Teaching and Learning
Teaching and learning at this school is underpinned by effectively combining a high quality curriculum, the right type of teaching (pedagogy) and effective assessment.
The curriculum is all the planned and unplanned learning experiences children receive during their time at school.
It identifies and maps out what children will learn as they progress through the school. It includes all the skills, knowledge, understanding, attitudes, values and behaviours we hope our children will acquire over a period of time.
At Stisted Primary Academy, we have designed a curriculum that we believe is relevant, meets the needs of our children, takes into account our local context and equips them for life in a global ever-changing world.
The core aims of our curriculum are as follows:
Specific Curricular Aims
To help us plan our curriculum, we have taken our three core aims and broken these down into more specific curricular aims. These are :
Parents confirm that their children leave Stisted as well rounded, confident individuals, with good life skills.
We use a visible and invisible curriculum model to deliver our core curricular aims. Traditional subjects and lessons deliver the visible curriculum and pedagogy and learning between lessons delivers the invisible curriculum.
The inner circle shows the core aims of the curriculum. The outer circle shows the means by which the core aims are achieved. The blue sections illustrate the visible curriculum. The green sections illustrate the invisible curriculum. Whilst the subject headings look different for EYFS, the core aims remain the same.
Children in our Reception Year follow a curriculum that helps them to achieve the Early Learning Goals outlined in the national Early Years Framework as well as the characteristics of being an effective learner.
Pedagogy refers to the theory of learning and the way we teach and the way we teach influences the behavioural characteristics of the child.
Pedagogy that is underpinned by constructivism and cognitive learning theory is more likely to create an independent thinking learner whereas emphasis on the behaviourist theory of learning is more likely to create a dependent passive learner.
We have adopted a learning led approach which is a combination of teacher and learner led pedagogical teaching strategies as each approach has its strengths and weaknesses.
The principle of learning between lessons acknowledges that children learn unconsciously from their environment, interactions with each other and staff.
An important aspect of this includes the school culture and how opportunities outside of lesson time are seized to promote and encourage learning beyond timetabled lessons.
We have published a curricular progression framework on this website. Our progression framework identifies how knowledge, understanding and skills become increasingly more complex as children progress through Reception, Key Stage 1, lower Key Stage 2 and upper Key Stage 2.
It is not expected that every child will cover all the content outlined in our progression framework because the framework simply provides a route or journey in order for children to achieve the three core aims of the curriculum.
Special Educational Needs and Inclusion
We have based our teaching and learning policy based on Gary Hornby’s (2015) a new theory of inclusive special education.
inclusive education and special education are based on different philosophies and are regarded as diametrically opposed in their approaches. A new theory of inclusive special education is a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education.
The underlining principle is that teachers plan to ensure children make progress against all three core aims.
The traditional subjects are organised in a way that makes meaningful cross curricular links where possible. This enables more of the curriculum to be taught and facilitates deeper learning as children use and apply learning across subject areas.
We have further planning documents that specify what should be taught. These are in the form of programmes of study using the Spiral Curriculum approach.
The means that concepts and skills are repeated as children progress through the school to reinforce learning which is then built upon based on the children's prior learning at higher, more in depth or complex level.
For example, the concept of number is taught in every year group from Reception to Year 6 but the expectations become increasingly more complex as the children progress. Children in Reception start addition by counting accurately up to 20 and adding on one more onto a number. By the time the children reach Year 6, they are adding decimals, fractions and negative numbers.
Our curriculum is generally, delivered through play and exploration,discrete subject lessons, cross curricular topics or themes, learning between lessons (often referred to as the hidden curriculum or incidental learning) through school trips and whole school assemblies/activities.
Topics or themes enable us to combine two or more areas together to make an experience more enjoyable and meaningful. It is also the most efficient way to ensure we cover the curriculum and fit it into the time available. For example a historical topic on the Romans could include learning about the concept of Roman numerals which is in the Maths curriculum or mosaics which could be part of the art curriculum.
We have also given careful thought to the concept of learning between lessons and incidental learning which occurs through children's daily interactions and contact with supporting adults and their environment. A significant proportion of the Personal Development Curriculum is delivered through this approach. For example, children learn positive attitudes, values and behaviours from the adults that work in the school. Children also learn social skills and how to interact appropriately through timely intervention by an adult to help resolve conflict through modelling and coaching the children.
