We aim to provide a broad and balanced curriculum where children are confident and proficient in the basic skills of reading, writing and mathematics. We also want them to be confident, resilient learners who are aware of their own skills and strengths and areas to develop. For further details of our curriculum please contact the school.
Children are grouped by learning needs so that each child is working at the level appropriate for them. These groups are continually monitored by teachers and as children gain confidence they will move through the groups. We are fortunate to have a stable team of well-qualified teachers, higher level teaching assistants and teaching assistants who know the children very well.
Academic standards are extremely high although we do not teach to tests. Due to our small numbers (less than 6 per cohort) results are not published as children could be identified.
For teaching Phonics in EYFS and Year 1 we refer to the Letters and Sounds documents. We use the actions and rhymes from Jolly Phonics to help teach the letter-sound relationships. We use an adapted version of the Read Write inc letter formation rhymes to teach a pre-cursive handwriting style right from the start of Reception. Children learn to read by applying skills learned in phonics in well-matched reading books. Reading schemes used include Get Reading Right (which help children to develop blending skills with discrete words), Dandelion Readers (which take these skills and apply them to sentence level work) and a variety of reading books (including Oxford Reading Tree, Big Cat that is grouped by book band. As children move into Juniors, the begin to access books graded according to the Accelerated Reader scheme.
For Mathematics we plan our work based around the White Rose scheme of work.
For our Topic work, Science, Computing and R.E. we have a Rolling Programme October 2019. Our Topic work and Science are supported by units of work from Hamilton Trust. Computing work is supported by units of work from “Switched on Computing” by Rising Stars.