We believe every child deserves the best possible start and our curriculum is devised to deliver it – excellence starts here

 

Curriculum

With a wide and diverse curriculum, all children are offered an individual education in small classes (our current class sizes average 10 pupils) with well qualified academic staff; whilst qualified specialist staff support children with LDD. Adventure trips develop self-esteem and confidence, and foreign residential weeks enable children to enjoy the cultures and languages taught in school (French, Italian, Spanish and Latin). All children regularly play in the school band, perform in musicals on stage, compete in public speaking competitions and sing in the choir. An extensive and competitive sports programme enables children to compete at the highest levels; in inter-school, regional and national events, including cross-country, athletics and swimming. The Extended Day Programme allows children to enjoy a wide range of additional activities; for example, cooking, first aid, forest school, horse whispering and cycling proficiency; with wrap-around care providing further help to working parents.

 

Introduction

Our curriculum policy provides educational excellence, for the:

  1. full-time supervised education of all pupils of compulsory school age, which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative education
  2. pupils to acquire speaking, listening, literacy and numeracy skills, and
  3. personal, social, health and economic education which
    • reflects the school’s aims and ethos
    • encourages respect for other people, paying particular regard to the protected characteristics set out in the Education Act 2010
  1. For pupils in the Early years Foundation Stage (EYFS), (below compulsory school age
    • A programme of activities which is appropriate to their educational needs in relation to personal, social, emotional and physical development and communication and language skills
    • That all pupils, including those in the EYFS, have the opportunity to make progress
    • Provides effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society

Essentially, these are to enable children to achieve their potential by developing their knowledge, skills and understanding in the academic, aesthetic and sporting domains whilst actively promoting the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

The school aims to teach children to grow into positive, responsible and healthy people, who can work and co-operate with others. It does so through all those planned activities that promote learning and personal growth and development. This includes the range of extra-curricular activities and “clubs” organised to enrich the experiences of the children. It also includes the ‘hidden curriculum’, or what the children learn from the way they are treated and are expected to behave. The school places high value on positive behaviour as a product of strong inter-personal relationships.

As the school does not have any English as a Second Language (ESL) registered pupils, all lessons are conducted in English.

 

Aims and objectives

The aims of our school curriculum are to provide opportunities that:

  • ensure our children have high self-esteem and enjoy coming to school, have respect for themselves and others and have a positive attitude towards learning;
  • encourage all children to learn and develop their skills, knowledge and abilities to the best of their potential;
  • encourage children’s aesthetic abilities and to develop their own thinking;
  • motivate children to adopt and maintain a healthy lifestyle and an appreciation and love for sporting activities;
  • teach children to have an awareness of their own spiritual development, to understand right from wrong, the importance of truth and fairness and a commitment to equal opportunities for all

 

Key skills

The following ‘key skills’ have prominence within planning models:

  • reading, writing, speaking and listening
  • numbers and number systems
  • information and computer technology
  • working with and respecting others
  • problem-solving
  • the desire to work hard, overcome obstacles and succeed

 

Content

The curriculum comprises two major elements:

  • The discrete element comprising the taught aspects.
  • The ‘hidden’ element comprising the school’s Core Values.

Each element comprises four, equal weight, aspects.

Discrete Element

  • Academic
  • Reading/Writing
  • Mathematics
  • English/Grammar
  • History
  • Geography
  • Languages
  • Science
  • IT/Programming

Performance

  • Stage productions and musicals
  • ESB
  • Music (Band/Choir)
  • Art
  • May Dancing

One World

  • Nature
  • Conservation
  • Wildlife Trust
  • Natural World
  • Weather/Climate
  • Global warming
  • Forest school
  • Agro-industry/Farming

Sport

  • Team games/PE
  • Fitness and Health
  • Athletics
  • Swimming
  • X-country
  • Competition

 

Hidden Element [and taught element through My World]

Core Value: ‘What am I?’ [Personality]

  • Motivation
  • Behaviour
  • Attitudes towards self and others
  • Resilience
  • Perseverance
  • Attributes

Core Value: ‘Who am I? [Character]

  • Challenge
  • Competition
  • Commitment
  • Determination
  • Law-abiding
  • Personal belief

Core Value ‘Where am I? [Sociability]

  • Belonging
  • Citizenship
  • Democracy
  • Self-determination
  • Freedom and responsibility

Core Value ‘Why am I’ [Competency]

  • Co-operation
  • Learning-to-learn
  • Leadership
  • Knowledge
  • Skills

 

Pupil progress and assessment monitoring

Pupils’ progress is assessed and monitored at regular intervals throughout each school term. The results are carefully analysed and the information used to aid the planning of both content and delivery of subsequent lessons. All children are routinely checked to ensure that any emerging potential long-term learning difficulties are quickly recognised and appropriate remedial action is taken.

Formal assessment is conducted at the end of EYFS (Foundation Stage Profile), Key Stage 1 (internal marked assessment) and Key Stage 2 (externally marked Standard Assessment Tests).

Monitoring and review

The Headteacher is responsible for the day-to-day organisation of the curriculum.