This policy underpins all other curriculum policies. It needs to be read in conjunction with the Code of Behaviour, the Marking Policy and responding to children’s work as well as all the curriculum policies.

The aims of the policy are to provide equal opportunities for all children to develop independent and co-operative learning skills. Maximum use will be made of all environmental resources, (both outdoor and indoor), to stimulate the child’s self-motivation to learn about the world in general.

We intend that all children should be encouraged to achieve to the best of their ability. We recognise that some pupils may have skills and abilities beyond what is generally expected for their age. These more able children will need additional challenge and support in order that they may achieve their potential. This policy relates to these children.

Ash - Mrs Menzies

Elm - Mrs Rand & Mrs Andrews

Holly - Mrs Eskandary

Pine - Miss Crowe

Willow - Miss Dixon

Oak - Miss Price

Rowan - Mrs Noble & Mrs Jaworski

Cedar - Mrs Creamer

Maple - Miss Foster

Curriculum

The governors of this school place the quality of education as the top priority. Class organisation will vary from year to year according to the number of children in each year group. It is sometimes necessary for a class to have children from two academic year groups. However, the staff plan their lessons to ensure that all pupils have equal access to the curriculum, and each lesson is planned with appropriate differentiation to ensure that pupils are not disadvantaged by this arrangement.

The National Curriculum is followed, which includes English, Mathematics, Science, Information, Communication Technology (I.C.T.), Design & Technology, History, Geography, Art, Music, Physical Education (P.E.), Personal Social and Health Education (P.S.H.E.) and Religious Education (R.E.). The school offers a broad based curriculum for pupils of all abilities, with Music and P.E. being particular strengths. We also have the NAACEmark for quality in I.C.T with a suite and interactive whiteboards in every classroom enabling I.C.T to support delivery across the curriculum. The benefits derived from a partnership between school and parents to act as co-educators are recognised and valued. Each pupil is encouraged to become an independent learner and a wide range of teaching methods and resources are offered. Continuous monitoring of each child’s progress and agreed pupil and school targets assists in ensuring that each child will attain his/her full potential.

Planning

Thorough planning by the staff takes place to ensure that every child has access to all the areas of the curriculum at the appropriate level. These plans are based on schemes of work which follow a rolling programme to ensure continuity and progression across all subjects. Parents are encouraged to be involved in their child’s learning and this is done in a variety of ways. For example, information evenings are held and parents are invited to see their children’s assemblies. Parents are kept informed each term as to the planned subject areas that will be covered in their child’s class. All parents receive a written report on their child’s progress and attitude to learning at the end of each academic year.

Assessment

All children are regularly assessed and their progress monitored throughout their time at this school. Those with special educational needs, as well as more able children, are identified and teaching programmes are adapted as required. Using teacher assessment and standardised tests, work is differentiated to meet pupil needs. On many occasions children will be selected to work in small groups with their teacher or supported by our experienced Teaching Assistant team.

Assessment by teachers takes place as a continuous process in all the areas of the curriculum. In addition to this all children undergo reading and spelling assessments in November and May. All children from year 2 to year 6 undergo a maths assessment in May. All children from year 3 to year 5 complete optional SATs papers in May. Year 2 children take the Standard Assessment Tests (SATs) during the Spring and Summer term. Year 6 children take their Standard Assessment Tests (SATs) during one week in May. Parents are notified of their child’s levels of achievement following these tests and are able to see the comparative results for the whole year group. This school’s assessment arrangements at Key Stage 1 have been externally moderated by Cambridgeshire Local Authority as reflecting the requirements of the National Curriculum.