National Curriculum for Key Stage 1 and 2
We plan our lessons with clear learning objectives. For foundation subjects we take these objectives from the Chris Quigley ‘Essentials’ document which is directly related to the National Curriculum. Longer term planning plots out topic themes as well as the knowledge and skills to be covered in each topic. Our lesson plans contain information about the tasks set, the resources needed, and the way in which we assess the children's work. Science is planned using the National Curriculum objectives and a variety of resources to compliment practice. Literacy is informed by various approaches like 'Talk 4 Writing' and 'Reading Vipers' . We follow the DFE approved 'Power Maths' scheme for Maths.
New topics in Topic Curriculum lessons begin with a 'Hook' lesson, It is a standalone lesson, specially designed to engage the children in the new topic and to capture their interest. Following this, staff will use a K. W. L. chart to plot what the class already Know, What they class want to learn and, at the end of the topic, what the class Learned.
Reception and Nursery follow 'Development Matters' and the 'Early Years Foundation Stage Statutory Framework'. These documents form the basis of all planning and assessment in the EYFS.
In EYFS the different areas of learning are:
- Personal, Social and Emotional Development – making relationships, self-confidence and self-awareness, managing feelings and behaviour
- Communication and Language – listening and attention, understanding, speaking
- Physical Development – moving and handling, health and self-care
- Literacy – reading and writing
- Mathematics – numbers and shape, space and measures
- Understanding the World – people and communities, the world, technology
- Expressive Arts and Design – exploring and using media and materials, being imaginative
We incorporate all of these areas of learning, into our Early Years half-termly learning themes, which we adapt to support the needs and interests of the children in our Nursery and Reception setting.
Eliminating discrimination during the delivery of our curriculum
The school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions. Where relevant, our policies include reference to the importance of avoiding discrimination and other prohibited conduct.
Staff and governors are regularly reminded of their responsibilities under the Equality Act, for example during meetings. Where this has been discussed during a meeting it is recorded in the meeting minutes.
New staff receive training on this policy and Equality Act as part of their induction, and all staff receive refresher training every year. The school has a designated member of staff for monitoring equality issues, and an equality link governor. They regularly liaise regarding any issues and make senior leaders and governors aware of these as appropriate.
Advancing equality of opportunity As set out in the DfE guidance on the Equality Act, the school aims to advance equality of opportunity by:
Removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have (e.g. pupils with disabilities, or gay pupils who are being subjected to homophobic bullying)
Taking steps to meet the particular needs of people who have a particular characteristic (e.g. enabling Muslim pupils to pray at prescribed times)
Encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all pupils to be involved in the full range of school societies)
In fulfilling this aspect of the duty, the school will:
Publish attainment data each academic year showing how pupils with different characteristics are performing
Analyse the above data to determine strengths and areas for improvement, implement actions in response and publish this information
Make evidence available identifying improvements for specific groups (e.g. declines in incidents of homophobic or transphobic bullying)
Publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils