Pupil Development and Curriculum
Pupil Development
Behaviour
Curriculum Overview
Homework
Assessment
Education Outside the Classroom
Pupil Development
“Pupils personal development and well being are outstanding.” Ofsted 2005
Our pupils’ development is supported by our broad and balanced curriculum that provides a wide range of learning opportunities. This structure allows the children to develop their intellectual, creative, physical and social skills and their moral awareness as they progress through the school. A range of teaching styles is adopted to meet the different learning needs of the children, both inside and outside the classroom.
Behaviour
“Behaviour is very good in lessons and around the school.” Ofsted 2005
Good behaviour and discipline are celebrated in our school as essential to successful teaching and learning. Our aim is to build a happy and purposeful environment so that an atmosphere of mutual trust, confidence and respect enables our children to understand what is expected and what is regarded as acceptable behaviour. If children consistently infringe the rights of others, we feel it is our responsibility to consult with parents so that together we can help their child to improve his or her behaviour. Discipline is firm and based on positive reinforcement.
Curriculum Overview
“An interesting curriculum which includes all subjects is well matched to the pupils’ differing needs.” Ofsted 2005
Our school provides a broad and balanced curriculum including not only the requirements of the National Curriculum, but an understanding of our diverse society. The whole curriculum is taught in such a way that it maximises each child’s knowledge, awareness of moral values and capacity for enjoyment.
During the normal school week the time spent on teaching in Reception to Year 2 is 21 hours 20 minutes; for Years 3 to 6 it is 23 hours 45 minutes.
A range of teaching strategies is employed by which children are taught individually, or in ability groups, or as a whole class. The school is organised into two parallel, mixed ability classes within each year group wherever possible. This enables teachers to plan together activities which effectively deliver the curriculum for all our children and ensures equal opportunities for all children within each year group. In Upper Key Stage 2 the children are taught in ability sets in Literacy and Numeracy.
“Pupils are very enthusiastic learners and enjoy school. Well matched challenging work brings relevance and enjoyment to learning.” Ofsted 2005
By careful planning based on the results of tracking the progress of each child we are able to meet the needs of individual children. All lessons are differentiated to at least three levels to ensure that the work is tailored to the children’s needs. Any pupil with significant special educational needs will have an individual programme and adult support where necessary. Children who are especially able will have the appropriate level of challenge provided for them. We work closely in partnership with parents to address any concerns and to ensure that all children make good progress.
“Pupils continue to achieve well as they are well taught and a close check is kept on their progress.” Ofsted 2005
Foundation Years
“Teaching and provision for children in Foundation Stage are good. Careful planning gives the children a good start to their future learning.” Ofsted 2005
The staff ratio in the Foundation Stage provides a safe, secure and caring environment which allows the children to be gradually introduced into school routines. The classrooms are well equipped and the children have separate play areas and play times from the older children.
The children’s early experiences in school are based on the Foundation Stage curriculum, which provides the framework for the children prior to the National Curriculum. The elements are personal, social and emotional development; communication, language and literacy; mathematical development; knowledge and understanding of the world; physical development; creative development. Learning opportunities provided are appropriate to the age of the children. Learning is planned to take place outdoors as well as inside and to be child initiated as well as adult led. Comprehensive induction procedures are in place for each child and their family.
Literacy
Our school follows the National Literacy Strategy (NLS) in order to deliver the English curriculum. Speaking and Listening, Reading and Writing are the key elements of our teaching. Included within the NLS are phonics, spelling, handwriting, reading and writing for different purposes.
The school has extensive resources to support the teaching of English, including reading books that are taken home, and books specifically for use in the classroom. We have a large and well-stocked library from which all children are able to borrow books. The library contains a wide range of fiction and non-fiction books, which are used to broaden the children’s reading opportunities and develop their research skills.
We view the development of the children’s literacy skills as a partnership between home and school. The children’s reading skills benefit significantly from close co-operation between parents and teachers. The children’s progress is closely monitored.
Numeracy
Our school uses the National Numeracy Strategy (NNS) as the basis for all our teaching. The scheme incorporates all the important concepts of mathematics such as using and applying mathematical knowledge, data handling, number, measure, shape and space.
A key feature of the NNS is the emphasis that is placed on children developing the confidence to learn to use a range of strategies to solve mathematical problems, including practical work. A wide range of resources is used to support the teaching and learning. As with the NLS, information is provided to families on a regular basis about the next steps in each child’s learning.
