Statement of Curriculum Aims

We hope that the time children spend at our school will be profitable and that their experiences with us will provide a sound base for future education.  To this end our aims are:

 

Our curriculum should: Why is this important?

1. Encourage a life-long love of learning and be delivered by staff who are passionate about the subjects they teach.

Children and staff who are passionate about learning, will lead to better outcomes.

2. Give all children the opportunity to study a breadth of subjects.

Subject diversity is important to give our children a breadth of knowledge and experience. This should be inclusive and offer the same opportunity for all.

3. Within individual subjects, focus on the depth of learning that is relevant to our children and our community.

Our curriculum should reflect knowledge and topics relevant to our children.

4. Prepare our children to become resilient, well-adjusted members of society.

Our curriculum should provide opportunities to develop the knowledge and skills necessary, to become a resilient, well-adjusted member of society.

5. Be underpinned by knowledge-rich learning that builds year on year.

Knowing more and remembering more is the key to success. Our curriculum should be knowledge-rich and staff should have the expectation that core knowledge is retained.

6. Include ambitious content, concepts and vocabulary.

Children’s learning should be challenging to provide them with the best opportunity to succeed at high school, and become socially mobile.

7. Be mapped out explicitly so that knowledge is transparent for staff, children and parents.

Progression of knowledge and skills should be clear. Teachers can build on this and parents can support.

8. Allow for key concepts to be revisited but not repeated.

Revisiting key areas is crucial for children to build on their learning and commit this learning to their long-term memory.

9. Allow for natural links across subjects to be made.

Cross curricular links are beneficial for children’s learning but should never be contrived.

   

CURRICULUM PLANNING AND TEACHING STYLES 

The curriculum is taught by teams of teachers who plan together to provide the same curriculum, using a variety of strategies which include whole class teaching, group teaching, sets according to ability in Maths and English and individual work when necessary.  Special learning programmes are drawn up to cater for children who are gifted or talented or who may be experiencing significant learning difficulties. Within each year group we make use of teachers' subject expertise, where possible, to enhance the quality of the children's education.

CHILDREN'S PROGRESS: ASSESSMENT AND REPORTING

Progress in learning is recorded by all teaching staff and they will be happy to give advice, reassure you and suggest ways in which you can help. Formal assessment using statutory test materials takes place for phonics in Year 1, for English, maths and writing at the end of Key Stage 1 (Year 2), for times-tables (Year 4) and for English, maths, writing and SPaG (spelling, punctuation and grammar) at the end of Key Stage 2 (Year 6). 

Children in other year groups are also assessed using school-designed tests and activities.  You will receive a written report in the summer term that will detail your child's progress and development in school. Two consultation evenings are held during the year but parents should not wait for these evenings to discuss any problem that may arise; the Headteacher and Staff are always available, though an appointment may help us to give you a little more time. 

If you have any worries about progress please don't be afraid to ask.

 HOMEWORK 

Young children are frequently very tired after a day at school and it is right that they should be able to relax and ‘charge up their batteries' in the evening. There is strong evidence from educational studies that weekly homework e.g. in maths and writing has very limited impact on pupils' attainment.

For this reason weekly homework is light in the infant department and is likely to include reading practice, a short spelling task and a little number work. This will continue throughout school though will be increased in Year 6 so children are prepared for the expectations of secondary school. From Reception year onward, children will bring home books to read aloud with their parents. Although the time spent will vary it should always be pleasurable and never excessive. 

In Years 1 to 6, homework grids will be given out on a half-termly basis with optional activities but on no occasion should there be an expectation that pupils should spend more than thirty minutes at a time working on these. Tasks will be connected with their topic or to reinforce or complete work done in lessons. If a child wishes to spend a longer period of time e.g. on a craft project, they should have every encouragement to do so. Good habits begin at an early age.

Homework is not set in the case of short minor illness but a child who is convalescing after a longer illness or operation may need some work planned and teachers will be very ready to advise you about this. Where a child is experiencing particular difficulties, the teacher, in consultation with the Headteacher and Special Needs Manager may suggest a programme of homework which we hope parents will support.

It is not our policy to set homework to cover leave of absence for holidays as we feel that this creates a disproportionate burden for teachers and without teaching input can lead to confusions and misconceptions.  We also must point out that unbroken attendance is important to the continuity of a child’s education.

CURRICULUM INFO

If you require further information about the curriculum other than as shown on the website, please contact your child's class teacher who will be more than happy to help.