Curriculum Policy
Section 1
Aims
At Greenfylde Church of England First School we undertake to:
* Raise levels of attainment for all pupils, enabling them to achieve their personal best
* Develop confident, disciplined and enquiring learners, able to make informed choices.
* Foster a love of learning.
* Foster self-esteem and personal responsibility, linked to respect for the needs and feelings of others.
* Facilitate considerate and positive relationships between all members of the school community.
* Ensure equal opportunities in relation to gender, race, class, special needs and belief.
* Value and respect all cultures.
* Provide a safe and happy work place.
* Promote a thoughtful attitude towards the immediate and wider environment.
Section 2
Ethos
The ethos and atmosphere underpin the agreed aims of the school. Teachers will provide a broad and balanced curriculum, which will develop the skills, concepts and knowledge necessary for future learning. In the course of their daily work the staff will contribute to the development of this ethos through:
* Providing a calm, quiet and effective working environment at all times, in which each child can achieve his or her maximum potential.
* Providing a welcoming environment, in which courtesy, kindness and respect are fostered.
* Providing positive role models.
* Providing a fair and disciplined environment, in line with the school's behaviour policy.
* Maintaining purposeful and informative planning, record-keeping and assessment documents, in line with the school's record-keeping and assessment policy statement.
* Effective management of their professional time.
* Developing links with the wider community.
* Providing children with meaningful, purposeful tasks, related to the National Curriculum programmes of study and Early Learning Goals in the Foundation Stage.
* Valuing and celebrating pupils' success and achievements.
* Reviewing personal and professional development by providing appropriate INSET, training and support from colleagues in order to ensure a high level of professional expertise.
* Welcoming, supporting and teaching of teaching and non-teaching students.
Equal Opportunities
In accordance with the school's Equal Opportunities Policy, all children at Greenfylde School must be given full access to the National Curriculum and the wider curriculum. Staff will endeavour to help all children to reach their full potential irrespective of race, gender, age or ability.
Section 3
Management of the School Day:
The School Day
Key Stage 1 Key Stage 2
Session 1 9.00 - 10.15 9.00 - 10.35
Session 2 10.30 - 12.00 10.55 - 12.00
Session 3 1.18 - 2.35 1.08 - 2.20
Session 4 2.50 - 3.30 2.30 - 3.30
Total Hours per day: 4 hrs 42 mins 4 hrs 52 mins
Total hours per week: 23 hrs 30 mins 24 hrs 20 mins
Allowing for 5 minutes per day registration, 15 minutes per day for whole school or key stage collective worship (3 days per week) and 10 minutes per day for class collective worship (2 days per week) this gives a taught time per week of :-
Total Hours per Week: 22 hrs 22 hrs 50 mins
Hours per year:902 936
(based on 41 weeks)
Time Allocation
Curriculum time can be planned as continuous study throughout the term, or as blocks of study. Work will be planned using the Whole School Long Term Curriculum Map. Teachers will follow the agreed Schemes of Work* with reference to whole school planning to ensure that programmes of study are effectively covered.
*At Greenfylde School we are committed to following the programmes of study as required by the National Curriculum 2000, the National Literacy Strategy, the National Numeracy Strategy and the DfES/QCA Schemes of Work. The latter will be amended as necessary to suit our local curriculum. We are committed to the underlying principles of 'Excellence and Enjoyment'.
It is not necessary for pupils to study all National Curriculum subjects each week or term. We may decide to concentrate particular subjects during certain weeks or terms, doing less of theses subjects at other times.
In practice Literacy and Numeracy are taught every day. Science, P.E., R.E. and ICT and Music are taught every week (with a few possible exceptions). Other subjects may feature weekly, but are more likely to appear as a particular emphasis with a block of time e.g. a half term.
Time Allocation per Week
Key Stage 1 Key Stage 2
Literacy: 4 hours (4 x 1 hour sessions) 4 hours (4 x 1 hour sessions)
Extended Writing:1 hour/week Extended writing: 1 hour/week
Numeracy: 5 hours (5 x 1 hour sessions) 5 Hours (5 x 1 Hour sessions)
Science: 90 minutes (2 x 45 minutes) 2 Hours
R.E.: 1 Hour 1 Hour 15 Minutes
ICT:* 45 Minutes 55 Minutes
P.E.: 90 Minutes 90 Minutes
[N.B The following times are if the subject is taught weekly]
History : 50 Minutes 55 Minutes
Geography: 50 Minutes 55 Minutes
Art: 50 Minutes 55 minutes
Music: 55 Minutes 55 Minutes
D.T.: 50 Minutes 55 Minutes
TOTAL: 19 Hours 20 Hours 15 minutes
*The allocation of time for the ICT curriculum will be incorporated into the planning for other areas of the curriculum, alongside planning of explicit ICT lessons.
Any additional time between these subject allocations and the taught time per week is allocated to additional work within literacy and numeracy.
In the Foundation Stage, the six Areas of Learning will be planned in to the daily activities of the classroom, with equal weight being given to all. These classes will run a very integrated day, with very few subject specific lessons.
