All children of compulsory age are to follow a National Curriculum. This consists of English, Maths and Science, along with Religious Education, Design Technology (DT), History, Geography, Art, Music, Personal, Social and Health Education and Citizenship (PSHE), Computing and Physical Education.
Children have to be assessed at the end of Key Stages 1, 2 and 4 at the ages of 7, 11 and 16.
There must be a daily act of collective worship provided for all children whose parents do not ask specifically for them to be withdrawn. Parents may withdraw their daughter/son wholly or partly from Religious Education or Collective Worship. In such cases, written application must be made to the Headteacher.
The curriculum of a school is all the teaching and learning which takes place in school.
The curriculum will be common to all schools as children have to study:
a) National Curriculum
b) Religious Education
Further information regarding the curriculum can be obtained by making a request to the class teacher.
The basic teaching within the school is non-denominational. Pupils learn about the life of Christ and the story of Christianity, with particular examples of those who have achieved much by being true to their faith. We also help to give an understanding of the main world religions to prepare children for life in a multi-racial society. Emphasis is given to the development of a tolerant and appreciative attitude towards one another and our assemblies play an important part in this.
The school follows the Authority’s Agreed Syllabus of Religious Education.
The school sends parents guidance about the school’s procedures and suggestions about the ways in which parents can support this process.
We hope to develop control and understanding of safety principles and a fair sense of play. All children are are expected to take in P.E. and Games lessons. If a child is unable to take part in a lesson due to illness or injury, a note from the parent is required indicating the specific reason. Longer periods of exemption require a medical note from the doctor.
Children do most indoor P.E. in bare feet. Where children have certain medical conditions, pumps may be worn.
Children are organised into four phases in line with National Key Stages: Foundation Phase, Nursery and Reception classes; Key Stage 1, Years 1 & 2; Lower Key Stage 2, Years 3 & 4; Upper Key Stage 2, Years 5 & 6. Each phase has a Phase Leader who is responsible for the learning and well-being of each child in their phase.
Early Years – Lower and Upper Foundation (Nursery & Reception)
Children in our Nursery and Reception form our Early Years. Learning focuses on the Early Years Foundation Stage Curriculum, following the interests of children. Emphasis is placed on learning through play with a focus on Reading, Phonics and Writing together with Problem Solving, Reasoning and Number for Mathematics.
Key Stage 1– Year Groups 1 & 2
Children in Year Groups 1 & 2 form our Key Stage 1. Learning is based on the National Curriculum. Year 1 offers provision similar to foundation stage to ensure smooth transition to national curriculum work. Emphasis is placed on Reading, Phonics, Writing and Mathematics.
Key Stage 2 - Year Groups 3, 4, 5 and 6
Children in Year Groups 3, 4, 5 & 6 form our Key Stage 2. Learning continues to meet the requirements of the National Curriculum. Emphasis is placed on Reading, Writing and Mathematics. Children learn through topics and discrete subject teaching.
If you would like further information regarding maths, you can find our guide documents below:
Reading Schemes in Early Years and Key Stage 1
Oxford Reading Tree is our main scheme for individual readers. These range from stage 1 which are picture based with no words so that children can begin to develop language from illustrations up to stage 14 which are comparable to short novels. Within the Oxford Reading Tree scheme there are strands to support phonic development for example Song Birds & Floppy Phonics both of which link into the Letters & Sounds programme. Phonic lessons are also supported by using a web tool called Phonics Play which provides children with games to practice segmenting and blending. Further to this, Oxford Reading Tree Fireflies are used to develop reading of non-fiction texts.
Reading Schemes in Key Stage 2
In KS2 the main reading scheme used is Oxford reading Tree. Reading books are sent home daily until the child reaches a competent level and becomes a ‘free reader’. They are then still encouraged to take a library book home, or a book from the book corner. Children still on the reading scheme are heard read either in guided reading or assembly time at least once a week. This is either done by a teacher or teaching assistant.
Guided Reading in KS1 and KS2
Children also receive guided reading sessions in small groups and for this we use:
- Rigby Navigator/Max
- Reading Explorers
- Pelican Guided Reading
- Comprehension books e.g Key comprehension, Brilliant Comprehension or Letts Rigby Star, Brilliant Comprehension and other resources as appropriate.
These resources contain a range of fiction and non-fiction books with follow up comprehension activities for the children to further develop their understanding of different text types.
Within the guided reading session the teacher will focus on aspects such as:
- Text orientation
- Sometimes hearing the children read aloud to assess fluency and expression.
- Sometimes setting a challenge e.g. find the words that describe the character’s feelings.
- The Content Domains are covered throughout the key stage
Book talk sessions in Reception, KS1 and KS2
Each week children will take part in a book talk session where they will have the opportunity to discuss likes and dislikes, themes and characters and develop an understanding of the book or text.
Love for Reading sessions in Early Years, KS1 and KS2
Each week parents are invited into classrooms to share a variety of English and bi-lingual books with their own and other children. Where parents can not attend older children will read with younger children.
Parents are encouraged to hear their children read and to read to their children. As a school we explain the importance of their role in reading, including being a good role model by letting their children see them reading.
- Recording is done on guided reading sheets that also have Content Domain objectives on.
- Reading records are kept by school staff and parents.
- Assessments are carried out three times a year.
End of KS2 Data for 2016/2017 Academic Year
The % of children who left KS2 at the expected standard or above in reading was 36%, writing was 71%, maths was 68% and SPAG was 75%
The average progress achieved in reading was -4.9%, writing was -0.7% and maths was -2.3%
The average 'scaled score' in reading was 96.4%, maths was 99.7% and SPAG was 101.8%
The % of children who left KS2 with a high level of attainment in reading was 7%, writing was 14%, maths was 11% and SPAG was 14%
Please click on the link below to view our latest performance tables:
DfE School Performance Tables