All Saints Primary School Curriculum Statement. Intent, Implementation and Impact.
At All Saints Primary School, we see ourselves as being at the heart of the community. We aim to build lifelong learners who celebrate our community, each other and difference. This will be promoted in a welcoming environment of mutual respect, ensuring each child feels safe, secure and valued.
Our curriculum has been designed with our children at the very centre of its ‘intent’. We start with the child and build upon their skills and knowledge progressively, gradually building in small steps to enable them to achieve the very best that they can. Learning in each subject is carefully planned and we aim to include parents/carers, as partners, in the process as much as we can.
We promote the use of good communication at all times and actively model what this looks like for our children; providing specific support if necessary. We have a strong focus on developing basic skills in all subjects. We have clear expectations of what we want our children to achieve year upon year. We have carefully designed our curriculum to be broad and rich; we understand the importance of first-hand experiences for our children and build this into each half terms learning.
Central to our curriculum is the use of quality texts, the local area and restorative approaches. These three aspects of our curriculum and our behaviour policy are designed to prepare our children for the world of work and later life. We celebrate Gorton and our community. We place reading at the heart of our curriculum.
Our curriculum is carefully planned from the Early Years Foundation Stage Framework and the National Curriculum from Years 1 to Year 6. Each year we aim to build upon skills and knowledge whilst maintaining a familiar framework to scaffold the learning. Each half term ‘Knowledge Organisers’ and ‘Science Mats’ capture the key learning for families and promote the knowledge and vocabulary that will be essential. We advocate quality texts to enrich children’s learning. This structure runs through every year group from EYFS to Year 6 enabling a smooth transition from the end of each key stage; supporting children and families in their learning journey.
We promote life skills through ‘Empowering Learning ‘; a celebration of learning behaviours for example ‘effective participation’ and ‘reflective learning’. We are a Rights Respecting School and involve the School Council in leading and monitoring learning.
Our subject leaders actively monitor their subjects to ensure that our plans are being implemented consistently. The team are encouraged to learn from each other through weekly ‘Book Looks’ and regular ‘Learning Walks’. Any scheme or resource has been audited against National Curriculum objectives. Our subject leaders attend training in order that they are aware of current legislation and ‘good practice’.
We have established a consistent classroom culture with high expectations for our children. There is an established protocol across the school for behaviour and display which supports this which is monitored every half term.
We provide extra-curricular activities, in the form of clubs, for the children in order that they experience first-hand a breadth of experiences. Visits and visitors are facilitated every half term in order to make the children’s learning come alive.
As an inclusive school we aim for ambitious outcomes for all pupils, to achieve the standards set out in the Early Years curriculum by the end of Reception and in the National Curriculum for Years 1 to 6 in reading, writing, mathematics and science. In other subjects, we have clearly defined expectations of pupils’ learning for Years 1 to 6 to enable pupils to learn, recall and utilise the knowledge, concepts and skills that will make them successful learners and prepare them for adult life. The curriculum is designed to spiral upwards through the school in order that children revisit key learning to enable ‘mastery’ of their skills and embed their knowledge.
Assessment, both formative and summative, is used to inform teaching and learning and to ensure that all pupils are building on their prior learning and make progress appropriate to their ability. Feedback is provided in three ways: immediate feedback at the point of teaching, summary feedback at the end of a lesson and review feedback away from the point of teaching. Regular assessments are undertaken in core subjects to gauge pupils’ progress and to adjust the curriculum and teaching and learning. In non-core subjects, low stakes quizzes are used to inform progress.
We regularly monitor lessons, books and undertake pupil voice to see children’s learning journeys.
Impact on pupils’ learning is measured by:
- Summative tests in reading and mathematics
- Teacher assessment in writing
- ‘Tapestry’ evidences children achievements and progress in EYFS
- Oracy assessments to enable judgement in foundation subjects.
- Pupil progress meetings are undertaken each term, to evaluate the progress each pupil in making in their learning and to identify those pupils/ groups who need to accelerate their progress to meet national/ school expectations.
- Attendance and behaviour data to demonstrate the impact of the school’s behaviour and attendance policies on pupils’ attitudes and enjoyment of school.
- Pupil voice surveys, which demonstrate pupils’ attitudes to, and views of, their learning
- Staff voice surveys, which enabling the identification of CPD needs in relation to the curriculum model.
- A structured and coherent model of monitoring and evaluation, including classroom visits and work scrutiny, which enables senior, curriculum and subject leaders to evaluate the impact of the curriculum and knowledge progression models