Our Curriculum Explained

School Organisation

Pupils in Nursery to Year 2 are taught as single-entry year groups.

Key Stage 2 pupils are divided into 3 classes. This consists of one mixed Year 3/4 class, one mixed Year 4/5 class and one mixed Year 5/6 class.

There are three possible journeys pupils can take through key Stage 2. Each pupil will spend two years in one of the Key Stage 2 classes. The majority of pupils spend two years in Deer Class (Years 4/5).

Subject Leaders have rigorously planned the curriculum so that all pupils are taught the full National Curriculum, in a sequence which ensures that learning builds on prior learning, no matter how pupils travel through Key Stage 2.

How our cycles are organised so that there is coverage of all National Curriculum objectives in all subjects.

Pupils from Nursery to Year 2 are taught in single cohorts so no cycle organisation is required.

A 3-year cycle is in place for pupils who are taught in Rabbit and Deer Class. (Years 3, 4 and some year 5 pupils)

A 2-year cycle is in place for pupils who are taught in Stag Class. (Some Year 5 pupils and all year 6 pupils)

Curriculum Cycle Organisation

Early Years Foundation Stage Curriculum

(Nursery and Reception Classes)

Our Key Values & Vision

At Edmondsley Primary School our key values in Early Years inform our vision, curriculum, provision and practice. They underpin everything that makes Early Years at Edmondsley, ensuring that our children have the best possible start to their school journey. We:

Provide experiences to encourage a love of the natural world
Provide opportunities to learn about our immediate environment and local area (Edmondsley)
Promote a love of reading and develop reading skills
Promote independent learning
Promote an awareness of healthy lifestyles (mental, wellbeing, physical)

In Edmondsley Primary School, Early Years staff work together towards achieving our shared vision.

We provide opportunities for children to develop a sense of awe and wonder of the natural world. Children are encouraged to be ecologically aware and show respect for the environment and others.
We provide experiences both in and outside of school to promote knowledge of the wider world. This results in language development and social confidence.
We provide children with quality reading materials, which act as a stimulus or enhancement to learning experiences.
We aim to create independent learners who are able to show curiosity and drive their own learning. Children will be equipped with the skills to manage their own risk and take responsibility for their actions.
Health and wellbeing to be a fundamental part of the school’s curriculum as this forms the bases to all other learning within Early Years and beyond.

Early Years Foundation Stage Curriculum Intent

We aim to provide a curriculum that meets all aspects of the Statutory EYFS Framework enabling children to;

Respect and care for the world around them.
Know and talk about the world beyond Edmondsley.
Experience a language rich environment.
Be independent learners.
Take care of themselves and others.
Meet the expectations as outlined in the EYFS framework
Develop the expected skills for reading, writing and number
Be prepared for learning beyond the Early Learning Goals and into Key Stage 1

Early Years Foundation Stage Curriculum Implementation

In order to implement the curriculum effectively, we will:

Work closely with families to gain an understanding of children’s starting points and previous experiences. We use this knowledge to extend learning throughout their time in early years.
Provide both child and adult led outdoor opportunities daily to experience the world around them.
Provide visits, visitors and real experiences where possible in addition to the enhancement of provision to reflect the wider world.
Have a daily group story time and repeated reading of key texts.
Weekly planned circle time sessions with a personal, social and emotional focus.
Daily snack time to discuss healthy body and healthy mind.
Provide well-planned activities that promote learning in all areas of the EYFS to help children achieve the ELG and beyond.
Provide progressive experiences and teaching sequences in order to develop reading writing and number skills

National Curriculum (Year 1 to Year 6)

Edmondsley Primary and Nursery School is committed to providing an education that includes and stimulates all children, regardless of ability. We have pupils with a wide range of abilities and different needs and endeavour to include them in all activities, providing them with the opportunity to fulfil their full potential. We recognise that some pupils will need extra support and adaptations to access the school curriculum and to participate in school activities. This policy gives details of our approach and action we may take to support the pupils in our care.

Aims:

Ensure that all pupils have access to the school curriculum and all school activities
Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have
Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs
Pupils to gain in confidence and improve their self-esteem
To work in partnership with parents, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities
To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum
Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement
To promote self worth and enthusiasm by encouraging independence at all age and ability levels
To give every child the entitlement to a sense of achievement
To regularly review the policy in order to achieve best practice

Pupil assessments are carried out each term and those children needing extra support and/or those who are underachieving are identified. Individualised interventions and support plans are put into place to accelerate progress. Support plans are written in collaboration with the family and child to provide the best level of intervention.

Progress of the child is closely monitored by the SENCO and class teacher in order to evaluate the effectiveness of the support and interventions being delivered. Teachers, children and parents meet termly to discuss the child’s progress and new targets are set for the forthcoming term. If a child is not making progress with intervention advice from relevant outside agencies would be sought.

School Curriculum Intent

Our school curriculum is designed:

to provide a relevant, progressive and well-structured academic curriculum which enables children to develop and master a broad knowledge and wide range of skills in a language rich environment.
to provide ambitious and challenging learning experiences indoors and outdoors which motivates and inspires all learners.
to enable our children to be respectful and successful in terms of being able to find employment in the future, to maintain healthy lifestyles and to be moral citizens.

School Curriculum Implementation

Children in KS1 and KS2 will receive:

Daily fluency teaching in Mathematics
Daily phonics teaching in KS1
Weekly spelling teaching in KS2 and KS1
Weekly basic skills teaching of grammar and handwriting
Daily English lessons of which one must focus on the teaching of reading skills.
At least one weekly guided reading session (KS2)
Story time daily linked to topics and child interests
Daily Maths lessons, including problem-solving and reasoning.
One History/Geography lesson per week
Two PE lessons per week
One computing lesson per week
One RE lesson per week
One PSHCE lesson per week
One Art/D&T lesson per week
One music lesson per week
One MFL lesson per week (KS2)

Curriculum Impact

We will assess the impact that our curriculum has on our children by whether they have mastered the subject-specific knowledge defined in our long term plans in Key Stage 1 and 2 and if children have achieved Early Learning Goals at the end of Reception. We will use formative and summative assessments to aid in this. We understand that knowledge builds over time and children will only demonstrate effective learning as a result of a positive change to their long term memory. To continually drive improvements, the effectiveness of our school curriculum will be reviewed regularly.

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