We are committed to developing all aspects of pupils’ lives. Our school curriculum encapsulates our commitment to this statement,
“Striving Together for a Brighter Tomorrow”
“Nothing is as vast as our children’s potential”
The curriculum is planned activities that are organised in such a way as to promote learning and personal growth and development. It includes, not only the formal requirements of the national curriculum, but also a range of extra-curricular activities that the school organises in order to enrich the experiences of the children. It also includes the ‘hidden curriculum’ or what the children learn from the way they are treated and are expected to behave. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills, so that they can achieve their true potential.
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 and skills needed to achieve their true potential.
Our school is in full agreement with values statement included in the introduction to the National Curriculum handbook for Primary Teachers in England. The following are the main values of our school on which we have based our curriculum.
Aims and Objectives
The aims of our school are:
Organisation and Planning
We plan our curriculum in three phases.
First is the Long Term Plan which is agreed for each Key Stage. This plan indicates what topic is to be taught in each term. We review our long term plan on an annual basis.
Next our Medium Term Plans break down each term into weekly overviews for all subjects. The school follows the National Curriculum in Mathematics and English and uses schemes to ensure total coverage (Busy Ants Maths Scheme, Oxford Reading Tree Handwriting and Spelling, T4W and Quality Text reading lessons). The school also uses the National Curriculum to plan the foundation subjects adapting them as needed to suit the needs of our children.
Our Short Term Plans are those that our teachers write on a weekly basis. We use these to set our learning objectives for each session and to identify the resources and activities we going to use in the lesson. We are beginning to make clear links with ICT in lessons to support and enhance the work in class. The short term plans are effective working documents. Teachers amend the plans in light of the work completed that day and make relevant notes to inform future planning at the bottom of the page in English and Mathematics.
In the Foundation Stage we adapt an inter-disciplinary topic approach to curriculum planning. We plan the curriculum carefully, so that there is coherence and full coverage of all aspects of the National Curriculum and Early Learning Goals and there is planned progression in all curriculum areas.
At Key Stage 1 and 2 the curriculum at our school places a greater emphasis on the core and foundation subjects separately.
Over three terms of the academic year, each child will have the opportunity to experience the full range of National Curriculum subjects.
The curriculum in our school is designed to provide access and opportunity for all children who attend the school. If we think it necessary to adapt the curriculum to meet the needs of individual children, then we do so only after the parents of the child have been consulted.
If a child has a special need, our school does all it can to meet those individual needs. We take
into consideration the requirements set out in the SEN Code of Practice in providing for children
with special needs. If a child displays sighs of having additional needs the teacher informs the
SENCO at a weekly meeting. The teacher begins to differentiate the work, informs the parent
and completes a record of concern. In most instances the teacher is able to provide resources
and educational opportunities which meet the child’s needs within the normal class organisation.
If the child’s needs require greater provision, we consider the next stage of support “School
Action” and then “School Action Plus” moving towards an Education Healthcare Plan (EHCP).
We involve the appropriate external agencies when making this assessment. We provide
additional resources and support for children with special needs.
Staff work with the SENCO to write an EHCP or provision map for each of the children who are put on the special needs register. These set out the nature of the special need, and outlines how the school will aim to address the need. It also sets out targets for improvement so that we can review and monitor the progress of each child at regular intervals.
We aim to be an effective school in which all pupils, whatever their educational needs or personal circumstances, experience a curriculum that is fully inclusive. We offer a curriculum that is broad, balanced and that provides effective opportunities for all children to learn and achieve their true potential.
We use key principles that relate to how teachers plan and teach the curriculum through:
We have high expectations of all our children in an educational, social and behavioural capacity.
We aim to provide positive role models.
The Foundation Stage
The curriculum that we teach in the Reception and Nursery classes meet the requirements set out in the revised National Curriculum at the Foundation stage. Our curriculum planning focuses on the Early Learning Goals and on developing children’s skills and the experiences of the children in their pre-school learning.
Continuous assessment is carried out through profiles from Nursery.
We know that children need support of parents and teachers to make good progress in school. We strive to build positive links with the parents of each child by keeping them informed about the way in which the children are being taught and how well their child is progressing. Annual meetings are held for prospective Reception parents in the summer term. There are three formal opportunities to meet with parents during the course of the year to discuss pupil progress.
PHSE and Citizenship
PHSE plays a valuable and essential part in the development of the whole child. PHSE provides opportunities for pupils to explore personal issues and to confront sensitive issues such as
bullying, racism and sexism. Circle time is a valuable part of each classroom and facilitates pupils’ exploration of the ideas linked with these issues in a non-threatening manner.
The role of the Subject Leader
The role of the subject leader is to:
It is the role of the subject leader to keep up to date with their developments in their subject, at both national and local level. They review the way the subject is being taught in the school and plan for improvement. Each subject leader reviews the curriculum plans for their subject; ensures that there is full coverage of the National Curriculum and that progression is planned into schemes of work.
Monitoring and review
Our Governing Body’s curriculum committee is responsible for monitoring the way school curriculum is implemented. This committee reviews each subject area in its cycle of review and development.
Subject leaders and the Head teacher monitor the quality of teaching and learning throughout the school. They examine long-term and medium term planning and ensure that appropriate teaching strategies are used. Subject leaders also have the responsibility for monitoring the way in which resources are stored and managed. A full break down of the monitoring and evaluation procedures is found in the Monitoring and Evaluation Policy.