Respect; Resilience; Resourcefulness and Reach
Our aim is to encourage and support our pupils to enjoy their childhoods and reach their full potential, as confident, inquisitive and successful learners and as fully rounded individuals. Our small, caring communities and our inspiring environment, within the South Norfolk Broads, make a huge impact on our children’s development and our essential values.
We want children to leave school as successful learners who;
• Have respect for all
• Have the resilience to be strong, keep trying and finish what is started
• Are resourceful and can use what is learned confidently and creatively
• Reach as high, wide and as deep in learning as possible …to be the best you can be
We believe that children learn well when they are deeply engaged and involved with their activities. We want children to come school every day excited by the prospect of new discoveries and new skills to learn. We plan our curriculum to appeal to the children’s interests and to help facilitate their learning in a wide range of areas.
This is supported and underpinned by an ethos in which all individuals are valued and where our children can flourish in a safe, calm, caring and enabling environment in which each child’s well being is paramount and their developing independence is encouraged and celebrated. Our learning environment is supportive and purposeful – but also stimulating, challenging and engaging with a clear focus on promoting positive behaviour and our principles for learning.
Our curriculum also specifically offers rich and diverse learning experiences and opportunities drawn from and inspired by our unique local environment.
Long Term Plan
Our belief is that children learn best when they are engaged, motivated and enjoying their learning. As a result, we provide our children with a broad, balanced curriculum through the delivery of the National Curriculum and Religious Education in Key Stages 1 and 2, which is rich in opportunities for new experiences, encounters and activities. Our progression maps set out which aspects of the national curriculum are to be taught (skills and knowledge) in each year group. These also highlight associated vocabulary, opportunities for SMSC and enrichment.
To make learning as meaningful and as exciting as possible we deliver the Curriculum in a variety of ways. Where we feel the subject matter or skills are best suited, we use topics and themes to link subjects, enrich and widen the experience. We have regular whole school topics and theme days and we make regular visits out. See the Curriculum Policy.
Reception children follow the Revised Foundation Stage Framework.
Reading is taught using structured, progressive synthetic phonics (Letters and Sounds), a mix of reading schemes and real books as we want children to develop a love of reading.
Use is made of the Talk for Writing literacy approach and Power Maths curriculum along with bespoke topics and themes planned by staff and the children. The primary curriculum includes the core areas of learning and experience which are essential to the child’s development and which are defined within National Curriculum. These are:
English, Maths, Science, Information and Communication Technology, Religious Education. These are taught both discretely and in the context of the real world.
They will also study the following foundation subjects: History, Geography, Art, Music, Physical Education, Design Technology, Modern foreign language (French).
We are proud to be a school that embraces PSHE. This means we value the importance of social and emotional aspects of learning as an integral tool in our daily lives. We learn about PSHE by having a different theme for the whole school each half-term, which is split into a different focus each week. The children then explore the JIGSAW focus, in their classrooms, in their assemblies and even in their playtimes.
All subjects follow a planned and progressive mapping of skills, knowledge and key vocabulary.
Broad areas of learning that take place across the school are:
• The development of communication skills through literacy, that is, speaking, listening, writing, reading and information handling.
• The development of mathematical skills and mastery of maths through numeracy, that is, number, shape and space, measures, investigation and data handling.
• The development of environmental inquiry through history, geography, science and outdoor learning.
• The development of physical skills through gymnastics, games, and swimming.
• The development of aesthetic and creative arts through music, art, design dance and drama.
• The development of attitudes and values through citizenship, religious education and personal, social and health education issues.
• The development of skills and attitudes which will help the children achieve economic well being in the future.
We aim to ensure that:
• All pupils have equality of opportunity through the encouragement of positive self-esteem and the provision of an appropriate and differentiated curriculum
• Pupils learn through an active curriculum with involvement in practical and meaningful activities
• Pupils are encouraged to think for themselves and become increasingly independent and responsible for their own learning
• Pupils have opportunities to cooperate and work with others as well as by themselves.
• Everyone in the school community develops an understanding of and sensitivity to the rights, responsibilities and respect of others as well as themselves
• The curriculum provides continuity and progression as pupils pass through the school
• We monitor the progress and achievements of pupils throughout their time at our school and share this information with parents on a regular basis.
The Importance of Language
Language is key for children to gain greater understanding and enjoyment of the world around them and greater participation in it. When language is richer it leads to deeper understanding and ability to communicate needs, feelings, ideas and knowledge successfully. We offer rich opportunities to practise and develop language skills through discussion, drama, storytelling and philosophy for children.
In addition to this we use a highly structured, progressive synthetic phonics programme in Reception and Years 1 and 2 to support development of key skills in their reading and writing.
Parent Phonics Workshop
Learning to Read
Children are encouraged to take books home regularly to share with their families from their earliest time in school. Sharing books with an adult helps enrich children’s vocabulary and more exciting worlds beyond reading scheme books. Children can often be turned off reading by being made to plod word-for-word through a book that limits their ability and imagination. Any books that children do take home have been chosen so that the child can enjoy them with confidence. Once children become fully fluent readers, they can choose from a wide variety of books to take home. Research shows that when books are shared with adults at home, they increasingly develop their comprehension and expressive skills. So this is very important.
Children in Reception, Year 1 and 2 are taught a system of synthetic phonics through the use of Letters and Sounds
Phonics teaching starts in reception with phase 2 Letters and Sounds. Children learn both the sound and the grapheme at the same time, building up on knowledge of sounds, practicing blending and segmenting to decode and understand the meaning of the words on the page.
Phonics teaching continues into year 1 and year 2. At the end of Year 1 children take the statutory Phonics Screening Test, retaking it in Year 2 if they have not already achieved the threshold pass rate the previous year. Within KS2 phonics support continues for those in need through intervention.
All children’s reading experiences are able to be documented through their Reading Journal. Parents/Carers and children are encouraged to take time to record their responses to their chosen books in a variety of ways.
You can find all sorts of helpful information on both Phonics and the curriculum by following this link:
The following ppt slides and pdf’s were shared with parents by Mrs Bayliss at the SPaG meeting on 30/4/18