The curriculum is all the planned activities that we organise in order to promote learning, personal growth and development.  It includes not only the formal requirements of the National Curriculum, but also the range of extra curricular activities that the school organises in order to enrich the experience of the children

Aims

We aim to produce happy, secure, well-balanced children:-

• who are curious and have a thirst for knowledge
• who know how to learn and work independently
• who understand their own abilities
• who will strive to produce their best results at all times
• who are kind, compassionate and tolerant
• who live healthy lifestyles
• who are prepared for the next stage in their life
• who know how to behave appropriately and are well mannered

We do this by:

• providing a fun, stimulating and challenging learning environment
• reflecting our high expectations through encouraging independent learning and self-discipline
• establishing a mutually supportive partnership in which parents and staff share responsibility for the education of our children
• promoting an awareness of, and respect for, a diversity of cultures, values, beliefs and abilities
• working together to create a caring community of learners where every child feels safe and valued
• ensuring that all children have appropriate and equal access to the curriculum

 Organisation and Planning

 We plan our curriculum in three phases.  We agree curriculum frameworks (long-term plan) for each Key Stage.  This indicates what topics are to be taught in each term and to which group of children.  Our Curriculum Frameworks are organised within a two-year cycle to accommodate mixed aged teaching groups. 

 With our medium-term plans we give clear guidance on the objectives and teaching strategies that we use when teaching each topic.  We use the QCA schemes of work for much of our medium-term planning. 

 Our short-term plans are those that our teachers write on a weekly and daily basis. We use these to set out the learning objectives for each session and to identify what resources and activities we are going to use in the lesson.

 Foundation Stage

In the Foundation Stage we plan the curriculum carefully, so that there is coherence and full coverage of all aspects of the early learning goals and their planned progression in all curriculum areas.

 The curriculum in the Reception Class is based on the revised National Curriculum at Foundation Stage.  Our planning focuses on the Early Learning Goals and on developing skills and experiences.

 We support the principle that children learn through play and by their involvement in well-planned structured activities.  Teaching in the Reception Class builds on the experiences our children have had in their pre-school learning. 

 Assessment

There is assessment on entry to the school and on-going assessment is shared with parents and allows for clear planning.  Parents are encouraged to take an active role in their child’s education and are kept fully informed about their child’s progress.

See also the policy for Progress and Reporting

 At Key Stages 1 and 2 we teach subjects separately, whilst ensuring they are linked where appropriate.

 
Children with Special Education Needs

 Our curriculum is designed to provide access and opportunity for all our children.  If necessary, we will adapt the curriculum to meet the needs of an individual child. 

 If a child is identified with Special Educational Needs, assessments are made and the necessary measures are put into place to meet the child’s needs within the school.  In most instances the child’s needs are met within the normal class organisation.  Where appropriate, additional individual assistance is also available with an SEN teacher.  Individual Education Plans (IEPs) are drawn up as necessary.  The IEP sets out the nature of the special need, outlines how the school will aim to address the need and sets targets for improvement.  This enables us to review and monitor progress on a regular basis.  We work with appropriate external services, as and when necessary, and comply with the requirements of the SEN Code of Practice.

 Roles and Responsibilities

 The Head Teacher has responsibility for leadership of the curriculum and for monitoring its provision.  Progression and appropriate teaching methods are consistently monitored.  Curriculum co-ordinators are responsible for ensuring the satisfactory content and delivery of their subject, for monitoring provision, keeping up to date with curriculum developments and sharing those developments with all members of staff for children requiring additional help.

The SENCO (Special Educational Needs Co-ordinator) is responsible for the development of provision.  Class Teachers ensure that the curriculum is well-planned and taught and that the aims are achieved for their class.  They regularly review and, if necessary,
up-date medium-term plans.