Whole school assemblies also provide opportunities to learn about the world, society and emphasising the importance of being and working as a community. Children also learn from a carefully prepared environment and displays. We have a variety of communication friendly in our outdoor environment designed to promote imaginative play, communication and language. Not least a tidy, orderly and carefully thought out environment where everything has its place, models and teaches children to develop similar standards and how to treat their environment with respect.
There are generally 8 approaches used at Stisted. These are:
Play and exploration
This is where the teacher carefully prepares resources for the children to explore and then skilfully guides them towards the intended learning outcomes.
Direct subject instruction
This is a specific non-contextualised lesson or activity e.g. a maths lesson on how to measure using a ruler. These lessons can range in length from a few moments such as a Montessori three period lesson to an hour.
Cross curricular topics
This is where a topic title like Dinosaurs can be used to draw in learning from our history, geography, art, science, reading and writing curriculum and even music or design and technology. Topics are selected based on the children's interest to stimulate them and make meaningful connections.
This is where we use role play to cast children into the minds of someone other who has been given a job to do. For example, after studying Alice in Wonderland, the teacher plans to cover part of the art and design curriculum by asking the children to imagine they are designers working for a top international company who have been asked to design a hat for a celebrity the Mad Hatter's Tea Party.
This is where a question is posed and the class engage in an enquiry that can last a session or series of sessions overtime. For example, part of our history curriculum includes learning the skills of historical enquiry and examining and interpreting evidence. This is where the teacher starts with a question and guides children as evidence is presented, examined and scrutinised. e.g. and enquiry that seeks to establish who killed the Egyptian pharaoh Tutankhamun?
This is where children do real life activities for a real purpose. e.g. Growing vegetables on the allotment for the school kitchen or organising a tea party and for the local Over 60s Club.
Learning between lessons
Although not directly planned to take place at any specific moment in time, staff notice moments where they can intervene to promote learning especially around our personal development curriculum.This can range from praising children for saying please and thank you, so other children notice and adopt this social convention to intervening and teaching children how to negotiate and play fairly after a play time squabble.
Learning between lessons includes moments where staff model behaviours and attitudes we would like learners to develop. If we want children to learn to be punctual, respect property, tidy, talk in a respectful non-confrontational way, staff must be seen to be modelling this because children learn from their environment and what they see.
Staff also carefully plan and prepare an environment from which children can learn between lessons. This can range from interesting displays that promote discussion to areas on the school grounds that promote positive communication and imaginative play such as our Den area and hill top mounds.
Outdoor learning and trips
Planned experiences outside the classroom are regularly used to deliver aspects of the curriculum. For example, taking the children out into the village to observe, take photographs and learn about the geography or history of our local church with a teacher who can point things out first hand.
This is where the whole school community comes together each day. There is a planned programme of themes that are discussed and explored that helps child develop their understanding of the world.
Culture in this context refers to the outlook, attitudes, values, behaviours, morals, goals and customs the school subconsciously presents and shares with its community. It is influenced by the people who work in the school. Culture is important because it shapes and influences those who work, play and learn in that organisation. It therefore plays a significant part in delivering the Personal Development Strand of a curriculum. For example, a culture that is over controlling, oppressive and punitive will undermine effort to develop confident, curious, independent and self-reliant learners. On the other hand, a culture that is rich in positive and empowering language that considers every child being an amazing individual will help them become confident, self-reliant curious learners.
Programmes of Study
We use Letters and Sounds as our formal reading scheme when children start in Reception. Children are taught the sounds letters make and how to synthesise and segment these sounds to read and de-construct words. They are also taught to read by sight, high frequency words.
This is achieved by daily whole class phonics sessions in which these skills, sight words and letters and sounds are taught up to three times a day. This process continues until the end of Key Stage 1.
Where there is a need, pupils in Key Stage 2 have access to this approach if they are not yet fluent readers. Reading is further developed and embedded into the curriculum through carefully sequenced and planned activities.