Personal, Social and Health Education (PSHE) and Citizenship are seen as integral parts of the curriculum and are almost wholly planned through other subjects. There will, however, be specific PSHE lessons from time to time, as appropriate.
Section 4
Classroom Management and Organisation:
Management
The learning environment will be managed in such a way as to facilitate different styles of learning, with particular regard to Special Educational Needs:
* Whole class teaching
* Group work, organised according to appropriate criteria (i.e. Ability, mixed ability, interest etc)
* One to one teaching
* Conferencing
* Collaborative learning in pairs or groups
* Independent learning
All areas of the learning environment will be planned for, including, where appropriate, the outside areas, in order to ensure opportunities for a range of practical activities, which will develop appropriate skills, concepts and knowledge.
Learning Support Assistants (LSAs) will work alongside the teacher in the planning and teaching of the curriculum. LSAs will usually support groups or individuals within any class, but may, from time to time, take the whole class for suitable activities. They also play a role in the monitoring of the curriculum, giving feedback to teachers, and in assessing pupils, as they will regularly discuss pupils' attainment and progress with the teacher(s).
Learning Support Assistants, learning support teachers and external agencies will be employed to support children with Special Educational Needs, as outlined on their Individual Education Plans. They may also help to support Gifted and Talented pupils.
Behaviour Management
Good behaviour is essential for a positive learning experience for children. Greenfylde School has a comprehensive Behaviour Policy based on the reinforcement of good behaviour, with appropriate sanctions if behaviour is not acceptable. Golden Time and other strategies are used as part of this policy.
Organisation
The classroom will be organised to facilitate learning and the development of independence. This may require flexibility in the organisation of furniture.
* The resources in each area will be grouped according to curriculum subject and clearly labelled.
* Writing resources will be available for use at all times, and will be centrally accessible.
* Book corners will be comfortable and attractive.
* Labels and posters should wherever possible reflect the language diversity in the school.
* In Reception, areas for imaginative play will change regularly, in order to give opportunities for a range of play and role-play which will contribute to learning in a purposeful manner.
* Pupils will be involved in the maintenance and care of all equipment and resources.
Planning
Planning will take place regularly in year group teams, with reference to the National Curriculum 2000, Desirable Learning Outcomes, the Whole School Long Term Plan and the Schemes of Work produced by the DfES/QCA.
Teachers usually meet weekly in year group teams to plan. Learning Support Staff are involved as deeply as possible in the planning process. The Weekly Planning documents are available for perusal by the Head Teacher, and any other interested person, on request.
Differentiation
Teachers will differentiate the curriculum by:
* Task
* Outcome
* Teacher / adult support
Differentiated tasks will be detailed in weekly planning. Learning objectives will be specified for all differentiated teaching. Detailed reference will be made in weekly plans to Individual Education Plans, and to Section 11 support for children with English as an additional language.
Record-keeping and assessment
Regular assessments are made of pupils' work in order to establish the level of attainment, and to inform future planning. Record-keeping and assessment procedures are defined in the Assessment Policy (being developed) and Marking Policy.
Assessment is part of the framework in which educational objectives are set and each child's progress is monitored and described. It gives information that helps to plan the next education steps in response to a child's needs. In addition, assessment facilitates discussion between teachers and thereby enhances professional skills and the strengthening of learning across the curriculum.
In the Foundation Stage, pupils' progress will be tracked through the 'stepping stones' and ultimately the Early Learning Goals. This progress will be monitored and reported to the parents using the Foundation Stage profile.
Pupils' progress through the programmes of study and attainment targets is assessed by teachers throughout each year and reported to parents in an annual written report during the Summer term of each school year. At the end of Key Stage 1 children have their performance formally monitored through teacher assessment and statutory tasks and levels of attainment are subsequently recorded and reported. Some of these procedures are subject to moderation to ensure standardisation, and this is undertaken by the LEA. Pupils in Year 4 also undertake the optional tests to allow teachers to further monitor progress and the school to monitor progress against national standards. These assessments also help with transfer to the children's next school.
Regular Assessments
* All Reception pupils will be assessed, in all six areas of learning, using the Foundation Stage Profile.
* Year Two pupils will be assessed in Mathematics and English using the Key Stage 1 Statutory Assessment Tests/Tasks (SATs)
* Year Four children will be assessed in Mathematics and English using the Optional SATs.
* All pupils in Years 1 to 4 have targets for their attainment in maths, reading and writing set at the start of each year. These are monitored and revised as necessary. Actual attainment against these targets is then measured.
All results from these assessments will be analysed and used to inform future planning.
Monitoring and evaluation
Monitoring and evaluation is essential for the planning and development of the curriculum. The development of our school's curriculum is supported by review at different levels:
**By the teaching staff - through the School Improvement Plan (SIP); in the course of curriculum meetings; by teachers' self-evaluation leading to the re-appraisal of existing approaches; by reviewing the school's curriculum planning and documentation.
