Leckhampton C of E Primary School has always aimed to deliver a broad and balanced curriculum, ensuring that the statutory requirements of the National Curriculum are fulfilled. More than this, Leckhampton has always sought to ensure that the curriculum is exciting and relevant for pupils and provides secure foundations.
In 2018, the Leadership Team embarked on a project to design a bespoke curriculum for our pupils. The project itself initially grew out of feedback from staff, evaluation of pupil outcomes and findings from the Teacher Workload Survey 2016.
Our continued drive for excellence, inspired the Leadership Team to review current practice and to design a highly ambitious, knowledge rich curriculum, which specifically meets the needs of our pupils. In Reception and Key Stage 1, the teaching of reading is supported through the use of a structured, phonically decodable scheme (Big Cat) which guides children through the early stages of learning to read. Phonics are taught through the “Letters and Sounds” scheme of work supported by a multi-sensory approach. As the children’s literacy skills develop, we aim to move them away from the reading scheme to access a wider range of books with richer language and themes to develop cultural capital.
Strategic Intent for the Key Stage 1 and 2 Curriculum
A clear vision for each subject area of the National Curriculum has been developed, which clearly defines the context and long term aims of each subject; it is designed to ensure clarity in what we want for each child. The leadership team acknowledge that our outcomes for pupils are highly ambitious and we are committed to ensuring that each child experiences success; the work of the child, unique and beautiful in its own right.
The following principles, developed by the Senior Leadership Team are key drivers for the school.
- prepares children for Modern Britain and a changing world.
- reflects our school values and motto.
- develops pupils spiritually, morally, socially and culturally.
- outlines our high quality mathematics, English and science education which provide secure foundations and opportunities to broaden and deepen learning.
- is driven by high quality teaching, learning and assessment.
- teaches fewer things in greater depth.
- is designed around pupils progressively developing the knowledge, subsequent skills and vocabulary needed for each subject. Pupil tasks are carefully planned and tailored to ensure that they are the vehicle through which the above is delivered. Links between subjects have been included to ensure that knowledge and subsequent skills can be practised and embedded.
- is designed to set strong foundations for our children’s future choices. Through secure knowledge and inspiring learning experiences, pupils are confident in their own abilities to achieve success both now and in the future.
- is designed to provide children with the opportunity to learn both inside and outside the classroom environment.
Through the curriculum we aim to ensure pupils know:-
- how to verbally express their thoughts, ideas and opinions clearly and thoughtfully.
- how to read easily, fluently and with good understanding. They love to read often and widely.
- how to write clearly, accurately and coherently. They enjoy writing and do so for a range of purposes and with good effect.
- apply and understand the matters, skills and processes required to become fluent and confident mathematicians.
- and understand scientific information, processes and methods. They are curious and excited by scientific concepts and use their knowledge to explain, predict and draw conclusions.
- about equality, rights and responsibilities so that they are responsible, respectful and compassionate members of the school and local community.
- about time and place, both local and national.
- about pieces of art, music and architecture which influence and inspire. Through this pupils develop their own artistic talents.
- how design and technology affects our lives each and every day.
- how “things” work, which in turn leads to them designing and making their own “things”.
- how to keep themselves safe, happy and healthy. They feel good about themselves, inside and out.
- how to speak a modern foreign language.
Comprehensive Long term plans progressively introduce new concepts and ideas and allow for pupils to revisit these so that knowledge and understanding is embedded. Medium term plans then further breakdown the learning into sequences of lessons with scaffolding and assessment opportunities clearly identified. Planning is evaluated and adjusted to meet pupils’ needs. Feedback, where possible is in the moment and personalised. Meaningful, robust assessments are made in relation to Key Performance Indicators (KPI’s) and provide clarity for pupils and teachers. Time is invested in ensuring that learning is embedded and pupils reason, broaden and deepen learning when ready.
Through our Teaching, Learning and Assessment model, our school makes it clear that subject knowledge is an essential part of the learning process. As we have outlined in this model, teachers must “know stuff and teach stuff”. Here at Leckhampton we are fortunate that our teachers have excellent subject knowledge about the subjects they teach and continually seek ways to further develop their own practice.