At Key Stage 2, greater emphasis is placed on developing children’s understanding and comprehension of more complex text types and genres. There is particular emphasis on developing children’s ability to interpret meaning beyond the literal. This too is achieved by embedding carefully sequenced and planned activities into the curriculum using high quality texts.
See the Reading and Writing tab for an in depth explanation of reading provision across the school.
Children begin the writing process by engaging in activities that develop left to right tracking, gross and fine motor movement including developing a controlled pincer grip.
The order and sequence children learn to form letters is the same as the sequence we teach the initial phonemes in our reading scheme.
Once a child is competent at orally blending and segmenting simple words, the following letters are introduced: satpinmd
At this stage children are not expected to write these with a pencil but to recognise the sound each makes. Next the children are introduced to our Large Moveable Alphabet. These are wooden letters the child can touch hold and move.
Once they know the sound each letter makes that they are initially introduced to, they can begin to build their first words using the wooden letters. For example pin tin tap map.
Children progress to mark making and pattern making using various media until they have the fine motor control to write these letters. Initially this may be in sand before moving onto paper.
The first steps in writing involve writing single letters to represent a sound then simple consonant vowel words by labelling picture cards.
The children then progress to constructing simple article, adjective noun phrases such as the red hen, the big box, the hot sun before moving onto simple sentences such as: The hen is on the box.
As children progress throughout the school they are introduced to different forms of writing. They examine model texts and identify the key features of each. Initially they imitate model texts before innovating and writing their own.
See the Reading and Writing tab for an in depth explanation of writing provision across the school.
This aspect of the curriculum includes teaching the children to respond appropriately, ask relevant questions to extend their understanding or seek clarification, communicate ideas, participate constructively in two way and group discussions, speak audibly with an increasing command of Standard English and select and use appropriate tone and registers for effective communication.
The principal focus of mathematics teaching in Key Stage 1 (infants) is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This will involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].
At this stage, pupils will develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
The principal focus of mathematics teaching in Key Stage 2 (juniors) is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This will develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils will develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number.
Teaching aims to ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
The principal focus of science teaching in Key Stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They will be encouraged to be curious and ask questions about what they notice.
They will be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information.
They will begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos. ‘
The principal focus of science teaching in Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They will do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically.
At Key Stage 2, they will encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They will also begin to recognise that scientific ideas change and develop over time. They will select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils will draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.
Religious Education Curriculum gives emphasis and balance to teaching pupils about the Old and New Testaments’ the main festivals in the Christian calendar, and other religions i.e. Judaism and Hinduism. This helps children to understand religions such as Christianity, Judaism and Hinduism and to recognise the cultural influences of religion in the forming of patterns of social behaviour and community cohesion.
Children are taught:
Computers play a central role in our modern world. We believe it is important that your child develops these skills and becomes 'computer' literate.
Children are taught to:
Design and Technology
Through a variety of creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They will work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment]. When designing and making, pupils will be taught to:
Cooking and nutrition
As part of their work with food, pupils will be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity.
Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
Pupils are taught to:
Children are taught to:
Human and physical geography
Geographical skills and fieldwork
Geographical skills and fieldwork
Pupils will develop an awareness of the past, using common words and phrases relating to the passing of time. They will learn where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They will use a wide vocabulary of everyday historical terms and be taught to ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.
They will understand some of the ways in which we find out about the past and identify different ways in which it is represented.
Children are taught about:
Changes in Britain from the Stone Age to the Iron Age
This may include:
The Roman Empire and its impact on Britain Examples
This may include:
Britain’s settlement by Anglo-Saxons and Scots
This may include:
The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Examples
This may include:
A local history study
This may include:
A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
This may include :
The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth.
This may include :
All children from Year 1 upwards have the opportunity to learn a Modern Foreign Language. French is initially taught through role play, games, songs and music.
Children will soon develop the confidence to ask and answer simple questions in French and learn about French and European culture.
Pupils are taught to:
Children learn to:
Physical Education and Sport
Pupils will be taught to develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.