* By the Head Teacher, leadership team, governors and curriculum co-ordinators; through regular analysis of the SIP; lesson observations; review of school policy; analysis of various assessment results (and use of documents such as the PANDA); scrutiny of pupil's work.
* By the LEA - through school-based curriculum development within the national and county framework; through the work of the school with the Link School Development Advisor (LSDA); through reports from the Inspectorate on aspects of the curriculum and overall school performance; through reviewing of policy documentation in the light of changing needs and current understanding of good practice.
* By the Office for Standards in Education - through the publication of information relating to the school curriculum and assessment at national level; through the national programme of school inspection.
Teaching Strategies
In order to ensure equality of access, and effective matching of tasks to needs, teachers will employ a variety of strategies:
* Home visits, to initiate contact and a relationship between parent, child and teacher in Reception classes.
* Provision of an integrated curriculum both inside and outside the Reception classroom.
* The development of close links between Reception and the feeder play groups.
* The involvement of subject co-ordinators in the development of individual curriculum areas, in order to ensure continuity and progression between Reception, Key Stage 1, Key Stage 2 and at transfer.
* Teacher observation
* Discussion and questioning (open and closed as appropriate)
* Previewing and reviewing work
* Didactic teaching
* Interactive teaching
* Conferencing
* Listening
* Mind Mapping
* Providing opportunities for reflection by pupils
* Demonstrating high expectations
* Providing opportunities for repetition / reinforcement
* Providing encouragement, positive reinforcement and praise
* Making judgements and responding to individual need
* Intervening, as appropriate, in the learning process in order to encourage development
* Provide all children with opportunities for success
* Use a range of communication strategies; verbal and non-verbal
Teachers will use a range of strategies in any one session.
Activities should show a balance in terms of individual, group and whole class work. Teachers should use the structure of 'whole class teaching ?_ text level work ?_ ability group work ?_ whole class plenary', in the majority of lessons, when teaching English during Literacy Hour and teaching mathematics during Numeracy lessons. Specialist teaching is available from subject co-ordinators when they can be released from class and also in the form of visitors.
Resources:
Each classroom will be equipped with a basic set of resources and books appropriate to the age range. Specialist resources will be stored in the appropriate curriculum resource cupboard / area, and will be regularly audited by the Curriculum Co-ordinator. Staff may contact Curriculum Co-ordinators with suggestions for specialist materials which may need ordering.
Pupils will be taught how to use all resources correctly and safely, with care and respect; and with regard for Health and Safety and waste.
Care will be taken to ensure that resources reflect the cultural and linguistic diversity of our society, and that all pupils have equality of access.
Section 5
Learning Processes
Children enter school at different stages of development. Children learn in different ways and at different rates of progress. In the course of learning children develop their skills through a variety of processes. These include:
* Investigation
* Experimentation
* Listening
* Observation
* Talking and discussion
* Asking questions
* Practical exploration and role play
* Retrieving information
* Imagining
* Repetition
* Problem-solving
* Making choices and decision-making
At Greenfylde School opportunities are organised to allow pupils access to these processes, and for them to develop their own strategies to gain knowledge and skills.
Learning Styles
Children learn in a variety of ways, and for this reason it is necessary to ensure that planning incorporates as many styles as possible. These styles include:
* Individual learning
* Collaborative learning in small groups, or pairs
* One to one learning with an adult, or more able pupil
* Whole class
* Independent learning
We endeavour to allow for Visual, Auditory and Kinesthetic learning preferences (VAK). To do this, the following learning tools may be used:-
Visual Auditory Kinesthetic
Whiteboards Teacher talk Physical movement
Textbooks Think, pair, share Mime
Worksheets Group discussion Gestures/movements
OHPs Class debate Design and build
Videos Rhymes, chants etc Experimental work
Flip charts Dramatic readings Field trips/visits
Colourful displays Mnemonics Using equipment
Mind mapping Listening to music
Special Educational Needs
The school has a very comprehensive system of support for those children who have a Special Educational Need. This is outlined in the Learning Support policy. Support to children will follow the SEN Code of Practice. SEN pupils are regularly discussed at staff meetings and with Learning Support Assistants. The SEN Co-ordinator will also have regular meetings with teachers and support staff.
Gifted and Talented Pupils
We wish to ensure that all pupils fulfil their potential and this includes those pupils (around 10% of the highest attaining) who are deemed Gifted and Talented. In the school context, Gifted relates to those pupils who are attaining highly (or have the potential to do so) in Literacy and Numeracy. Likewise. Talented relates to attainment (or potential) in the creative curriculum. The school has a designated co-ordinator for Gifted and Talented pupils. There is a policy document available on request.
Section 6
Governors' Role
It is the Governors' role to monitor and review the policy and its practise through:
* Regular visits to the school.
* Reporting to the Head teacher and teachers.
* Reporting to the curriculum sub-committee.
* Reporting to the Full Governing Body
* To receive reports from the Head teacher and/or the Teacher Governor.
