Since September 2010 we have operated a ‘Skills Based Curriculum’, underpinned by the work of Chris Quigley. OFSTED (2011) identified the curriculum as ‘Outstanding’.

Our curriculum has been fully updated to ensure that it is in line with the new Curriculum 2014 introduced by the DfE. Below are links to our current Curriculum Maps.

The DfE have also introduced changes to the way that we level and track the progress of your children. Each school is required to have its own assessment and tracking system.

The table below shows the key elements of our planning and tracking systems for the curriculum.

Coverage

Breadth of study – What to teach, based on the programmes of study in  Curriculum 2014 and added to by teachers to suit the needs of individual cohorts.

This is allocated to classes on the curriculum maps (see above links).

Planning

Coverage from the range of subjects is grouped around ‘topics’ or ‘themes’ designed to motivate children and act as a vehicle for the learning.

These themes are planned to suit particular cohorts of children, responding to their needs and interests.

Planning shows the coverage, objectives and differentiation of activities to meet all abilities, including SEND, support and challenge levels.

Within lessons, success criteria are discussed with children to make explicit the steps to fully achieve the learning objective.

Learning objectives

These are detailed in the ‘aims’ and ‘purpose of study’ sections of national curriculum 2014.

Key objectives for each subject across the age range are re-worded in the ‘Essentials (Chris Quigley)’ document.

We use these objectives, presented as ‘LO’s (Learning Objectives) to the children.

 

 

 

Marking

Children’s work is marked to the learning objective using a range of agreed formats outlined in the marking policy.

The purpose of the marking is to help the child to:

► Understand what they have done well.

► Be clear about how to improve.

Our children are provided with time to respond to the marking.

 

Targets

Children have individual targets for literacy and maths, which link to the ‘Milestone’ statements.

Targets are checked fortnightly and are promoted through classroom displays and parental involvement.

 

Assessment and Tracking

Our assessment and tracking is a reflective and evolving process, taking account of both the changing national expectations, and the need to closely monitor and plan effectively for the progress of our pupils.

Pupils are assessed against the end of year expectations for the child’s year group, as described in Curriculum 2014. Children’s ability in a subject is described as working towards, working at or working in greater depth within these expectations. In some cases, children are working within the expectations of the following year.

To ensure reliability of these assessments and consistency across the school we have introduced a range of commercially produced tests which have the benefit of being moderated across a wide range of pupils nationwide. These termly tests help to inform teacher assessments and also give children ‘test practise, preparing them for the end of key stage papers.’