The Primary National Curriculum is taught to all our children in Year 1 and Year 2.
Our Reception children (Year R) follow the statutory framework for the Early Years Foundation Stage.
At Sholing Infant School the intention of our curriculum is to develop the knowledge, skills and vocabulary that our children need to be successful learners, both now, and in the future. Our children will develop an awareness of how their learning in every subject builds on their prior learning as they apply what they have learned to a range of different contexts. Where possible the National Curriculum content will be taught within the context of our locality as we aim to develop our children’s sense of identity and place.
Our curriculum will provide the tools with which the children can develop lifelong learning characteristics; We aim to develop independent learners who enjoy opportunities to be curious, to explore, problem solve and be creative. Children will learn to be resilient in the face of difficulties; reflective in celebrating their successes and not afraid to make mistakes and build upon them. Children will develop confidence to question and try new things and will be aspirational about where their learning could take them both within school and beyond.
At Sholing Infant School our curriculum is implemented through a topic-based approach to learning. In practice that means that the children’s learning is taught through the context of an overall topic which aims to inspire and engage the children. We believe that children do not learn in isolation so it is vital that all of their learning is done within a meaningful context that gives a reason and purpose for their learning.
This approach has been developed and refined through whole-school CPD to ensure that all staff have contributed to the development of our approach to the implementation of our curriculum.
We take pride in providing a highly inclusive environment, where learners demonstrate high levels of enjoyment in their education and make very good progress in all subjects and areas of learning. Children at all levels are helped to achieve their potential. Those who are most able are challenged and supported through being offered tasks which provide opportunities for greater depth and those who struggle are encouraged and given targeted support to embed skills, to develop at their own pace or simply to learn in a style that best suits their individual needs.
To ensure effective implementation of our ambitious curriculum we thoroughly plan each learning journey. This is achieved through successful subject leadership, secure subject knowledge, detailed curriculum planning and is delivered via a progressive model. This enables children to remember in the long term the content they have been taught and to apply it in new and varied contexts. Children are able to build on previously taught skills to develop a cumulative knowledge base that can then be developed for future learning.
We review the impact of the implementation of our curriculum through ongoing formative and summative assessment. This enables teachers to check learners’ understanding systematically, identify misconceptions accurately and provide clear, direct feedback. This ensures that the curriculum meets the needs of all children, which is reflected in good or better progress.
School leaders ensure that teachers are supported in implementing the curriculum effectively by:
Providing subject leaders with dedicated time for whole school CPD to develop a skills progression that ensures the cumulative development of knowledge and skills.
Giving teachers additional regular non-contact time to ensure that topic learning journeys and units of work are planned and prepared in depth to meet the needs of their learners.
Subject content being taught in a hands-on, practical way within an environment that is engaging and supportive.
Giving time for subject leaders to review the impact of the implementation of their curriculum area.
Reviewing the marking policy with staff, with most marking being done with the children and removing the expectation that teachers will undertake formative comment marking in all subjects.
Our EYFS curriculum is implemented in such a way as to build on our children’s pre-school experiences. We believe in providing children with a safe and stimulating environment where children flourish. Learning should be fun and we strongly believe in first hand learning, valuing the importance of the outdoor environment to develop children’s thinking and problem solving skills. Through our delivery of the EYFS Curriculum we develop learners who are active, creative and ready to begin their next stage of education equipped with the skills to be successful.
As a school we develop early reading through following the Letters and Sounds phonics programme. To develop our children’s confidence and enjoyment of reading we teach daily reading lessons that enable them to practise and apply their phonic and comprehension skills to a range of age-appropriate books. These will be matched to each child’s individual phonic knowledge. Our well stocked library also gives families access to a range of books that they can read at school and home.
The starting point for each writing journey is a high quality text or video that are often linked to the half-termly topic. Through their study of the text or video they will learn new reading and writing skills. These skills will then be practised and rehearsed and finally applied in an independent piece of writing.
Children are taught maths skills through an I-do-you-do approach. These skills are then practised so that the children can improve their fluency. Our mastery curriculum enables children to develop their reasoning, investigative and problem solving skills.
Opportunities for child voice are planned at the beginning of each new topic as pupils will begin each topic by asking key questions they would like to explore, all of which are underpinned by a key question posed by the teacher, which is used to inform the learning for each topic to ensure relevance.
The curriculum provides children with memorable experiences, in addition to diverse and rich opportunities from which children can learn and develop a range of transferable skills.
Our learning journey provides pupils with opportunities to be curious, to ask questions, to explore, to collaborate in their learning and to be actively engaged in their learning , both inside and outside the classroom. The project based planning means that pupils have a good understanding of the purpose and outcome of their learning, increasing their commitment to task and engagement.
The children’s own community, both local and wider is used to support understanding in every topic, sometimes as a starting point for engaging interest and introducing real examples of key vocabulary and concepts or within a topic to contextualize and embed what has been learned.
As a REAL Legacy school, sport and pupils being active and learning the importance physically and mentally of a healthy lifestyle is a high priority. We use a child-centred approach to PE that engages and challenges every child in every lesson. The school invests in supporting teachers to develop an expert knowledge of progression across a number of areas, including gymnastics and dance to teach high quality lessons which challenge all pupils. Throughout their time at the school, children will also work with specialist sports coaches both during the school day and as part of our extra curricular provision.
A varied timetable for extra-curricular activities is offered by the school, with clubs that support the core curriculum offer, as well as those which develop specialist skills, such as karate, whilst also extending the range of children’s experiences.
A primary focus of our curriculum is to raise aspirations, engender a sense of personal pride in achievement, and provide a purpose and relevance for learning. Disadvantaged pupils are supported to benefit from access to the full range of extra-curricular opportunities offered by the school, through effective use of PPG funding, whether that is karate lessons, kit and gradings or through healthy family breakfast club.
Music and performance have a high profile in the school and the school employs a specialist music teacher. Music provision includes violin lessons in Year 2, the school choir participate in both school and local events, all of which prepares pupils well for the inter music opportunities on offer to all pupils in KS2.
The impact of the curriculum is measured in standards achieved, progress made and personal qualities acquired. The impact of our curriculum is seen in:
High standards: consistently performing at above national averages
Consistent progress across all year groups and subjects
Quality experiences which are memorable, worthwhile and challenging.
Teaching which is rigorous, personalised, innovative and learning-centred.
Learners that are resilient, reflective, curious, independent and creative.
Aspirational learners who have a thirst for learning and see it as a route to maximising their life’s chances.
Individuals who value and respect one another and demonstrate our learning values in action.
MEANS OF MEASURING IMPACT:
The curriculum is regularly reviewed, developed, monitored and evaluated by the Headteacher, School Leadership Team, HET and governors, leading to improvements and innovation.
Subject leaders take responsibility for ensuring coverage, progression and standards through long and medium-term planning, promoting the subject and developing the teaching methodology and securing high quality resources. They regularly monitor and evaluate learning, teaching and the curriculum.
Planning is detailed, regular and collaborative and prepares teachers so they provide a coherent, personalised learning experience.
Assessment is both formative and summative and progress and attainment are regularly tracked.
If you would like to find out more about the curriculum at our school then please contact us.