Teaching and Learning

Curriculum Statement

The School’s curriculum combines high standards with a broad and rich curriculum. Great emphasis is placed on planning the curriculum so that there is continuity and progression, challenge and pace. We plan in a topic based format and strive to match the topics to the groups of children we are teaching.

A major part of the school's curriculum is the National Curriculum which consists of Core Subjects: English, Mathematics, Science, Information and Communications Technology and Religious Education and Foundation Subjects: History, Geography, Design and Technology, Art, Music and PE.

Although not compulsory, we include Personal, Social, Health Education (PSHE) and Citizenship in our curriculum. Where possible we make relevant links between the subjects and at the heart of our curriculum there is a desire to ensure children are equipped with the knowledge, skills and attitudes to equip them for future learning and an understanding of the society in which they live and how they can make it better.

 

Assessment and record keeping

Assessment is a continuous process that takes place in all areas of school life. Through on-going assessment we hope to build a complete picture of a pupil's development, not only intellectually, but emotionally, socially and physically.

Assessment can take on many forms. We assess through discussion and observation as well as using more formal procedures such as testing.

Formal assessment is carried out once a year. This allows us to track the progress of individual pupils or year groups and also helps us to identify strengths and weaknesses across the school. Parents will receive information about the results of these tests as part of the pupil’s annual school report.

 

National Curriculum Tests

(SATS)

At the end of Key stage 1 (age 7) pupils have Teacher Assessments. At the end of Key stage 2 (age 11) pupils are required to undertake Statutory Standardized Assessment Tests (SATs).

These are summative assessment tests in English and Maths for Key Stage 1 and English and Maths in KS2 . The results of these tests are published to parents and Key Stage 2 results are published nationally in the form of league tables. In Key Stage 1, pupils will be working on Levels 1, 2 and possibly 3 of the National Curriculum, with most pupils achieving Level 2 by the end of this Key Stage.

Although the tests are important, a judgement will be made on the level your child has achieved by the teacher. In Key Stage 2, pupils could be working on Levels 2, 3, and 4 and Level 5 for the most able with most pupils achieving Level 4 by the end of this Key Stage.

In a very few cases children may be dissapplied from undertaking SAT’s tests. In these cases the school will discuss this with parents.

 

Children with special needs

Pupils with Special Educational Needs are helped within the normal class room environment or by being withdrawn to work where there is less distraction, with school funded Teaching Assistants. Advice and support are provided from the appropriate outside agencies and Educational Psychologists. We have Teaching Assistants who work in the school mainly with our School Action Plus pupils.

The Policy for Special Needs is available to look at if you would like more information. Our Special Needs Co-ordinator (Mrs Noble) is happy to speak to you about general issues related to special needs if the class teacher cannot answer your questions.

 

Able Gifted and Talented.

It is important to understand what we mean by able and gifted pupils. Able pupils can be defined as pupils who demonstrate a significantly higher level of ability than most pupils of the same age in one or more of the curriculum areas or in any of the following:

  • general intellectual ability
  • specific academic aptitude
  • creative thinking
  • leadership qualities/social skills
  • artistic abilities
  • ability in the expressive arts
  • physical ability

Gifted children can be identified as pupils who achieve two years beyond their age group in a certain subject. This would be about 1-2 % of the school population. More able and gifted children are identified through teacher assessment and judgements based on a variety of assessments.

At all times the needs of the children, whatever their ability, are catered for through careful differentiation and task. Setting sometimes is used higher up the school for Maths and English. This allows for the more able pupils to work with other pupils of similar ability.

 

Inclusion.

The school has carried out an Accessibility audit and is confident about meeting the needs of all pupils here. We have an old school and have to work within what we have, wherever reasonably possible we change the school to meet the needs of children.

Category: Articles

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