They will be taught to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
Pupils will be taught to:
Relationships, Sex and Health Education
Relationships and Sex Education includes learning about themselves as an individual; loving, caring and supportive relationships and family life, exploring and expressing feelings and emotions, friends and friendships, similarities and differences, celebrating the fact that everybody is unique, family Life and family patterns, knowing that there are different types of family, life cycles, birth, parenthood, childhood and adulthood, parental care, understanding loss and separation, gender issues, stereotypes, physical and emotional change, exploring developing responsibility, looking after their body, including changes in puberty (Years 5/6 only), sexual reproduction (Years 5/6 only), new life, conception and birth, care and responsibility.
Health Education includes teaching children how to wash their hands properly, the importance of cleaning teeth and maintaining personal hygiene, choices that can improve health and well-being including what we eat. Children are also taught the effects of growing from young to old and how the needs of people change e.g. babies, disabled, elderly, hazards around them and how they can minimise risks., keeping safe including road safety, internet safety, knowing the trusted people that can help us, basic emergency aid procedures and where and how to get medical help, factors that contribute to mentally and physically healthy lifestyle, the difference between needs and wants and Relationships and Sex education.
We have incorporated Spiritual, Moral, Social and Cultural Development into the RSHE curriculum to provide a holistic Personal Development curriculum.
Spiritual, Moral, Social and Cultural Education
Most subjects offer opportunities to promote children’s Spiritual, Moral, Social and Cultural Development (SMSC) in some way.
Other aspects of school life such as extra-curricular activities, assemblies and school trips also provide opportunities for SMSC.
This includes teaching children basic manners and courtesy including greeting people, taking turns to speak, sharing fairly, saying please and thank you, engaging in conversation, speaking in a polite tone of voice. How to eat with a knife and fork and basic dining etiquette. What makes a good friend and friendship. Managing disagreements/conflict using appropriate words/scripts. Recognising the link between behaviour and consequences.
We also teach children strategies for working effectively, how to play cooperatively and negotiate, strategies to resolve differences, dealing with pressure from a variety of sources including peer groups, family and the media, consequences of anti-social behaviour including bullying, racism, bad language and vandalism how actions and words have consequences, the impact of body language and tone of voice in communication. We also teach children how to recognise different perspectives and points of view.
It also includes learning about how actions can be harmful for themselves and others, the importance of rules and why they help including rules in different contexts e.g. at school, at home, in a local supermarket, in a game. It includes what is meant by teasing and bullying and that bullying is wrong, challenging stereotypes, difference between rules and laws and how they are made and enforced including why different rules are needed in different situations.
A key aspect of our curriculum and moral education is to develop attitudes and skills that contribute to the community through courageous advocacy. This involves engaging children in social action and change in the local, national and global community. For example, seizing on current events such as climate change, single use plastic, pollution, animal cruelty, negative stereotypes and pro-actively taking steps to seek change for the good better.
Spiritual and Emotional Development
Spiritual Development involves providing children with the opportunity to appreciate the non-materialistic aspects of human nature, exploring beliefs and values, experiencing feelings including awe and wonder; the beauty of nature and our place within the universe that is vaster than we can imagine, learning about oneself, others and the surrounding world; developing imagination and creativity and reflecting thoughtfully on experiences.
It also includes appreciating the value of silence, stillness and noticing finer details that are not always easily seen at first glance. It includes appreciating, valuing and interpreting intentions within the creative arts such as paintings, dance, music and crafts.
Spiritual development also includes understanding and naming and recognising emotions and their purpose including Identifying unhelpful ‘thinking traps’ (e.g. generalisation and stereotyping) and strategies for self-regulation, self-improvement (including through constructive self-reflection, seeking and utilising constructive feedback and effective goal-setting), resilience (including self-motivation, perseverance and adaptability), self-regulation (including promotion of a positive, growth mind-set and managing impulses), recognising and managing peer influence and the need for peer approval, including evaluating perceived social norms, developing and maintaining a healthy self-concept (including self-confidence, realistic self-image, self-worth, assertiveness, self-advocacy and self-respect).
Philosophy for Children
Philosophy for children is a process of structure debate that enable children to learn to express ideas about philosophical questions including moral dilemmas; examine and weigh up evidence including arguments for and against before making their mind up; listen to others, reflect and comment using evidence based on reasoned argument; distinguish between a fact and an opinion; challenge stereotypes and suggest counter arguments and devise philosophical questions for discussion. Philosophy for Children is part of our Spiritual Development Curriculum.
