Daiglen School
Preparatory School and Early Years Policy
Curriculum
Aims
The school aims to:
- provide pupils with a broad and balanced curriculum, which delivers an education accessible to all our pupils
- ensure that pupils develop essential speaking and listening, literacy and numeracy skills
- foster pupils’ creativity and develop essential skills, including learning skills
- promote a healthy lifestyle
- inspire pupils to a commitment to learning which will last a lifetime
- Promote high standards in all teaching and learning.
Organisation
The curriculum is organised so that it provides experience of the different elements of learning – knowledge, concepts, skills and attitudes – and the different areas of learning – linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education.
The curriculum that we teach in the Nursery and Reception classes (Early Years Foundation Stage) meets the requirements set out in the revised National Curriculum at Foundation Stage. Planning focuses on the Early Learning Goals and on developing children’s skills and experiences in the six areas of learning: social and emotional development; communication, language and literacy; numeracy, knowledge and understanding of the world, creative and physical development.
Years 1 and 2 begin a more formal programme of Literacy, Numeracy, Science, ICT, History, Geography, PSHCE, RE, Art and DT, which is broadly in line with National Curriculum guidelines. Physical Education, Music, dance drama and Spanish are taught by specialist teachers.
The junior school (Years 3 to 6) builds on the solid foundation established by the Infant (KS1/EYFS) department. The day is divided into five lessons and all pupils are taught English, Mathematics, Science, History, Geography, French, ICT, Music, DT, Art, PSHCE, physical Education, and Religious Education with regard to and extending National Curriculum guidelines. Weekly lessons in Study Skills/Thinking skills and reasoning are also built in to the timetable and Latin and General Knowledge are introduced in Year 6. Pupils are taught by specialist teachers in most subjects and are often taught in groups according to ability. These are more formally set in Years 5 and 6 when the specialist English and Maths teachers prepare pupils for entrance examinations to local selective State and Independent schools as well as KS2 SATs.
Throughout the school, the curriculum is enhanced each term by educational visits to places of interest related to work in the classroom. These include trips to museums, galleries, theatres and places of historical interest, a ski trip and visits to various locations for Geography fieldwork. A residential trip for Year 6 in the summer term gives an exciting opportunity for the children to participate in educational activities off site, promoting teamwork, a sense of challenge and an enthusiasm for learning.
Educational groups visit the school to enhance the teaching and learning in subjects such as music and drama. There is a topic week in the summer term when the children have the opportunity to extend their experience and understanding in a specific area of study which may not be included in the normal timetable. Appropriate cross-curricular links are made between lessons wherever practicable.
The school concert is a major production every year in the summer term for Years 3 to 6 and, on alternate years, a professional company is used to produce the concert. A Christmas concert is performed by Infants and Nursery. The School Choir participate in local festivals and older pupils perform at a local Old People’s home.
A strong emphasis is placed on sport. From Nursery, children have lessons with the games master and the PE coordinator. Junior School games afternoon enables matches to be played against many schools in a range of sports. Weekly swimming lessons start in Y2 and Houses compete for the swimming cup at a gala in the summer term. The annual Sports Day provides another opportunity for competition between Houses, with the whole school participating.
There is an Infant assembly each week and whole school assemblies at the start and end of each week as well as on other special occasions. During these assemblies, children celebrate each other’s achievements and are encouraged to think of the part they play in the various communities to which they belong (eg school, family) Each class holds an annual assembly for parents and there is a Carol Service and Christmas Concert, and a Harvest Festival.
Delivery of the Curriculum
Staff are expected to actively promote and seek to secure the curriculum aims (above) and, in particular to:
- Enable pupils to acquire new knowledge and make progress according to their ability so that they increase their understanding and develop their skills in the subjects taught
- Foster in pupils the application of intellectual, physical or creative effort, interest in their work, and the ability to think and learn for themselves
- Involve well‐planned lessons, effective teaching methods, suitable activities and wise management of class time
- Show a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensure these are taken into account in the planning of lessons
- Demonstrate appropriate knowledge and understanding of the subject matter being taught
- Utilise effectively classroom resources of an adequate quality, quantity and range
- Demonstrate that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan lessons so that pupils can progress
- Encourage, reward and value achievement and effort, both formally and informally, through praise in the learning environment
- Utilise effective strategies for managing behaviour and encouraging pupils to behave responsibly
- Work in partnership with other staff, parents/carers and the wider community to achieve shared goals
Early Years Foundation Stage: We fully support the principle that young children learn through play, and by engaging in well planned structured activities. Teaching in the Nursery builds on the experiences of the children in their pre‐school learning. We do all we can to build positive partnerships with the variety of nurseries and other pre‐school providers in the area.