* To attend INSET if possible.
* To receive reports from the Head Teacher on relevant premises issues, in particular Health and Safety, and to follow up any relevant issues.
* To promote and ensure at all times equal opportunities in relation to race, gender, class and belief.
* To promote and ensure at all times the practice of giving value and respect for all cultures and faiths.
Parents' Role
Parents are encouraged to support their children's learning by:
* Ensuring that their child comes to school feeling confident and positive.
* Ensuring that their child arrives at school punctually and regularly.
* Sharing with the teacher any problems in school that their child is experiencing.
* Supporting their child by attending Open Evenings and other meetings.
* Supporting their child and the teacher by becoming actively involved in the operation of the Individual Education Plan, and any Special Educational Needs processes.
* Ensuring that all contact addresses and telephone numbers are up to date and correct.
* Ensuring that their child arrives at school wearing the correct uniform and bringing the correct P.E. kit.
* Agreeing to any Parent / Teacher contract concerning their child's behaviour (if appropriate)
* Agreeing to, and supporting, the school's homework policy.
* Welcoming staff at home-visiting times, such as before starting in Reception.
* Attending all medicals and health interviews when invited.
* Responding to letters sent home from school.
* Informing the school of reasons for their child's absence.
* Informing the school of any significant matters at home which may affect their child's progress, happiness or behaviour.
* Supporting extra-curricular activities, such as visitors to school, concerts, visits and fairs.
The school has a Home School Agreement that all parents are asked to sign.
Community Role
The community is invited to support the school by:
* Contributing to activities, such as assemblies, artistic events, specialist outings, and clubs.
* Presenting themselves as positive role models to be emulated.
* Guiding pupils? behaviour as they play around the school, and providing positive role models with regard to behaviour.
* Organising activities and events throughout the year to extend and deepen pupils? knowledge and skills.
* Supporting school events
* Voluntarily helping in the classroom.
* As a Church of England First School, the PCC and Diocese support the school in a variety of ways. The local incumbent visits the school regularly to help with collective worship. He is also on the governing body, which has three church representatives in total. The school also has close links to the other churches in the town.
The School's Role
In relation to each of the above areas the school will reciprocate by:
* Responding to all offers of support as far as it is able.
* Respecting all information given in confidence.
* Giving clear information on the aims and objectives of the curriculum and school procedures.
* Setting up curriculum meetings.
* Making available the Long Term Whole School Curriculum Plan, Schemes of Work and Medium Term Plans.
* Giving reasonable / appropriate access to teaching staff.
* Working in partnership with parents and guardians to ensure the success of their child, and encouraging parental involvement in working out the way forward for their child?s educational future.
Section 7
The Curriculum
We provide a curriculum for pupils from the outset of Year 1 that includes the National curriculum and Religious Education. Pupils in the Reception classes, follow the Foundation Stage curriculum that is based upon six broad areas of learning. Once children have met the goals detailed within the document, teachers plan for their progression within level 1 of the National Curriculum.
* The Foundation Stage areas are: personal, social and emotional development; communication, language and literacy; mathematical development; knowledge and understanding of the world; physical development; creative development.
* At both Key Stages 1 (years 1 & 2) and 2 (years 3 & 4) all core subjects, RE and all foundation subjects (except a modern foreign language) are taught.
* The Core Subjects are: English, mathematics and science.
* The Foundation Subjects taught are: history, geography, design and technology, information technology, music, art, physical education.
* Sex Education: The Governing Body has decided that, due to the considerable variations of maturity in a First School, there should be no formal sex education. However, all aspects relating to the subject are handled with care and sensitivity in a natural and informal manner. Teachers aim to answer questions, as raised, honestly and at a level appropriate to the maturity of the child who raises the question.
* Drugs education is to be part of the developing PSHE programme.
* Personal, Social, and Health Education (PSHE) is addressed through relevant topics in other subjects, especially RE and science; e.g. healthy eating, road safety, right and wrong. Teachers refer to the LEA guidelines when planning PSHE. There is a policy document for Citizenship and PSHE.
* Citizenship is also addressed through relevant topics and in a variety of other aspects of school life. Teachers will refer to the appropriate guidance when teaching Citizenship.
Long Term Curriculum Plan
Appended to this document are the termly plans for each year group in the school (the Long Term Plan for our curriculum). These are planning documents, and, as such, are a tool to be amended and updated on a regular basis.
Foundation Stage
These plans outline the termly objectives, based on the Early Learning Goals, for each of the six areas of learning.
Years 1 to 4
These plans outline:-
* The content for each subject during that term. Reference will be made to QCA schemes of work if appropriate
* The Key Skills addressed
* Links between curriculum subjects
* Resources used/available
* Any additional and useful information
Review
This policy statement will be regularly reviewed by the staff and governors to ensure that it meets statutory requirements and provides the best possible framework for the education of the children at the school.
N. B. The actual Curriculum Plans are lengthy documents which are continually being updated. As such, they are not produced here for you. Copies may be obtained from the school office on request. Thank you.
