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Curriculum at Richard Wakefield C.E.(VC) Primary School

Staff and governors aim to provide high quality education to develop knowledge, skills and understanding. We believe core subjects of English, mathematics, science and ICT interlink with all other areas of the curriculum and therefore give this high importance. Mathematics and English are taught each day and the skills are applied across the whole curriculum. As a school we use the SFA (Success for All) programme to develop our reading skills.

This is a structured programme based around a range of age appropriate well known text.

Our reading scheme is based upon a range of commercial products, including The Oxford Reading Tree incorporating their phonics books, Collins Big Cat phonics, Rigby Rockets and other schemes. The books are all organised into bands and the children work through according to their ability. The school provides opportunities for individual and guided reading during the day and also benefits from the support of parents/carers hearing their children at home.

Guided teaching and learning enable all groups of children to make progress and reach their potential. Most classes have a teaching assistant in the mornings to help support learning. Children with specific difficulties have an individual educational plan which enables them to make accelerated progress in their areas of difficulty.

We are keen to develop the whole child and help pupils to learn life skills of independence, collaboration, speaking and listening, giving and receiving feedback, common sense and much more. To this end we provide a creative curriculum which links foundation subjects into topics. Additionally, Key Stage 2 children receive violin, pbone and music lessons from specialist teachers. This offers the opportunity to learn skills in a multi-tasked manner and is very effective.

Coaches from Burton Albion provide a well planned PE and sports education for all classes, apart from EYFS. All children in Key Stage 2 receive Spanish lessons.

We assess teaching and learning on a regular basis so that pupils can be taught at the right level of challenge. Everybody aims high and works with pride so that learning is productive. School leaders monitor teaching and learning in a variety of ways:

  • Lesson Observations/ learning walks
  • Pupil Interviews
  • Planning Scrutiny
  • Book Scrutiny
  • Pupil Progress Meetings
  • Data Scrutiny

All completed work is marked according to our policy with comments that provide developmental points and next steps for learning. Work in pupils books along with teacher observations, formal and informal assessments provide the information necessary to measure attainment and progress for all of our children.

Principles for Assessment 

  1. Assessment is at the heart of teaching and learning.
    1. Assessment provides evidence to guide teaching and learning.
    2. Assessment provides the opportunity for students to demonstrate and review their progress.
  2. Assessment is fair.
    1. Assessment is inclusive of all abilities.
    2. Assessment is free from bias towards factors that are not relevant to what the assessment intends to address.
  3. Assessment is honest.
    1. Assessment outcomes are used in ways that minimise undesirable effects.
    2. Assessment outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning.
    3. Assessment judgements are moderated by experienced professionals to ensure their accuracy.
  4. Assessment is ambitious.
    1. Assessment places achievement in context against nationally standardised criteria and expected standards.
    2. Assessment embodies, through objective criteria, a pathway of progress and development for every child.
    3. Assessment objectives set high expectations for learners.
  5. Assessment is appropriate.
    1. The purpose of any assessment process should be clearly stated.
    2. Conclusions regarding pupil achievement are valid when the assessment method is appropriate (to age, to the task and to the desired feedback information).
    3. Assessment should draw on a wide range of evidence to provide a complete picture of student achievement.
    4. Assessment should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.
  6. Assessment is consistent.
    1.  Judgements are formed according to common principles.
    2.  The results are readily understandable by third parties.
    3.  A school’s results are capable of comparison with other schools, both locally and nationally.
  7. Assessment outcomes provide meaningful and understandable information for:
    1. Pupils in developing their learning;
    2. Parents in supporting children with their learning;
    3. Teachers in planning teaching and learning.
  8. Assessment must provide information that justifies the time spent;
    1. School leaders and governors in planning and allocating resources; and
    2. Government and agents of government.
  9. Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.

From September 2014 the school have redesigned their own curriculum across Years 1 to 6  based on the new National Curriculum.

This is an evolving process as staff ensure that all aspects are covered in the most innovative and engaging way for all our children irrespective of their ability.

The following plan will be updated continually.