Curriculum Policy

Curriculum Policy

Aims

The school curriculum aims to provide opportunities for all pupils to learn and to achieve.

The school curriculum aims to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.

The development in both these areas is essential to raise standards of attainment for all pupils. These broad aims are reflected in the Education Act 1996, which requires that all schools provide a balanced and broadly based curriculum.

The 4 main purposes of the National Curriculum are:

to establish an entitlement

to establish standards

to promote continuity and coherence

to promote public understanding.

Education only flourishes if it successfully adapts to the demands and needs of the time. Our school curriculum must be responsive to changes in society and the economy, and changes in the nature of schooling itself.

Structure of Ingleton Primary School

We have 6 classes in school for Reception, KS1 and KS2 plus a part time Nursery class.  The children leave us at the end of Year 6 go to Settle College or Queen Elizabeth School. We have six full time teachers and  three part time teachers. We have a part time Advanced Teaching Assistant (ATA) who works in the Nursery. There are five General Teaching Assistants (GTA) working in the FS, KS1 and KS2 classes and supporting SEN pupils.  We also have a Higher Level Teaching Assistant (HLTA) to cover classes for teacher’s PPA time.

Teachers have Subject Leader roles – see appendix 1.

We have some extra curricular activities available for children – chess, cross country, football, netball, dance, gardening.

Curriculum Planning

The long-term plan is reviewed annually to ensure it meets the needs of our classes. It ensures coverage, continuity and progression for each child. It makes best use of our available resources and supports teamwork.

The long-term curriculum plan is based on the new National Curriculum 2014.  Our topic headings are used to support Medium Term Planning, but emphasis is put on staff creativity to achieve a rich, stimulating and meaningful  cross-curricular approach.  We are following the guidance from North Yorkshire LA on the number of hours spent on each subject to ensure there is balance. At the end of an academic year the children will have covered the recommended hours for each subject. Some work is continuous e.g. Mathematics and Literacy, whilst other areas are blocked e.g. history and scientific knowledge.  Blocked areas are linked to other subjects in topics when appropriate.

Subject by subject

English – follow the National Curriculum 2014 for English working and planning to phases within units and use the NY LA guidance on the organisation of mixed Key Stage classes if appropriate. English planning is closely linked to class themes to achieve a cross-curricular approach.

Mathematics – follow the National Curriculum 2014 for Mathematics and use the NY LA guidance on mixed Key Stage classes if appropriate

Science – use LA units as a starting point

ICT – use planning units as a starting point

RE – follow NY Agreed Syllabus 2013

Design Technology – use planning units as a starting point for progression in skills

History – use planning units as a starting point for key questions

Geography – use planning units as a starting point for key questions

Music –use NY LA scheme and planning units as a starting point and ABC online resources

Art – school scheme

PE – use planning units as a starting point

The Early Learning Goals set out what most children are expected to achieve by the end of the Foundation Stage.  They are organised as three Prime and four Specific Areas of Learning:

Prime: Personal, Social and Emotional Development, Communication and Language,  Physical development

Specific: Literacy, Mathematics, Understanding the World, Expressive Arts and Design

Children who are ‘exceeding’ The Early Learning Goals are working at a level broadly equivalent to a Year 1 pupil following the National curriculum. Some children will still be progressing towards the Early Learning Goals at the end of the Foundation Stage and some will achieve and progress beyond them.  The achievement of children beyond the Early Learning Goals can be assessed using the 'steps' descriptors on Target Tracker.

For medium term planning we aim to adapt, as necessary, planning units to fit the needs of our school.  We use the programmes of study to track the coverage of each subject throughout school.  We use planning discs and computers to generate plans in an attempt to revise and improve in the future as well as reduce teacher  workload.

Plans are saved in Staff Common on the school computer network so that Subject Leaders have access for monitoring purposes.