Aims
At Greenfylde Church of England First School we undertake to:
* Raise levels of attainment for all pupils, enabling them to achieve their personal best
* Develop confident, disciplined and enquiring learners, able to make informed choices.
* Foster a love of learning.
* Foster self-esteem and personal responsibility, linked to respect for the needs and feelings of others.
* Facilitate considerate and positive relationships between all members of the school community.
* Ensure equal opportunities in relation to gender, race, class, special needs and belief.
* Value and respect all cultures.
* Provide a safe and happy work place.
* Promote a thoughtful attitude towards the immediate and wider environment.
Section 2
Ethos
The ethos and atmosphere underpin the agreed aims of the school. Teachers will provide a broad and balanced curriculum, which will develop the skills, concepts and knowledge necessary for future learning. In the course of their daily work the staff will contribute to the development of this ethos through:
* Providing a calm, quiet and effective working environment at all times, in which each child can achieve his or her maximum potential.
* Providing a welcoming environment, in which courtesy, kindness and respect are fostered.
* Providing positive role models.
* Providing a fair and disciplined environment, in line with the school's behaviour policy.
* Maintaining purposeful and informative planning, record-keeping and assessment documents, in line with the school's record-keeping and assessment policy statement.
* Effective management of their professional time.
* Developing links with the wider community.
* Providing children with meaningful, purposeful tasks, related to the National Curriculum programmes of study and Early Learning Goals in the Foundation Stage.
* Valuing and celebrating pupils' success and achievements.
* Reviewing personal and professional development by providing appropriate INSET, training and support from colleagues in order to ensure a high level of professional expertise.
* Welcoming, supporting and teaching of teaching and non-teaching students.
Equal Opportunities
In accordance with the school's Equal Opportunities Policy, all children at Greenfylde School must be given full access to the National Curriculum and the wider curriculum. Staff will endeavour to help all children to reach their full potential irrespective of race, gender, age or ability.
Section 3
Management of the School Day:
The School Day
Key Stage 1 Key Stage 2
Session 1 9.00 - 10.15 9.00 - 10.35
Session 2 10.30 - 12.00 10.55 - 12.00
Session 3 1.18 - 2.35 1.08 - 2.20
Session 4 2.50 - 3.30 2.30 - 3.30
Total Hours per day: 4 hrs 42 mins 4 hrs 52 mins
Total hours per week: 23 hrs 30 mins 24 hrs 20 mins
Allowing for 5 minutes per day registration, 15 minutes per day for whole school or key stage collective worship (3 days per week) and 10 minutes per day for class collective worship (2 days per week) this gives a taught time per week of :-
Total Hours per Week: 22 hrs 22 hrs 50 mins
Hours per year:902 936
(based on 41 weeks)
Time Allocation
Curriculum time can be planned as continuous study throughout the term, or as blocks of study. Work will be planned using the Whole School Long Term Curriculum Map. Teachers will follow the agreed Schemes of Work* with reference to whole school planning to ensure that programmes of study are effectively covered.
*At Greenfylde School we are committed to following the programmes of study as required by the National Curriculum 2000, the National Literacy Strategy, the National Numeracy Strategy and the DfES/QCA Schemes of Work. The latter will be amended as necessary to suit our local curriculum. We are committed to the underlying principles of 'Excellence and Enjoyment'.
It is not necessary for pupils to study all National Curriculum subjects each week or term. We may decide to concentrate particular subjects during certain weeks or terms, doing less of theses subjects at other times.
In practice Literacy and Numeracy are taught every day. Science, P.E., R.E. and ICT and Music are taught every week (with a few possible exceptions). Other subjects may feature weekly, but are more likely to appear as a particular emphasis with a block of time e.g. a half term.
Time Allocation per Week
Key Stage 1 Key Stage 2
Literacy: 4 hours (4 x 1 hour sessions) 4 hours (4 x 1 hour sessions)
Extended Writing:1 hour/week Extended writing: 1 hour/week
Numeracy: 5 hours (5 x 1 hour sessions) 5 Hours (5 x 1 Hour sessions)
Science: 90 minutes (2 x 45 minutes) 2 Hours
R.E.: 1 Hour 1 Hour 15 Minutes
ICT:* 45 Minutes 55 Minutes
P.E.: 90 Minutes 90 Minutes
[N.B The following times are if the subject is taught weekly]
History : 50 Minutes 55 Minutes
Geography: 50 Minutes 55 Minutes
Art: 50 Minutes 55 minutes
Music: 55 Minutes 55 Minutes
D.T.: 50 Minutes 55 Minutes
TOTAL: 19 Hours 20 Hours 15 minutes
*The allocation of time for the ICT curriculum will be incorporated into the planning for other areas of the curriculum, alongside planning of explicit ICT lessons.
Any additional time between these subject allocations and the taught time per week is allocated to additional work within literacy and numeracy.
In the Foundation Stage, the six Areas of Learning will be planned in to the daily activities of the classroom, with equal weight being given to all. These classes will run a very integrated day, with very few subject specific lessons.
