"The curriculum is broad and balanced. Pupils are able to develop skills, knowledge and understanding in a wide range of subjects. They have lots of opportunities to practice and apply their English and mathematics skills in a wide range of contexts." OFSTED May 2019
Our school's curriculum includes all planned activities that promote learning as well as personal development which the National Curriculum requires, as well as the variety of curriculum enhancements and extra-curricular activities that our school provides in order to enrich each child's school life experience. Our curriculum is also immersed in promting fundemental values which enable our children to develop an understanding of how to treat themselves and others.We are all committed to enabling our children to grow into confident, positive, caring, responsible people, who can work independently and cooperatively with others while at the same time developing their knowledge and skills, in order to achieve their true potential and be the very best that they can be. We strive to enable all children to make as much progress as possible and reach the highest standards of attainment. We aim to develop creativity in our children, and above all, we believe in making learning exciting, fun, purposeful and engaging.
Our school curriculum is underpinned by the values of our school. The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need.
- We celebrate each children's wonderful uniqueness, we listen to and value the views of individual children, and we promote respect for ourselves, each other and our learning environment.
- We value the whole child including their spiritual and moral development, as well as their intellectual and physical growth.
- We are committed to meeting the needs of all our children, and to ensure that we meet all statutory requirements regarding inclusion.
- We value the importance of family and each person in our community
- We value the rights enjoyed by each person in our society.
- We respect each child in our school for who they are, and we treat them with fairness and honesty.
- We want to enable each person to be successful, and we provide equal opportunities for all our pupils.
The intent of our school curriculum is planned to be accessible to all and that will maximise the development of every child’s ability and achievement. Through our curriculum we aim to:
- Enable all children to learn, and develop their skills, to reach their true potential;
- Enable children to have respect for themselves with confidence and high self-esteem, and to live and work cooperatively with others.
- Promote and nurture a positive attitude towards learning, so that children enjoy coming to school, and have developing skills for lifelong learning;
- Plan opportunities for children to apply the basic skills across the curriculum;
- Encourage children to be creative and to develop their own thinking skills;
- Have a developing understanding of Britain's cultural heritage;
- Appreciate and value the contribution made by all groups in our multi-cultural society;
- Fulfil all the requirements of the National Curriculum and the Locally Agreed Syllabus for Religious Education;
- Teach children to have an awareness of their own spiritual development, and to distinguish right from wrong and have a growing understanding of the importance of truth and fairness, so that they grow up committed to equal opportunities for all;
Key Skills As well as ensuring that our pupils develop the skills and knowledge set out within the National Curriculum and fulfil their academic potential we also strive to develop key skills to enable us to be effective learners. These Key skills are known as our “Growth Mindset characters”.
- To work Co-operatively
- To Persevere
- To revisit tasks to improve on them
- To be imaginative
- To concentrate
- Be curious
- It’s ok to make mistakes (we learn from them)
- To approach all you do with pride.
School endeavours to develop these skills alongside the formal curriculum through providing challenging learning which enables children to take risks to deepen their understanding and build their skills as learners.
Organisation and planning
We plan our curriculum in three phases. We agree a long-term plan for year group. This indicates what topics are to be taught in each term, and to which groups of children. Our long-term plan is reviewed on an annual basis.
Our medium-term plans, provide clear guidance on the objectives and teaching strategies for each topic. We take our medium-term planning directly from the Programmes of Study in the National Curriculum.
Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the learning objectives for each session, and to identify what resources and activities we are going to use in each lesson.
In the Foundation Stage, planning is objective and skill lead. We plan the curriculum carefully, so that there is coherent and full coverage of all aspects of the EYFS, and there is planned progression in all curriculum areas.
In Key Stage 1, we teach the core subjects of Literacy, Mathematics both in isolation but also create opportunities to apply throughout other subjects. The remaining subjects are taught through a strong skills based approach to the learning and their coverage is carefully planned so that each child has the opportunity to experience the full range of National Curriculum subjects.
Whilst we recognise that children learn at different rates school ensures that quality first teaching of age related expectations at each key stage of learning give children the best possible change to success and reach their full potential.
The Enhanced Curriculum
Class teachers and Key Stage teams are responsible for planning learning enhancements and these include: trips, visitors to school, exploring the local environment, class assemblies.
Subject Leaders are responsible for planning and organising themed days/weeks around their subject. Key Stage team Leaders are responsible for organising school enhancements including: parent INSPIRE mornings, parent workshops, speakers into assembly, fund raising activities
School uses White Rose Maths Hub planning blocks and resources when delivering Mathematics. This scheme is used to ensure that all staff are planning appropriately to provide challenge and develop fluency in mathematics skills.