Information and Communication Technology (ICT)
Our school has a well-equipped computer suite which is linked to the internet by broadband and which is used weekly by each class. We have thirty workstations and sixteen networked laptops for classroom use. The school now has a ratio of one computer per seven pupils. From Year 2 each child has two opportunities each week to use the ICT suite for cross-curricular activities. Each classroom is equipped with an interactive whiteboard which enhance the quality of the children’s education and help to make learning fun. ICT is taught in a way that allows the children to use the skills that they develop in all curriculum areas.
Science
Our children are taught to develop investigative skills and an understanding of scientific principles using a variety of domestic and environmental contexts. The lessons are structured around the concepts of scientific enquiry, life processes and living things, materials and their properties and physical processes.
The environment of the school itself plays an important part of the curriculum. There is a large environmental area (The David Clare Orchard), which is used to support learning in many areas of the curriculum.
Religious Education
The school has no specific religious affiliation. Children will learn the stories and beliefs predominantly of the Christian religion, and they will also be taught about the other major religions of the world. Pupils may be withdrawn from religious instruction and assemblies if parents so wish. In such an event, children will be provided with a quiet place to reflect and think, or in which they can practise their own faith, properly supervised by members of staff. Children have the opportunity to join an act of collective worship each day.
Modern Foreign Languages
French is taught by a specialist teacher throughout Key Stage 2.
Personal, Social and Health Education(PSHE)
The children discuss a range of issues related to their health and well being in PSHE and Science lessons, such as healthy eating, drug awareness, and personal safety and at a level relevant to their age. In Year 6 there is a specific drugs awareness programme which is delivered in conjunction with Thames Valley Police.
Sex Education is taught progressively through the school, with more specific information being provided in Year 6. The emphasis for younger children is on a basic understanding of their body and the need to keep their bodies healthy and is taught in the context of building good, caring relationships with their peers. These themes are developed throughout the school, each year adding further knowledge and understanding. In Year 6, more detailed information about the human reproduction system and the responsibilities of relationships are taught and discussed.
Homework
In Foundation Stage and Key Stage 1 children may be asked to carry out simple tasks which are appropriate to their classroom activities. Daily reading is encouraged from Foundation Stage onwards, following our own Reading Scheme which uses a variety of resources.
During Key Stage 2, children are expected to take on an increasing amount of homework. They will bring home both literacy and numeracy homework each week, and other subjects will be added as they get older including French in Key Stage 2. The children may sometimes be asked to complete work that has been studied during the day. A homework diary is used in KS2 in which to detail homework and as an additional form of communication with parents about their child’s work and progress.
Assessment
Teachers carefully assess each lesson and use this information to adapt plans to support future learning for all pupils. The academic progress of each child is monitored from Foundation Stage through to Year 6 and data is collected each half-term to establish priorities for teaching, and to set targets for pupils.
Each term children are set targets to improve their numeracy and literacy skills. These targets are shared with parents. Ideas for home activities connected with numeracy targets are provided for each year group on a termly basis.
Education Outside the Classroom
In all year groups additional cross-curricular opportunities are provided for learning through visits, outside speakers and research days. Every year we hold whole school Research Days which provide exciting opportunities for investigation and creative activities. Recent topics have included the Environment, Mathematics, Science, the Arts and History. Our environmental area continues to be put to great use by the children and their families led by the Wycombe Rangers and members of staff.
In Year 5 and Year 6 the children are able to take part in a week-long study visit, Year 5 to Weymouth and Year 6 to the Isle of Wight. These trips involve aspects of history, geography and geology as well as the opportunity to develop social skills and independence. All years undertake educational visits to a variety of destinations, examples of which are given in the table below.
Foundation |
Henley River and Rowing Museum, Beale Park, Bekonscot |
Year 1 |
Christ Church, Wycombe Swan Pantomime, |
Year 2 |
Christ Church, Look Out Centre Bracknell, The Rye, Roald Dahl Gallery at County Museum, Florence Nightingale Museum |
Year 3 |
Kew Gardens, British Museum, Maidenhead Mosque |
Year 4 |
Wycombe Chair Museum, Hazard Alley, Shortenills |
Year 5 |
Weymouth, Hampton Court, Reading Synagogue, Science Museum |
Year 6 |
Isle of Wight, Black Country Museum, Mop End Field Studies Centre |
All children have the opportunity to learn to play a musical instrument and from Year 3 onwards may join the school choir. Our team of very experienced peripatetic music teachers provide lessons for piano, recorder, woodwind, strings, brass and guitar. A charge is made for these lessons payable each term. In addition the children have the opportunity to perform at our annual music concert and at the Wycombe Swan. On occasions our children have also performed at The Royal Albert Hall.
Visitors to our school currently include members of our local community, theatre groups, history experts, a clown to teach circus skills, cricket and badminton coaches, London Wasps and Wycombe Wanderers.