Personal, Social and Health Education (PSHE) and Citizenship are seen as integral parts of the curriculum and are almost wholly planned through other subjects. There will, however, be specific PSHE lessons from time to time, as appropriate.
Section 4
Classroom Management and Organisation:
Management
The learning environment will be managed in such a way as to facilitate different styles of learning, with particular regard to Special Educational Needs:
* Whole class teaching
* Group work, organised according to appropriate criteria (i.e. Ability, mixed ability, interest etc)
* One to one teaching
* Conferencing
* Collaborative learning in pairs or groups
* Independent learning
All areas of the learning environment will be planned for, including, where appropriate, the outside areas, in order to ensure opportunities for a range of practical activities, which will develop appropriate skills, concepts and knowledge.
Learning Support Assistants (LSAs) will work alongside the teacher in the planning and teaching of the curriculum. LSAs will usually support groups or individuals within any class, but may, from time to time, take the whole class for suitable activities. They also play a role in the monitoring of the curriculum, giving feedback to teachers, and in assessing pupils, as they will regularly discuss pupils' attainment and progress with the teacher(s).
Learning Support Assistants, learning support teachers and external agencies will be employed to support children with Special Educational Needs, as outlined on their Individual Education Plans. They may also help to support Gifted and Talented pupils.
Behaviour Management
Good behaviour is essential for a positive learning experience for children. Greenfylde School has a comprehensive Behaviour Policy based on the reinforcement of good behaviour, with appropriate sanctions if behaviour is not acceptable. Golden Time and other strategies are used as part of this policy.
Organisation
The classroom will be organised to facilitate learning and the development of independence. This may require flexibility in the organisation of furniture.
* The resources in each area will be grouped according to curriculum subject and clearly labelled.
* Writing resources will be available for use at all times, and will be centrally accessible.
* Book corners will be comfortable and attractive.
* Labels and posters should wherever possible reflect the language diversity in the school.
* In Reception, areas for imaginative play will change regularly, in order to give opportunities for a range of play and role-play which will contribute to learning in a purposeful manner.
* Pupils will be involved in the maintenance and care of all equipment and resources.
Planning
Planning will take place regularly in year group teams, with reference to the National Curriculum 2000, Desirable Learning Outcomes, the Whole School Long Term Plan and the Schemes of Work produced by the DfES/QCA.
Teachers usually meet weekly in year group teams to plan. Learning Support Staff are involved as deeply as possible in the planning process. The Weekly Planning documents are available for perusal by the Head Teacher, and any other interested person, on request.
Differentiation
Teachers will differentiate the curriculum by:
* Task
* Outcome
* Teacher / adult support
Differentiated tasks will be detailed in weekly planning. Learning objectives will be specified for all differentiated teaching. Detailed reference will be made in weekly plans to Individual Education Plans, and to Section 11 support for children with English as an additional language.
Record-keeping and assessment
Regular assessments are made of pupils' work in order to establish the level of attainment, and to inform future planning. Record-keeping and assessment procedures are defined in the Assessment Policy (being developed) and Marking Policy.
Assessment is part of the framework in which educational objectives are set and each child's progress is monitored and described. It gives information that helps to plan the next education steps in response to a child's needs. In addition, assessment facilitates discussion between teachers and thereby enhances professional skills and the strengthening of learning across the curriculum.
In the Foundation Stage, pupils' progress will be tracked through the 'stepping stones' and ultimately the Early Learning Goals. This progress will be monitored and reported to the parents using the Foundation Stage profile.
Pupils' progress through the programmes of study and attainment targets is assessed by teachers throughout each year and reported to parents in an annual written report during the Summer term of each school year. At the end of Key Stage 1 children have their performance formally monitored through teacher assessment and statutory tasks and levels of attainment are subsequently recorded and reported. Some of these procedures are subject to moderation to ensure standardisation, and this is undertaken by the LEA. Pupils in Year 4 also undertake the optional tests to allow teachers to further monitor progress and the school to monitor progress against national standards. These assessments also help with transfer to the children's next school.
Regular Assessments
* All Reception pupils will be assessed, in all six areas of learning, using the Foundation Stage Profile.
* Year Two pupils will be assessed in Mathematics and English using the Key Stage 1 Statutory Assessment Tests/Tasks (SATs)
* Year Four children will be assessed in Mathematics and English using the Optional SATs.
* All pupils in Years 1 to 4 have targets for their attainment in maths, reading and writing set at the start of each year. These are monitored and revised as necessary. Actual attainment against these targets is then measured.
All results from these assessments will be analysed and used to inform future planning.
Monitoring and evaluation
Monitoring and evaluation is essential for the planning and development of the curriculum. The development of our school's curriculum is supported by review at different levels:
**By the teaching staff - through the School Improvement Plan (SIP); in the course of curriculum meetings; by teachers' self-evaluation leading to the re-appraisal of existing approaches; by reviewing the school's curriculum planning and documentation.