We believe it is important that children understand that we live in a diverse society. Planned activities help children develop the concept of their place in the world and that all people should be valued.
Cultural development includes learning about the similarities and differences between themselves and other children within the class and school, family life and the influence of parents and family members on lifestyles, differences and similarities in beliefs and lifestyle between people and different communities within our own country and around the world, respect for cultural differences, characteristics of our own culture and how this has evolved. Issues that affect children and society e.g. new laws, cultural similarities and differences in education, law and order, crime and punishment, leisure, work, family life.
Cultural development also includes the importance of respecting and value differences and similarities in terms of culture, ethnicity, religion, gender and disability, how the media presents information and the role of bias, how democracy works at school, local and national level.
Skills and Attitudes for Learning and for Life
To be an effective citizen and learner, children are taught the importance of adopting positive mental attitudes and specific skills including personal organisation, resilience, perseverance, exploration, independence, planning, thinking, taking the initiative and trying a different approaches, listening, observing skills, self-correcting, self-awareness, patience, the concept of effort, self-organisation (including time management), strategies for identifying and accessing appropriate help and support, re-evaluating values and beliefs in the light of new learning, experiences and evidence, recalling and applying knowledge creatively and in new situations, team working, negotiation (including flexibility, self-advocacy and compromise within an awareness of personal boundaries),leadership skills and presentation skills.
Enterprise skills and attributes (e.g. aspiration, creativity, goal setting, identifying opportunities, taking positive risks) are also taught including the importance contributing to society and the community through volunteering.
Practical Life Skills
Practical life skills include learning strategies to look after belongings, folding clothes/turning clothes the correct way, road safety, using a knife and fork, packing a bag, tying shoelaces, facing practical challenges through a range of planned character building experiences that challenge pupils and take them beyond their comfort zone, how to cross a road safely, basic First Aid, how to make an emergency 999 phone call, working with tools including a hammer, screwdriver and spanner, mastering exam technique, basic cooking, gardening and knowledge of different plants. It also includes caring for communicating with younger children, the value of money and money management.
In Year 5 and Year 6, children have the opportunity to go to the Isle of Wight for a week during September.
We also take arrange camping at Danbury Outdoor Pursuits Centre where children get the chance to experience high ropes, kayaking, archery and problem solving.
We believe these experience will further develop your child's resilience, independence, thinking skills, physical development and life skills such as communication, teamwork and social skills.
Our Montessori curriculum has a specific focus on practical life skills. In the practical life area you will see things such as special frames to help children learn to do up and undo clothes, lots of spooning and pouring exercises, stirring, whisking and grating trays, cutting and threading activities and many other activities that children see going on around them at home. Practical life activities are specifically designed to develop children’s precision, accuracy, coordination, concentration, independence, fine motors skills, pencil grip and left to right tracking. All these skills are specifically designed to indirectly prepare children for reading and writing.
Without secure mastery in the practical life skills, reading and writing may not come naturally and progress in these areas will be inhibited.
Many of our children have specific learning needs that means they need a sensory curriculum built into the day. This helps them focus and learning. This can be small sensory activities or larger sensory activities such sensory gym equipment.
Sensorial Education is also part of our Montessori curriculum. We know that many children find reading, writing and maths difficult to master if their senses are not fully refined. Sensorial activities are specifically designed to develop and refine children’s senses, sensory integration, balance, coordination, concentration, independence, visual and auditory discrimination and fine motors skills. These indirectly prepare children for reading and writing. Many of the exercises in this area are also indirect preparation for later mathematical concepts.
Extra Curricular and further enrichment Activities
We organise a range of after school clubs and including, where possible, those suggested by pupils. Extra curricular and enrichment activities mainly come in the form of after school provision. Over the last 2-3 years we have offered the following after school clubs for children to try new experiences or develop further an interest in a particular area.
Lunchtime clubs and after school activities enables all pupils to experience a wide range of achievement,
which includes sporting and musical activities.
Whenever possible, we try and make best use of our outdoor environment to enhance learning. Stisted and its surrounding area offers your child a wealth of opportunities within walking distance. These opportunities include our historic church and the magnificent ‘Bluebell’ wood.