Pupils and teachers are inspired by lessons. The learning environment is dynamic and changes to meet the requirements of the curriculum. Where resources are used, they are skillfully chosen to enhance the learning and are always relevant.
Pupils take pride in their work, are independent and achieve well. They are supported to produce high quality work which reflects their individuality and creativity.
Pupils’ knowledge, subsequent skills and vocabulary is embedded. This prepares them exceptionally well for the next stage in their learning journey.
Pupils are curious, resilient and compassionate learners. Their words and actions demonstrate the school’s values in actions.
Pupils are confident and are committed to achieving their goals. They are active members of their school community and understand how this can be developed as they become older.
Strategic Intent for the EYFS
The following principles, developed by the Senior Leadership Team are key drivers for the school.
- recognises the importance of working in partnership with parents from the earliest opportunity.
- recognises that every child is unique.
- instils a love of learning and an enjoyment of school.
- responds flexibly to pupil’s needs and interests through accurate assessment.
- builds secure foundations so that all pupils can confidently face the high expectations of the KS1 curriculum.
- incorporates opportunities for exploration and high quality play to develop active and inquisitive learners.
- promotes high quality talk in the classroom as the foundation of thinking and learning.
- provides engaging, meaningful and challenging learning opportunities.
- encourages independence, resilience and confidence.
- teaches children to cooperate and respect each other’s differences.
- provides clarity for teachers and teaching partners.
Through the curriculum we aim to ensure pupils;
- build positive relationships with all members of the school family from the very start.
- have access to a high quality enabling learning environment.
- are capable, self –assured and able to talk about their learning and what this means for them.
- can verbally express their thoughts, ideas, feelings and opinions clearly and thoughtfully using increasingly complex vocabulary.
- are able to read independently, understand what they are reading and are developing a love of books through access to high quality texts.
- can write down their ideas using their knowledge of phonics and understanding of sentences. They enjoy writing and do so for a range of purposes. They are able to read their work and share it with others.
- begin to develop the mathematical knowledge and understanding required to become fluent and confident mathematicians.
- begin to understand scientific information, processes and methods. They are curious and excited by scientific concepts and use their knowledge to begin to explain, predict and draw conclusions.
- begin to explore the concepts of equality, rights and responsibilities.
- begin to develop a sense of time and place.
- are influenced and inspired by the arts and music and as a result begin to develop their creativity.
- begin to understand how technology affects our lives each and every day.
- develop a curiosity as to how “things” work, which in turn leads to them designing and making their own “things”.
- enjoy physical activity and begin to understand the importance of leading a healthy lifestyle.
- build understanding and respect for different families, people and communities beyond their immediate experience.
- know how to keep themselves safe and share worries.
- know what makes them unique.
Comprehensive long term plans progressively introduce new concepts and ideas and allow for pupils to revisit these so that knowledge, skills and understanding is embedded. Medium term plans further breakdown the learning into sequences of learning, ensuring that the direct teaching, opportunities for high quality talk, play and exploration are explicitly outlined.
The learning environment adapts regularly to meet the changing needs and interests of pupils. Teachers are flexible in their approaches and the structure of sessions meets pupil’s individual needs. Modelling and scaffolding are integral parts of the teaching and learning sequence. The concept of “I do, we do, you do” is evident and ensures new skills and concepts are practiced and embedded long term.
Meaningful, individual assessments are made by the adults in the class and are used effectively to inform the next sequence of learning. Time is invested in ensuring that knowledge and skills are embedded and pupils broaden and deepen their learning when ready.
The learning environment is dynamic and changes regularly to meet the needs of pupils. Where resources are used, they are skilfully chosen to enhance the learning and are always relevant.
Pupils are independent, curious and confident learners. Through high quality, responsive provision, they achieve well. They are supported to produce high quality work which reflects their individuality and creativity.
Taught knowledge, subsequent skills and vocabulary is embedded. This prepares them exceptionally well for Key Stage 1.
Pupils are curious, resilient and compassionate learners. Their words and actions demonstrate the school’s values.
Pupils are confident and are committed to achieving their goals. They are active members of their classroom and begin to understand the impact they could make on others as they become older.