We pay special attention to key skills which are embedded in the National Curriculum and these help learners to improve their learning and performance in education, work and life.  The key skills are:

enquiry
problem solving
creative thinking
information processing
reasoning
evaluation
self-awareness
managing feelings
motivation
empathy
social skills
communication

In the National Curriculum there is emphasis on;

use of language across the curriculum

use of ICT across the curriculum

health and safety – this applies to science, design and technology, ICT, art and design, and PE.

At Ingleton Primary School there is emphasis on;

basic skills

art and display

global awareness

developing links with our community and other schools.

 
Assessment

We use the Development Matters statements and Early Years Foundation Stage Profiles in Nursery and Reception. Progress is tracked using the online learning journals 'Tapestry.'  Parents are encouraged to contribute to this process.

In Years 1 to 6 Target Tracker is our new data management system. Pupil progress is tracked in 'steps' each year, six steps progress a year being the expected measure.  We track individual children’s progress from their Foundation Stage Profile through to the end of KS2.  As class teachers we use ongoing formative assessments during the year to ensure that the children are making good progress.  We keep individual records of the children’s progress and we have detailed evidence of work to support these teacher assessments in literacy and mathematics. Subject Leaders sample pupils’ work to gain an overview of their curriculum area.

Reporting

We report twice a year to parents on pupils’ progress through school written reports.  We have a drop-in session for parents in September. This is followed by a one-to-one parents’ evening in February or March and an annual Open Evening in Summer as a celebration of every child’s success.  We are always available for parents and carers to arrange meetings with us to discuss their children’s progress.  We are keen to keep them informed and involved. We value their support in their children’s learning.

Monitoring

The Headteachers and Subject Leaders monitor the teaching and learning in school through classroom observations and looking at the teacher’s plans and records as well as children’s work.  Support is gained from governors, our SIA and LA Advisers who also sample work and observe lessons both formally and informally. There is annual timetable, policy and evidence file for monitoring the curriculum.

Target Setting

Up until Autumn 2015 we have looked at the results of the FSP, the end of KS1  & KS2 SATs and the optional SATs in Years 3, 4 and 5.  We have used the point scores from KS1 up to KS2 to keep track of the value added progress for each child. We have analysed test results in order to set realistic curriculum targets which are shown on the School Development Plan. From Autumn 2015 our new data management system, Target Tracker, is being used to carry on with this process, using 'steps' progress and not levels.  

The information from the LA is used to make comparisons with similar schools and to look at our performance in KS1 and KS2 SATs in relation to overall national results. Issues are then identified as areas to develop.

SEN

We have a responsibility to provide a broad and balanced curriculum for all children in our school, including able children.  There are three principles that are essential to develop a more inclusive curriculum:

setting suitable learning challenges

responding to pupils’ diverse learning needs

overcoming potential barriers to learning and assessment for individuals and groups of children.

Our SEN policy provides more detail about our provision for all.

JC October 2015

Review October 2016

Appendix 1

INGLETON PRIMARY SCHOOL SUBJECT TEAMS                       

                                                                                                         LEADER       SUPPORTER

ARTS ( art, music, drama, dance)                                                     JC                DB

ENGLISH/CLL ( MFL)                                                                       RC                JC, HB

HUMANITIES (Geography & History)                                             JP                   DB

MATHS                                                                                            AJ                  JC

PHYSICAL, HEALTH, WELLBEING   (PE & PSCHE)                       JM               JC

SCIENCE & TECHNOLOGY                                                              MB                RC

RE                                                                                                     JC                DB

SENCO                                                                                             DB                All

ASSESSMENT                                                                                 JC                All

FOUNDATION STAGE                                                                    JP                JC

ICT                                                                                                     JG               HS

Appendix 2

Classes and school organisation

Class 6            25                           Miss M  Braund

Class 5            25                            Mrs A Jackson/Ms J Gill

Class 4            26                            Mrs R Clements

Class 3            23                             Ms J Middleton

Class 2            25                             Mrs H Burnett                                           

Class 1            22                            Mrs J Pickard          

Nursery          26                            Mrs J Colledge

TOTAL =      146 + 26 PT

School Policies