In Autumn 2010, our Early Years Outdoor Play Area was completed. Our outdoor play area helps our younger learners develop their physical skills as well as given them an opportunity to learn through play. The Early Years outdoor play area also offers our younger learners a secure place to play at break times.
Children in the Early Years also follow a Forest Schools program of outdoor learning.
The primary purpose of assessment is to give teachers the information they need to plan a child’s next learning steps. This is Formative Assessment.
The secondary purpose of assessment is to summarise a child’s attainment and progress over time. This helps the school monitor each child’s progress and the effectiveness of the curriculum and teaching. This is summative assessment. There are two types of summative assessment. Criterion referenced assessment and norm referenced assessment.
Criterion referenced assessments
Criterion referenced assessment is the process of assessing a child’s attainment (learning) against a set of pre-specified qualities or criteria, without reference to the achievement of others.
Criterion based assessment is particular useful when we need very specific information. We use this when setting outcomes and assessing small step progress for children with SEND.
It is not practicable to assess every child against every curricular objective (criterion) we teach.
Instead, we have adapted a more realistic and meaningful tool for assessing children. We assess against the 3 broad aims of our curriculum and the specific aims for each subject discipline using comparative judgements and norm referenced assessments.
Norm referenced assessments
Norm referenced assessments compares the performance of a child relative to the overall performance of their peer group or cohort. The curriculum provides the progression and the children’s attainment against the taught curriculum and its broad aims provides the reference or anchor point for norm referenced assessment.
Comparative judgements involve making a holistic evaluation of each child’s attainment relative to other children’s in the cohort. A judgement is made against the curricular aims of that subject relative to what has actually been taught. This is similar to norm referencing assessment where children are assessed relative to how well their cohort performs.
Maths, Literacy and Science
These are core subjects with age related national expectations. We assess the children relative to these expectations.
Foundation subjects, Religious Education and RSHE
There are no national expectations in these particular subjects. Instead, children are assessed against the aims of each subject discipline using the principles of comparative judgements rather than absolute judgements.
We write a brief summative narrative in each child’s end of year report using the key indicators for learning characteristics outlined in the school's Teaching and Learning Policy.
We write a brief summative narrative in each child’s end of year report using the key indicators for character qualities outlined in the schools Teaching and Learning Policy.
There are many different perceptions of what homework or home learning should look like. We believe homework is an extension of the partnership between home and school and is encouraged in a positive way. The essence of work at home should be to encourage personal motivational skills, practical everyday tasks, research and investigation with the emphasis on learning from first hand experience.
We expect children to read at home with an adult every day to enable good reading habits to form.
More formal homework is set as your child moves through the school. Partly to support and reinforce learning at school but also to prepare for secondary education.
We also hope that you will offer your child opportunities to access the outside world and the wide environment by visiting museums, galleries, nature reserves, historic and geographic sites, concerts, shows and other places of interest. We hope that your children will enjoy learning in the home, i.e. cooking, gardening, care of pets, simple DIY tasks.
Special Educational Needs and Disabilities
We cater for a wide range of children with Special Educational Needs and Disabilities. Early identification is critical in supporting children who have specific learning needs. Children with special needs may have a One Plan that identifies their needs, outcome and provision. This forms part of their curriculum which may differ significantly from other children depending on the complexity of their needs.
Our enhanced provision Montessori classroom is used to support our learners based on the principles that underpin Montessori education. It is a constructivist or "discovery" model for learning where children learn concepts from working with materials and interacting with their environment rather than by direct instruction.
We have adopted this approach to enhance and compliment current classroom based provision and curriculum. It is particularly suited to meet the needs of learners where conventional classroom based learning is less appropriate for meeting a child’s needs.
Children are identified who are likely to benefit from a Montessori education for part of the week.
The Montessori Environment is a mixed age classroom designed to meet the needs of learners that need an alternative approach for part of the week. It particular suits those children with special educational needs.
Further information on Special Needs can be found in our Guide for Parents SEN leaflet or the Special Educational Needs Information Report under the tab SEN.
Alternatively, you may pick up copy from the school foyer.
You can also access further information and provision in the local area using the following link :