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We are proud to announce that the Foundation Stage at Pennycross has gained the Bristol Standard Accreditation yet again (2016)! This is our 5th year in a row!

The award is testament to the fact that we take time to get to know each and every member of our Foundation stage community (parents, grandparents and children alike). This ensures we are equipped with all the prior knowledge of each child to best support them with their continuing learning journey.

Aims of our Foundation Stage:


  • To provide an induction programme that enables children to come to school happily.
  • To build a relationship with both children and parents through pre-school and Home visits, information meetings and booklets, enabling children to settle well into Pennycross Primary School.
  • To help the children develop their social skills when interacting with others.
  • To build on children’s existing skills in thinking and communication.
  • To develop the children’s physical skill, so that they have increased control over their body movements.
  • To develop the children’s aesthetic, moral and spiritual awareness so that they can begin to make judgements.
  • To enable the children to understand more about the world around them by exploring first hand features of both the natural and man-made world.


As a measure of our aims we believe on entering the Foundation stage unit at Pennycross you will see children who:

  • show evidence of feeling included, secure and valued.
  • show no evidence of children feeling excluded or disadvantaged.
  • interact with other children and adults in positive ways.
  • are engaged in and show high levels of motivation in activities planned by adults and also those that they plan or initiate themselves.
  • are taking part in well-planned, purposeful activities that build on what children already know, match the different levels of the children’s needs and take place both in and outdoors.
  • are developing skills and talents in chosen curriculum areas.


and practitioners who:

  • manage carefully the transition between home and school to support everyone involved.
  • establish feelings of trust and respect with parents and children.
  • treat children as individuals to ensure each has equality of opportunity.
  • promote self-confidence and a positive  attitude to learning in all children whatever their gender, ethnicity, special educational needs, disability or ability.
  • recognise that being successful and feeling confident and secure are major factors in protecting children against early failure.
  • understand that children develop rapidly during the early years – physically, intellectually, emotionally and socially.
  • through their delivery of a broad and relevant curriculum display their understanding of curriculum requirements.
  • ensure the learning environment is well planned and well organized and follows the agreed school procedures.
  • ensure children are making good progress and reaching their full potential.
  • intervene appropriately to engage children in the learning process.
  • are aware of those children who may require additional help and those who are more able and of how support needs to be provided.
  • observe and respond appropriately to children.
  • plan their time well, so most of it is spent working directly with children.
  • establish an ethos in which individual achievements are valued.
  • ensure the safety of children at all times,  evaluate their practice, recognizing the importance of identifying their own training needs.