During the children’s first term in the Nursery class, their teacher begins to record the skills of each child on entry to the school. This assessment forms an important part of the future curriculum planning for each child. The Foundation Stage Profile is used to assess children’s progress during the year.
We are well aware that all children need the support of parents and teachers to make good progress in school. We strive to build positive links with the parents of each child by keeping them informed about the way in which the children are being taught and how well each child is progressing.
Preparation for the Future
The curriculum is designed to equip pupils with skills and experiences which will prepare them for their future lives. In Year 6, interview skills are practised and the Reading and Poetry cup competitions offer increased opportunities for public speaking. A range of activities, including The ‘Crucial Crew’ experience, a talk from a local JP and a visit to the Houses of Parliament for Years 5and 6, aim to develop life skills and awareness of public institutions. At least one form period in Y6 is spent discussing current affairs.
We have a School Council that comprises two representatives from each junior class and two year Infant representatives from Y2. The head boy/girl and Deputy are also members. The Council discuss issues that are raised by pupils and the representatives feed information back to their classmates. They also run a profitable ‘school shop’ selling stationery and decide how to use the proceeds.
Personal, Social, Health and Citizenship Education: PSHCE provides a vital foundation for the personal development of young people in preparing them for adult life. We aim to educate the child as a whole person and build this into the curriculum. The PSHCE policy and scheme of work provide more detail.
Sex Education: The school provides sex education in the basic curriculum for all pupils, in which pupils are encouraged and guided by moral principles and taught to recognise the value of family life. In Y6, a specific programme of sex education is provided.
PE and Games
All pupils are expected to take part in the school’s Physical Education and Games programme. Pupils can only be excused from PE and Games lessons for medical reasons, for which a note from a parent is required.
Homework
Homework is a reinforcement of the learning experience at school. Tasks set for homework should be manageable, worthwhile and achievable and should need a minimum of parental input. Parents are encouraged to take an interest in the homework tasks of their children and sign the homework diary. The homework schedule increases gradually, from 10 minutes daily reading in the EYFS to an hour each evening for Years 5 and 6.
Extra Curricular Activities
The school provides an extensive range of activities which enhances pupils’ educational experience. All children are encouraged to participate in at least one extra-curricular club. These clubs run both during and after the school day and may vary from year to year but include, for example, art, drama, poetry, chess, sign language, Spanish, ICT and a wide variety of sports clubs. Many children have individual or group lessons, learning to play a range of musical instruments.
Special Educational Needs/Inclusion
The curriculum is designed to provide access and opportunity for all children who attend the school. If it is necessary to adapt the curriculum to meet the needs of individual children, then we do so after consulting the child’s parents.
If a child has a learning difficulty and/or disability we do all we can to meet these individual needs. If a child displays signs of having a learning difficulty, the teacher makes an assessment of this need. In most instances the teacher is able to provide resources and educational opportunities which meet the child’s needs within the normal class organisation. If a child’s need is more severe the SENco arranges extra support and the appropriate external agencies are involved, if necessary.
The school provides an Individual Educational Plan (IEP) for each of the children who are on the Learning Support register. This sets out the nature of the learning difficulty and outlines how the schools will aim to address the need. It also sets out targets for improvement so that we can review and monitor the progress of each child at regular intervals.
Any child with a statement of special educational needs will follow an adapted curriculum tailored to their needs. The school SENCO will be responsible for liaising with the relevant Education Authority and ensuring a review of the statement takes place annually.
Children with an ability to develop to a level significantly ahead of their year group are placed on the school Gifted and Talented register and have an Individual Challenge plan.
Planning
Planning takes account of differing levels of achievement and ability with differentiated activities and approaches
Planning ensures subject matter is appropriate for the ages and aptitudes of pupils, including those pupils with learning difficulties and/or disabilities, those with a statement and pupils on the gifted and talented register.
Medium‐term plans give clear guidance on the learning objectives, activities, and differentiation, and resources. Short term plans, written on a weekly or daily basis, supplement medium term plans
Assessment
The opportunity for children to learn and progress is at the heart of the school curriculum. Children’s progress is constantly monitored through a programme of continuous assessment, both formative and summative. The progress of each pupil is tracked and appropriate challenges, support and intervention are put in place. (see assessment, recording and reporting policy)
Concerns and Complaints
Parents who have concerns about any aspect of the curriculum should discuss these in the first instance with the pupil’s teacher. If the issue is not resolved parents should seek a meeting with the Key Stage coordinator. In some instances it might be appropriate to raise an issue with the Head Teacher. If issues are still left unresolved parents may follow the school’s complaints procedure available on request from the School Office.
Monitoring and Review
This policy will be reviewed annually by the Senior Leadership team. The Head will recommend any changes to the governing body’s Education Committee who will monitor its progress.
Review date. January 2011