* By the Head Teacher, leadership team, governors and curriculum co-ordinators; through regular analysis of the SIP; lesson observations; review of school policy; analysis of various assessment results (and use of documents such as the PANDA); scrutiny of pupil's work.
* By the LEA - through school-based curriculum development within the national and county framework; through the work of the school with the Link School Development Advisor (LSDA); through reports from the Inspectorate on aspects of the curriculum and overall school performance; through reviewing of policy documentation in the light of changing needs and current understanding of good practice.
* By the Office for Standards in Education - through the publication of information relating to the school curriculum and assessment at national level; through the national programme of school inspection.
Teaching Strategies
In order to ensure equality of access, and effective matching of tasks to needs, teachers will employ a variety of strategies:
* Home visits, to initiate contact and a relationship between parent, child and teacher in Reception classes.
* Provision of an integrated curriculum both inside and outside the Reception classroom.
* The development of close links between Reception and the feeder play groups.
* The involvement of subject co-ordinators in the development of individual curriculum areas, in order to ensure continuity and progression between Reception, Key Stage 1, Key Stage 2 and at transfer.
* Teacher observation
* Discussion and questioning (open and closed as appropriate)
* Previewing and reviewing work
* Didactic teaching
* Interactive teaching
* Conferencing
* Listening
* Mind Mapping
* Providing opportunities for reflection by pupils
* Demonstrating high expectations
* Providing opportunities for repetition / reinforcement
* Providing encouragement, positive reinforcement and praise
* Making judgements and responding to individual need
* Intervening, as appropriate, in the learning process in order to encourage development
* Provide all children with opportunities for success
* Use a range of communication strategies; verbal and non-verbal
Teachers will use a range of strategies in any one session.
Activities should show a balance in terms of individual, group and whole class work. Teachers should use the structure of 'whole class teaching ?_ text level work ?_ ability group work ?_ whole class plenary', in the majority of lessons, when teaching English during Literacy Hour and teaching mathematics during Numeracy lessons. Specialist teaching is available from subject co-ordinators when they can be released from class and also in the form of visitors.
Resources:
Each classroom will be equipped with a basic set of resources and books appropriate to the age range. Specialist resources will be stored in the appropriate curriculum resource cupboard / area, and will be regularly audited by the Curriculum Co-ordinator. Staff may contact Curriculum Co-ordinators with suggestions for specialist materials which may need ordering.
Pupils will be taught how to use all resources correctly and safely, with care and respect; and with regard for Health and Safety and waste.
Care will be taken to ensure that resources reflect the cultural and linguistic diversity of our society, and that all pupils have equality of access.
Section 5
Learning Processes
Children enter school at different stages of development. Children learn in different ways and at different rates of progress. In the course of learning children develop their skills through a variety of processes. These include:
* Investigation
* Experimentation
* Listening
* Observation
* Talking and discussion
* Asking questions
* Practical exploration and role play
* Retrieving information
* Imagining
* Repetition
* Problem-solving
* Making choices and decision-making
At Greenfylde School opportunities are organised to allow pupils access to these processes, and for them to develop their own strategies to gain knowledge and skills.
Learning Styles
Children learn in a variety of ways, and for this reason it is necessary to ensure that planning incorporates as many styles as possible. These styles include:
* Individual learning
* Collaborative learning in small groups, or pairs
* One to one learning with an adult, or more able pupil
* Whole class
* Independent learning
We endeavour to allow for Visual, Auditory and Kinesthetic learning preferences (VAK). To do this, the following learning tools may be used:-
Visual Auditory Kinesthetic
Whiteboards Teacher talk Physical movement
Textbooks Think, pair, share Mime
Worksheets Group discussion Gestures/movements
OHPs Class debate Design and build
Videos Rhymes, chants etc Experimental work
Flip charts Dramatic readings Field trips/visits
Colourful displays Mnemonics Using equipment
Mind mapping Listening to music
Special Educational Needs
The school has a very comprehensive system of support for those children who have a Special Educational Need. This is outlined in the Learning Support policy. Support to children will follow the SEN Code of Practice. SEN pupils are regularly discussed at staff meetings and with Learning Support Assistants. The SEN Co-ordinator will also have regular meetings with teachers and support staff.
Gifted and Talented Pupils
We wish to ensure that all pupils fulfil their potential and this includes those pupils (around 10% of the highest attaining) who are deemed Gifted and Talented. In the school context, Gifted relates to those pupils who are attaining highly (or have the potential to do so) in Literacy and Numeracy. Likewise. Talented relates to attainment (or potential) in the creative curriculum. The school has a designated co-ordinator for Gifted and Talented pupils. There is a policy document available on request.
Section 6
Governors' Role
It is the Governors' role to monitor and review the policy and its practise through:
* Regular visits to the school.
* Reporting to the Head teacher and teachers.
* Reporting to the curriculum sub-committee.
* Reporting to the Full Governing Body
* To receive reports from the Head teacher and/or the Teacher Governor.
* To attend INSET if possible.
