Core Curriculum
English
Maths
Science
Information Communication Technology (ICT)
Religious Education (RE)
Foundation Subjects
Music
History
Geography
Physical Education (PE)
Personal Social Health Education (PSHE)
Art and Design
Design Technology (DT)
Modern Foreign Language - French
Citizenship
We aim to provide a broad and balanced curriculum with steady progression in each subject throughout the School. The curriculum is designed to build on children’s previous knowledge and experience. Reception children follow the Foundation Stage Curriculum. Units of study are carefully sequenced in Key Stage 1 to ensure continuity. As there are mixed year classes in Key Stage 2 study units are organised in a two year rolling programme. English and Mathematics are taught using the Department for Education and Skills (DfES) frameworks. Study units for different subjects are sometimes taught together as topics, teaching the children the links between different disciplines.
When teachers are planning for their classes they adjust the work to suit the needs of all pupils and their ability levels. We aim to involve the children in their learning as much as possible and use a range of lively and varied strategies to achieve this. Children and teachers work together, assess and set targets for improvement and talk about how to improve their work. Some children spend time working individually or in small groups with support teachers to support specific needs.
Religious Education is taught in weekly sessions with the class teachers. Moral and social welfare and citizenship are also promoted through a programme of Personal, Social and Health Education.
We share a daily act of worship in the Christian tradition led by teachers, the vicar or guest presenters. We consider this to be a very special time of the school day. Parents are welcome to participate in Celebration worships on Fridays. During major Christian Festivals and other special school occasions, we worship together in St Michael and All Angels Church in the village.
If you wish to discuss withdrawing your child from Religious Education or worship, for religious reasons, please contact the Head teacher.
Our teaching programme is based in the context of family life, caring relationships and respect for others. It is presented in ways which are appropriate to the age, maturity and general development of the pupils; it is frank honest and clear. We respond to all children’s queries factually and calmly. The school nurse plays a part in the delivery of sex education.
It is our aim, in line with National Curriculum requirements, that all pupils are able to swim 25 metres before leaving primary education. Currently Year 3 and Year 4 have swimming lessons during the autumn and spring terms. Further sessions can be arranged if necessary
We assess the children in our classes, formally and informally to monitor progress and measure attainment. Teachers use a variety of strategies to assess including; watching and listening to pupils at work and play, asking questions, sharing conversation, scrutinising written work, formal and informal testing.
Assessments allow teachers to plan learning experiences that meet the needs of individual children. They also need to have a measure of the progress pupils make over time to ensure pupils have the best opportunity to reach their potential.
Children in Year 2 – Year 5 all take end of year assessments during Assessment Week in May. This coincides with the end of Key Stage 2 National Tests. Teachers share the outcomes of these assessments with parents.
End of Key Stage 2 National Tests are Statutory Assessment Tests (SATs) in English, Maths and Science and are completed each May by all children aged 11. The results of these, together with the teachers’ own assessments of each child, are reported to parents by the end of the school year. There is a national expectation that the majority of children will reach level 4 by the end of Key Stage 2.
For detailed Standard Assessment Test results please see the section on ‘SCHOOL PERFORMANCE’.
At Church Broughton learning is planned to meet the needs of individuals. We make every reasonable effort to ensure the school and curriculum is accessible to those whom it serves.
Special Educational Needs (SEN)
Teachers are supported in their work by Teaching Assistants (TAs). Children may work in small groups or individually with TAs on specific activities. This may be to help individuals with specific, long term learning difficulties or short term challenges. Sometimes short intensive bursts of learning can be hugely beneficial for a child. We can put together a very structured teaching programme, which a child would follow for several months. In some circumstances it may be necessary to place a child on our SEN Register to provide them with further support. We may ask the advice of an advisory teacher. Such specialists are able to work with the school to put together a planned programme of additional support.
Nationally, 2% of children have learning difficulties which cannot readily be met using the resources available in an ordinary school. Derbyshire’s policy is to educate children with Special Needs in mainstream schools wherever possible. It may be appropriate for the Educational Psychologist to see both child and parents for further advice. This may lead to a decision to seek a Local Authority assessment with a view to providing a Statement of Special Educational Needs. This, in turn, may recommend some teaching time by a specialist teacher.
If you have any concerns about your child’s progress please make an appointment to see the Class Teacher or Head teacher.
We recognise that all children have strengths, talents, gifts and areas of specific interest. Children are encouraged to recognise and develop their own interests and the school offers and signposts many extra-curricular activities.
Learning is differentiated to meet the needs of all children in school. If a child is exceptionally able in a particular curriculum area parents are consulted, informed and special arrangements are made to ensure that the child is working at an appropriate level.
We do not consider it to be appropriate during the early primary years to have a formal programme of daily homework. However, certain tasks done at home will support learning in school. Reception and Key Stage 1 children are encouraged to learn letter sounds, and share their reading book with an adult every day. Junior children are required to read and learn spellings on a regular basis. They will also be given a numeracy activity and one other activity from across the curriculum. A minimum of 4 days is allowed for written homework tasks to minimise pressure and enable older children to experience managing their own time prior to secondary school. Children may elect to finish off work at home, others may choose to extend their work or complete further research and investigation. This would be encouraged.
The school promotes positive learning links between home and school, seeking to make these experiences enjoyable and supportive.
Reading
Children of all ages are encouraged to read at home on a daily basis. Whilst they are developing their skills they will each have a Reading at Home Book in which parents and the class teacher note down the title of a book, pages read and comments. This is also a valuable conversation between home and school.
Please bear in mind that reading together should be a pleasant and positive experience. Do guard against becoming competitive. Your child will read at the time which is right; starting to read a few months earlier or later than another child has no bearing on what sort of a reader your child will become.
