Our intent is that all children should leave KS2 with the highest possible standards and enabled fully to access KS3.
Our curriculum is rich, broad, balanced, bespoke and relevant. We follow the National Curriculum which defines the knowledge and skills in each stage, and the end points.
In addition, we bespoke our curriculum
- at school level we plan in opportunities to provide children with experiences they would not en masse otherwise have (e.g. stage performances, Shakespeare productions, enterprise schemes, art galleries, art exhibitions, museums, places of worship, music tuition, careers day and aspirational talks.), and we make best use of our specific location. We work closely with our local community and have strong links with a local old peoples’ home, the Church, the synagogue and the local police.
- at an individual level we enable each child to access the curriculum and meet the learning objectives set through the support we give each child; our expectations of progress are uniformly high for all pupils. We insist that all teachers treat prior lower attaining pupils the same as any other pupil and set challenging lesson targets (success criteria) for all.
We provide a rich range of extra-curricular activities to further develop their skills, knowledge, understanding and love of learning.
Subject leaders report to the Curriculum Coordinator (Deputy Head Teacher) who has overall responsibility for curriculum and planning and in turn, the curriculum coordinator reports to the Headteacher who has overall responsibility for assessment.
Apart from our NQTs, every class teacher is a subject leader and appreciates the importance of very strong subject knowledge. We are a school that expects subject leaders to become expert in their subject. In their subject leadership roles they support their colleagues. Long, medium and short term plans are in place for al subjects. Cross- curricular links are made with each subject where appropriate. In 2019-20 we are in particular focusing on reading across the curriculum.
Our objectives are that children should be sufficiently robust in their knowledge so as to apply their knowledge and skills across the broad curriculum. We actively plan opportunities to support this.
We actively adapt our curriculum to support our pupils to become resilient. Details of this are in the section of this SEF ‘Personal Development’.
A strong Teaching for Learning policy outlines the expectations for teachers.
All teachers teach to school short term plans outlining clear learning objectives and success criteria, that align with the medium and long term plans in each subject. Children’s progress is measured against these and plans are adapted accordingly. Formative and summative pupil assessment informs our practice and in particular enables us to appropriately challenge every pupil. It is our mission to enable all children to meet the lesson objectives and our uniformly high expectations.
Monitoring is central to leaders and class teachers’ work. This is achieved through dialogue with pupils, in depth scrutiny of pupils’ work, monitoring of all planning, lesson observations and dialogue with staff. Through monitoring and evaluation we have a clear understanding of pupils’ progress and standards, and can address the needs of each individual pupil.
Dialogue with pupils and scrutiny of pupils’ work provides a great deal of information about the effectiveness of the curriculum as well as its delivery. Monitoring enables class teachers and subject leaders to support the development of teacher and leader expertise, and identify and meet continuing professional development (CPD) needs.
This protocol ensures subject leaders and teachers know what precisely is being taught, and in what order, so that pupils know more, remember more and can do more. This also ensures that class teachers and subject leaders have a shared understanding of appropriate challenge and of the extent to which learned information is retained long term.
Despite 85 per cent of children joining our EYFS with EAL and below expected standards in all areas of learning 70+ percent of pupils achieve GLD by the end of Reception. This proportion has doubled in the past five years. We spend up to six months bringing low achieving children up to good standards in their prime and specific skills, by following the full EYFS curriculum. Our curriculum is very tightly targeted to the needs of individual pupils to ensure they can access the KS1 curriculum when the time comes. Our EYFS is a significant strength of the school and children make outstanding progress.
With the exception of a small number of pupils with very profound learning difficulties or obstacles to learning, all our children reach expected standards in phonics either by the end of Y1 or Y2.
By the end of KS1, having made continuing good progress, almost all pupils reach national average or above national average standards in the core curriculum.
Throughout KS2, children make continuing good progress. With the exception of a small number who are disapplied, usually because they have joined the school very late in KS2, children leave with combined RWM results above the national average.
In reading and writing, an average proportion of pupils ends KS2 working at national average levels, while in mathematics an above average proportion of pupils is working at national average standards. Standards in SPAG and science are equally good.
In 2019 the proportion of our pupils working at greater depth increased in all subjects. In Mathematics it was average while in SPAG it was well above the national average. In reading and writing it remained below average.
Our school is expert at absorbing children with EAL and low standards into every year group. We have many children join us in Years 3, 4, 5 and 6. The progress our pupils make is significantly understated in headline numbers because of the progress made by our latecomers, which does not feature in published results.
Our teachers track pupil progress for each pupil, in accordance to our Monitoring Progress in the Foundation Curriculum Policy. This enables subject leaders to identify potential weaknesses, reconsider the subject intent and redesign the subject implementation.