* To receive reports from the Head Teacher on relevant premises issues, in particular Health and Safety, and to follow up any relevant issues.
* To promote and ensure at all times equal opportunities in relation to race, gender, class and belief.
* To promote and ensure at all times the practice of giving value and respect for all cultures and faiths.
Parents' Role
Parents are encouraged to support their children's learning by:
* Ensuring that their child comes to school feeling confident and positive.
* Ensuring that their child arrives at school punctually and regularly.
* Sharing with the teacher any problems in school that their child is experiencing.
* Supporting their child by attending Open Evenings and other meetings.
* Supporting their child and the teacher by becoming actively involved in the operation of the Individual Education Plan, and any Special Educational Needs processes.
* Ensuring that all contact addresses and telephone numbers are up to date and correct.
* Ensuring that their child arrives at school wearing the correct uniform and bringing the correct P.E. kit.
* Agreeing to any Parent / Teacher contract concerning their child's behaviour (if appropriate)
* Agreeing to, and supporting, the school's homework policy.
* Welcoming staff at home-visiting times, such as before starting in Reception.
* Attending all medicals and health interviews when invited.
* Responding to letters sent home from school.
* Informing the school of reasons for their child's absence.
* Informing the school of any significant matters at home which may affect their child's progress, happiness or behaviour.
* Supporting extra-curricular activities, such as visitors to school, concerts, visits and fairs.
The school has a Home School Agreement that all parents are asked to sign.
Community Role
The community is invited to support the school by:
* Contributing to activities, such as assemblies, artistic events, specialist outings, and clubs.
* Presenting themselves as positive role models to be emulated.
* Guiding pupils? behaviour as they play around the school, and providing positive role models with regard to behaviour.
* Organising activities and events throughout the year to extend and deepen pupils? knowledge and skills.
* Supporting school events
* Voluntarily helping in the classroom.
* As a Church of England First School, the PCC and Diocese support the school in a variety of ways. The local incumbent visits the school regularly to help with collective worship. He is also on the governing body, which has three church representatives in total. The school also has close links to the other churches in the town.
The School's Role
In relation to each of the above areas the school will reciprocate by:
* Responding to all offers of support as far as it is able.
* Respecting all information given in confidence.
* Giving clear information on the aims and objectives of the curriculum and school procedures.
* Setting up curriculum meetings.
* Making available the Long Term Whole School Curriculum Plan, Schemes of Work and Medium Term Plans.
* Giving reasonable / appropriate access to teaching staff.
* Working in partnership with parents and guardians to ensure the success of their child, and encouraging parental involvement in working out the way forward for their child?s educational future.
Section 7
The Curriculum
We provide a curriculum for pupils from the outset of Year 1 that includes the National curriculum and Religious Education. Pupils in the Reception classes, follow the Foundation Stage curriculum that is based upon six broad areas of learning. Once children have met the goals detailed within the document, teachers plan for their progression within level 1 of the National Curriculum.
* The Foundation Stage areas are: personal, social and emotional development; communication, language and literacy; mathematical development; knowledge and understanding of the world; physical development; creative development.
* At both Key Stages 1 (years 1 & 2) and 2 (years 3 & 4) all core subjects, RE and all foundation subjects (except a modern foreign language) are taught.
* The Core Subjects are: English, mathematics and science.
* The Foundation Subjects taught are: history, geography, design and technology, information technology, music, art, physical education.
* Sex Education: The Governing Body has decided that, due to the considerable variations of maturity in a First School, there should be no formal sex education. However, all aspects relating to the subject are handled with care and sensitivity in a natural and informal manner. Teachers aim to answer questions, as raised, honestly and at a level appropriate to the maturity of the child who raises the question.
* Drugs education is to be part of the developing PSHE programme.
* Personal, Social, and Health Education (PSHE) is addressed through relevant topics in other subjects, especially RE and science; e.g. healthy eating, road safety, right and wrong. Teachers refer to the LEA guidelines when planning PSHE. There is a policy document for Citizenship and PSHE.
* Citizenship is also addressed through relevant topics and in a variety of other aspects of school life. Teachers will refer to the appropriate guidance when teaching Citizenship.
Long Term Curriculum Plan
Appended to this document are the termly plans for each year group in the school (the Long Term Plan for our curriculum). These are planning documents, and, as such, are a tool to be amended and updated on a regular basis.
Foundation Stage
These plans outline the termly objectives, based on the Early Learning Goals, for each of the six areas of learning.
Years 1 to 4
These plans outline:-
* The content for each subject during that term. Reference will be made to QCA schemes of work if appropriate
* The Key Skills addressed
* Links between curriculum subjects
* Resources used/available
* Any additional and useful information
Review
This policy statement will be regularly reviewed by the staff and governors to ensure that it meets statutory requirements and provides the best possible framework for the education of the children at the school.
N. B. The actual Curriculum Plans are lengthy documents which are continually being updated. As such, they are not produced here for you. Copies may be obtained from the school office on request. Thank you.