The curriculum and inclusion
Our school curriculum is designed to be accessed by all children. If we think it necessary to modify some children's access to the curriculum, in order to meet their needs, then we do this only after their parents or carers have been consulted. This happens only in very exceptional circumstances.
If children have special needs, our school does all it can to meet the individual needs, we work in line with the requirements set out in the SEND Code of Practice. If a child displays signs of having special needs, then his/her teacher will make an assessment of this need in close working partnership with the SENDCo. In most instances, the teacher is able to provide the resources and educational opportunities that meet the child's needs, within normal classroom organisation. If a child's need is more severe, we involve the appropriate external agencies to support us in providing the correct provision and if necessary supporting the process of a statutory assessment. Our SEND Policy explains in detail schools approach to meeting the needs of this group of children.
The school provides “Supporting me to Learn” for each of the children who are on the special needs register and “My Support Plans” for children who are undergoing statutory assessment. These documents set out the nature of the special need, outlines how the school will aim to address it and also sets targets for improvement, so that we can review and monitor the progress of each child at regular intervals.
Some children in our school have disabilities. We are committed to meeting the needs of these children, as we are to meeting the needs of all groups of children within our school. The school complies fully with the requirements of the amended Disability Discrimination Act that came into effect from 2005. All reasonable steps are taken to ensure that these children are not placed at a substantial disadvantage compared with non-disabled children. Teaching and learning are appropriately modified for children with disabilities. For example, they may be given additional time to complete certain activities, or the teaching materials may be adapted.
The school is aware of the need to ensure that our curriculum meets the needs of the Pupil Premium children and contributes to them making accelerated progress in order to narrow the gap between them and non-pupil premium children.
The school is aware of the importance of the physical development of all children and hence the Sports Funding is used to maximum effect to ensure that all children receive specialist PE teaching weekly and through this school provides excellent opportunities for teachers to develop their quality first teaching in PE.
The Foundation Stage
The curriculum that we teach in the Foundation Stage meets the requirements set out in the revised National Curriculum at Foundation Stage. Our curriculum planning is objective led and develops children’s progression in learning through skill based provision. At the end of Early Years children are assessed against the Early Learning Goals (ELG). These are age related expectations that are set nationally to monitor and track the progress of children's learning. Information is gathered daily through activities such as observations and questioning.
Our school fully supports the principle that young children learn through play, and by engaging in well planned and structured activities. Teaching in the Upper Foundation Stage (Reception) builds on the experiences of the children in Lower Foundation Stage (Nursery) and clearly focuses on developing independency in learning and upon developing year 1 readiness.
Each term in the Foundation Stage, the teachers will assess the skills development of each child, and record this on Target Tracker. This assessment forms an important part of the future curriculum planning for each child.
Staff are enthusiastic about engaging parents/carers and involving them in their children’s learning. There are a variety of opportunities to develop the home school relationship throughout Early Years by parental workshops – Nutty about Numbers and Fun with Phonics, termly parental meetings to discuss teaching and learning, class assemblies, open mornings and INSPIRE mornings. The EYFS team will keep parents/carers up to date on their children’s learning and progress.
The role of the subject leader is to:
- Provide a strategic lead and direction for the subject;
- Inspire children and other stakeholders about their subject;
- Support and advise colleagues in the subject;
- Monitor pupils' progress in that subject area;
- Provide efficient resource management for the subject.
Subject leaders are given leadership time each term, so that they can carry out their responsibilities. It is the role of each subject leader to keep up to date with developments in their subject, at both national and local levels. They review and evaluate their subject action plan which includes the way in which the subject is taught in the school, and plan for improvement. This development planning links to whole-school objectives. Each subject leader is responsible for reviewing the curriculum plans for the subject, to ensure that there is full coverage of the National Curriculum, and see that progression is planned into schemes of work. The subject leader also keeps samples of children's work, to demonstrate the achievements of children, and to exemplify the attainment expected at Age expected and Greater Depth.
Monitoring and Review of Impact
Our Governing Body is responsible for monitoring the way in which the school curriculum is implemented.
Subject Leaders meet with governors as a part of Governor Days to monitor closely the way in which these subjects are taught. There are named governors assigned to EYFS, Special Educational Needs, Safeguarding and Pupil premium, who liaise with leaders to monitor impact in these areas.
The headteacher is responsible for the day-to-day organisation of the curriculum. The subject leaders monitor curriculum planning for their subject, ensuring that all classes are taught the full requirements of the National Curriculum, and that all lessons have appropriate learning objectives.
Subject leaders inspire learning in their subject and monitor the way in which their subject is taught throughout the school. They monitor long-term and medium-term planning, and ensure that appropriate teaching strategies are used. Subject leaders also have responsibility for monitoring the way in which resources are stored and managed. Curriculum monitoring is completed termly by subject leaders and forwarded to the headteacher, including strengths and further areas for development.