Provision and Curriculum

Preparing Children for Life in Modern Britain

Our aim is to provide every child with full access to a broad and balanced curriculum so that each individual can achieve their potential, in an atmosphere of collaboration, mutual support and respect.

A key tool to help us achieve our aim is our social, moral, spiritual and cultural development provision and our active promotion of British values, which contributes to ensuring that our children are prepared for life in modern Britain.

We recognise the diversity within our school and ensure that British Values are embedded within our curriculum. The teaching of British Values is integrated through the Spiritual, Moral, Social and Cultural (SMSC) learning that takes place across all curriculum areas.

We promote British Values in the following ways:

Democracy

  • Our School Council promotes the democratic process – pupils nominate and vote for their representative within the School Council.
  • Our marking policy encourages feedback enabling pupils to respond to and influences the learning process.
  • Children create and adhere to class rules/school rules.
  • Pupils and parents are surveyed regularly and the results of those surveys inform aspects of the School Improvement Plan.
  • Children are encouraged to voice their opinions in formal and informal ways.

Individual Liberty

  • Children are provided with boundaries which encourages them to make choices safely.
  • Pupils are encouraged to respectfully express their views and beliefs.
  • Pupils are given key roles in school such as school council, play leaders and monitor roles.
  • Pupils have the opportunity and are encouraged to take part in a broad range of extra-curricular activities.
  • Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example, through E-safety lessons.
  • Pupils know who to speak to if they are worried or concerned about themselves or others e.g. safeguarding officers, teachers, learning support staff, midday staff. 

Respect of those of different faith and beliefs

  • We celebrate major world religions throughout the year.
  • Our newly developed RE and PSHE curriculum provides children with a broad and balanced understanding of world religions and promotes respect for the beliefs of others.
  • Our staff is representative of our school community.
  • We provide resources to ensure that all pupils are effectively integrated into the teaching and learning process and the wider school community, including those that join at different starting points and those who may have English as an additional language.

  • Pupils work in teams, share ideas in public and show respect for other pupils’ opinions during class discussions, assemblies, Worship and concerts.
  • School rules reinforce mutual respect.
  • All members of the school community treat each other with respect and model this in behaviour with colleagues and pupils.
  • Pupils work together in different groupings and situations in different lessons and subjects.
  • All pupils participate in live productions and assemblies throughout the school year.

The Rule of Law

  • We have clear rules and expectations of behaviour and a Whistle Blowing policy which is adhered to by all pupils, staff and other stakeholders.
  • Each class has class code of conduct created by the pupils at the start of each academic year.
  • School Worship/assemblies/PSHCE follow regular themes and include E-safety, road safety, stranger danger and caring for the environment.
  • Attendance and punctuality is very good and all stakeholders are aware of the importance of being at school.
  • Pupils follow, respect and understand the need for rules in different situations i.e. p.e. lessons, school visits, classrooms and playground.
  • Pupils are awarded weekly special mentions in recognition of their learning behaviours.
  • Pupils look after Pudsey in recognition of their soft skills around school and in our community.
  • Visits from emergency services/councillors, reinforces the rule of law and the reasoning/purpose behind them.
  • The school supports pupils in regulating their own behaviour to make choices for the well-being of themselves and others.

 

As a staff we are continually striving to ensure that our curriculum is broad, balanced and prepares the children for life in the 21st century.

The results of our last audit are attached below:

Spiritual provision

Social provision

Moral provision

Cultural provision

Indeed, we have recently audited our British Values provision and will be looking at how we can further extend and enrich this provision.

The full audit:

British Values Audit

 

National Curriculum 2014-17

Early Years Foundation Stage (and the basis for year 1): Class 1 Curriculum

Years 2 and 3 (Class 2): Class 2 Curriculum

Years 4, 5 and 5 (Class 3): Class 3 Curriculum

Modern Foreign Languages (MFL): MFL

Computing Scheme of Work: ICT 2016

Religious Education: RE.

Class 1, 2 & 3 follow the National Curriculum and further details regarding maths and English and the foundation subjects can be found by following the link below:

https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum

Please contact the classteacher should you require more information regarding the curriculum.

 

 

Sex and Relationship Education Year 6

The 2015 scheme of work and resources for year 6 children are available for viewing below.

SRE letter and scheme of work

Resources

Policy for Sex and Relationships 2015

Resources to be used:

Reading

Aims:

  • It is our aim to develop enthusiastic and confident readers who can understand a wide range of texts.
  • Children will read for interest, information and enjoyment.

To see our reading policy in full please click on the link below.

Reading policy

The following documents will give you ideas  of how you can support your child in their reading:

Fiction_reading_questions

Non-_fiction_reading_questions

 

Phonics

Letters and sounds is used in key stage 1 and KS2 for the teaching of phonics.

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