaching Assistant:  Mrs Kate Morton   NVQ Level 3

Daily Routine


School opens








A healthy break e.g. brown bread, fruit, carrot sticks,  milk, water






Lunch and playtime


Afternoon activities, such as P.E., Topic, Science, R.E.


P.S.H.E., Creative Activities, or Computer Skills

4.00 - 6.00pm

Late Service available with tea at 5pm



Children read daily, usually individually, or sometimes in groups. Class Two children continue to use the Sounds-Write phonics scheme used throughout the department to support and extend reading and spelling skills. We have a wide range of reading books to cater for every child’s needs and preferences. Children use cursive handwriting.


Maths starts with a whole class lesson, and then continues with children working in small groups where their individual needs are taken into account. We follow the Abacus scheme, which includes workbooks and text books.  This scheme continues throughout the school.


Science lessons follow different themes which, as far as possible, make maximum use of our rich local outdoor environment. . Typically, over the year, we study Habitats, Living Things, Movement, Life Cycles and Food Chains. Our orchard setting enables us to feed the birds outside the classroom, a constant source of pleasure, learning & entertainment for the children. Much of our work is practical, but children are sometimes asked to record their work in their exercise books.


Over the course of the year we study Geographic locations and map work, The Great Fire of London and famous people, including Queen Victoria. Sometimes the children’s enthusiasm leads to us taking a different slant on a topic. We have many outings to support these areas of study, such as visiting a local Victorian windmill & cottage, local museums, and visits to the coast/seaside. 

French, Music and P.E. are taught to a high standard by specialist teachers.


This is kept to a minimum, as some children have a very long day at school. Daily reading to parents is encouraged, as is practising spellings for a weekly test. Otherwise, occasional optional research is encouraged to support a topic and extend learning.


Children are assessed formally in Reading Maths at the beginning of Year Two. Other assessments are on-going and informal. Teachers liaise closely with our SENCO to put into place extra support for children with specific learning needs. This support takes place on a 1:1 basis.

Transition to the Prep-School

A strong emphasis is placed on preparing the children of Class Two for a seamless transition to Class Three. To this end, we spend some time at the Prep-School every week. From the autumn term we spend one afternoon a week at the Prep-School making use of the Science lab and ICT suite. This then increases during the summer term to include a P.E. lesson with the Year Three children, lunch, and two playtimes. We find that this builds the Class Two children’s confidence, familiarity and enthusiasm for the move “up the road”, and indeed, the older children look forward to our visits. At the end of the year we put into place a “buddy” system, pairing a Class Two child with an older child who will then take them under their wing the following September. Again, this is highly popular and successful.

During the autumn term Year Two parents and children are invited to an “Introduction to the Prep-School presentation. Towards the end of the summer term they go to tea at the Prep-School to meet their new Class Three teachers, tour the building and receive an induction file which sets out the Prep-Prep routines.

And finally…

One day a week our parents and carers are invited into the classroom at the end of the day, to sit with their child and look at all their work from the previous week, as well as displays of art work, and to chat to the class teacher. We value feed-back and encourage open communication.

Gillian Rees, Year Two Teacher