Our school is located in the heart of our community and we want to create broad and balanced curriculum that is tailored to the specific needs of the community we serve: a community curriculum.
We want to engage whole families in school life so that everyone feels that education is both fun and worthwhile. Our school life is built on an ethos of Christian love so that all our families feel loved, valued and encouraged.
We want our community curriculum to offer both the skills and the confidence that we believe young people will need for a life in modern Britain. We will inspire confidence through activities designed to do this such as Forest Schools, singing and sport, and will offer life skills such as cooking and gardening.
Our community curriculum will be rich in experiences and inclusive for all children; offering a breadth of opportunities with a clear focus on tolerance, resilience, health and understanding choice. Staff will weave opportunities to develop these into meaningful theme work, worship, visits and visitors that reflect the diverse society in which we live.
Our school community will benefit from projects such as the Community Allotment. These will provide children and families with opportunities to work alongside each other to develop skills and enhance our curriculum.
We will seek opportunities to work in partnership with other educational establishments, businesses and experts within and beyond our local community to enrich our curriculum and extend pupils' skills.
While you are in our school, we promise you will do the following:
In Foundation Stage
Splash in a puddle
Make a mud slide
Go on a train
Feed the ducks
Blow a dandelion clock
Plant a seed
Run around in the rain
Climb up and roll down a really big hill
Visit a farm
Paddle in the stream
Go on a nature walk
Watch a chick hatch
Post a letter
In Key Stage 1
Kick the Autumn leaves
Go an a treasure hunt
Make a mud pie
Make bark and leaf rubbings
Hold a scary beast
Hunt for bugs
Find out what lives in a rock pool
Bake some biscuits
Learn to do a forward roll
Fly a kite
Draw a chalk picture outside
Catch something in a net
Play pooh sticks
Pick wild blackberries
Visit a library
Play a skipping game
Find some frogspawn
In Lower Key Stage 2
Skim a stone
Eat an apple straight from a tree
Perform in public
Make a daisy chain
Dig in the garden
Make a home for a wild animal
Jump over waves
Make and drink homemade lemonade
Climb a tree
Eat in a restaurant
Discover what is in a pond
Be part of a team
Learn an instrument
Learn to swim
Plant a herb garden
Bake a cake
In Upper Key Stage 2
Go on a really long bike ride
Roll down a really big hill
Invent and cook a healthy snack
Sew on a button
Splash in the waves
Go bird watching
Plant, grow and eat something
Make a bird feeder
Use stepping stones to cross a stream
Build a den
Go to the theatre
Plan and cook a meal
Cook on a campfire
Find your way with a map and compass
Make and fly a paper aeroplane
Make a miniature garden
Walk barefoot in the grass
Create some wild art
'We show...' days
To support our School Improvement Plan of 'Champion Children' and 'Champion Citizens' we focus on one skill each half term. We learn about a famous person, or familiar character, who displays that attribute and think about how we can be more like them.
If you wish to view to full programmes of study from the DfE, please follow the link below.
The period of education from ages 3 to 5 is known as the Foundation Stage and we follow the Early Years Foundation Stage Curriculum.
There are four themes that underpin this curriculum:
Within this curriculum there are three Prime Areas of Learning:-
There are also four Specific Areas of Learning:-
Our creative curriculum gives your child the opportunity to learn through a play based curriculum, both indoors and outdoors, with a focus on all of the above areas.
Play is crucial for developing children’s communication skills.
Here are 10 reasons why it is so important:
Foundation Stage – Culture and Ethos
Our Top Ten
What we do well
Cornerstones Curriculum Y1-Y6
We follow an exciting curriculum based on the Cornerstones materials which has inspirational titles to engage and motivate pupils – for example
Bottoms, burps and bile!
Muck, Mess and mixtures
See our 'Class Pages' to find out what your child is learning about this half term.
English, Reading and Phonics
These are the class authors that we will explore in 2017 – 2018
Our Reading Story
Literacy is taught both through theme work and discretely as a separate subject each day. We place a high level of importance in our curriculum on developing good literacy skills. It is important to us that children can read and write to a good level by the time they leave our school.
Children are encouraged to read regularly, both at home and school. We ask that parents/carers support this by encouraging children to read with them as they learn to read and as they become more proficient readers to support them in their understanding of what they are reading.
We have many high quality resources to support the teaching of literacy and pride ourselves on the quality and amount of texts we have in school.
Our aim is to enable pupils to become successful readers through the specific teaching of the strategies and skills necessary to develop this fluency. This is provided both within the teaching of English and beyond it, through the wider curriculum, including modelled, shared, guided and independent reading.
This year we have introduced READING RULES throughout whole school which is a toolkit used with children to encourage them to be able to predict, question, talk about texts and link to text-to-self, text-to-text and text-to-world. This encourages them to link their reading with what they already know in order to make sense and understand what they are reading.
Our youngest children learn to read through the daily systematic teaching of synthetic phonics, following the Letters and Sounds programme, which enables them to learn the phonetic code and to apply understanding of letter sounds with the corresponding letter shapes (graphemes). We introduce them to sounds which they learn to blend in order to read and segment in order to write. Children in Foundation Stage also use Jolly Phonics actions to go with the sounds. Phonics teaching is a daily part of English throughout EYFS and Year 1/2 and is used to target children throughout KS2 who may require additional support in securing these skills. As children make progress they then transfer to RWI Spelling which is another daily programme we use to teach spelling strategies. This is usually from Year 2 up to Year 6.
In addition to specific teaching of reading skills, pupils are given opportunities to further develop and refine their reading outside of their English lessons. Pupils have access to a wide range of appropriate reading material, including fiction, non-fiction, poetry and play-scripts, with a class library in each teaching room, and also through a wide range of ICT programs and resources. A variety of reading scheme materials and ‘real books’ are used to support the children’s reading development, including Oxford Reading Tree, Floppy’s Phonics, Phonics Bug, Rigby Star and Project X.
Children reading at home also forms a vital component of the school’s approach with parents being encouraged and supported in taking an active role in the development of their child’s reading. We encourage frequent dialogue between school and home, which helps to keep parents informed and actively involves them in their child’s learning.
Speaking and Listening
It is vital that we offer as many opportunities as possible for children to develop their speaking and listening skills. This may be through 1-1 work and discussion or through whole class Circle Time – and many other things in between. We try to provide different experiences for your children from trips to visitors in school that give children things to talk about. Developing a rich and wide vocabulary is really important as this will help them in many other areas of the curriculum.
Children are encouraged to write about their own first hand experiences and interests. Children are often taken out on visits as well as inviting visitors into school. We have a half termly focus of whole school writing linked to a curriculum area where children work on an area of the curriculum and produce a quality piece of writing linked to our 'We are days'.
We follow the Stockton Agreed Syllabus for RE with some elements of the Durham Diocesan scheme.
The Education Act 1996 states that an Agreed Syllabus must reflect that the religious traditions in Great Britain are in the main Christian, whilst taking account of the teachings and practices of the other principal religions represented in Great Britain. For the purposes of this syllabus, these other religions include Buddhism, Hinduism, Islam, Judaism and Sikhism. The syllabus must be non-denominational and must not be designed to convert or urge a particular religion or religious belief on pupils, but teaching about different denominations is not prohibited.
Religious Education must be taught to all registered pupils in maintained schools (not nursery) with the exception of those pupils withdrawn by their parents. If you wish to withdraw your children from RE sessions, please come and discuss this with Mrs Coe, Head Teacher.
Everyone Different, Everyone Loved