Curriculum


How Is The School Organised?

At Stradbroke we are a two form entry school. This means that each year group has two classes.

At School we work to guarantee every child's access and entitlement to all the National Curriculum subjects and Religious Education.

Common themes have been identified and where possible subject strands are grouped in a meaningful way and taught as part of a 'topic' or theme. We work hard, however, to ensure that individual subjects retain their identity and that the children have an awareness and understanding of learning objectives.

Schemes of work have been developed which are based upon the curriculum plan and comprise details of:

  • learning objectives
  • content
  • suggested activities
  • differentiated access
  • opportunities for assessment
  • cross-curricular links
  • resources

Subject co-ordinators work regularly with the teachers to advise, monitor and evaluate curriculum coverage, relevance and appropriateness of teaching and learning activities, objectives and differentiation. Opportunities for assessment are identified, evaluated and used to inform future planning.

Quality and equality of curricular access and entitlement should thus be ensured.

We have an experienced team of teaching assistants who work closely with the teachers to help the children. In the nursery and reception classes the children are supported by full time teaching assistants. This is of great benefit to the children as it gives them that extra attention and support at the start of their school life. From Years 1 to 6, each year group is supported by a teaching assistant who works with children in classes or small groups especially when they are doing Maths and English.

Mrs Cockayne is our Learning Mentor, she supports children who may be having difficulties in school and liaises with parents. She also monitors and deals with attendance issues as well as organising after school and holiday activities for the children.

We also have a small nurture group (The Mr Men and Little Miss Room) for children who need a little extra support with their learning.

The Whole Child

The most important parts of a child's learning are the skills, processes and attitudes that teachers help foster in them, regardless of the content being taught.

It is essential that these skills, processes and attitudes are also planned for in the work undertaken. They should be borne in mind throughout our teaching and opportunities to use them taken as they help to develop the whole child.

They include:

  • Empathy
  • Open-mindedness
  • Respect and tolerance
  • Commitment
  • Perseverance
  • Co-operation and collaboration
  • Independence
  • Decision making
  • Problem solving
  • Critical Reflection

Although references to these may be found in the Programmes of Study for individual subjects, we try to ensure that they are not subsumed by subject content. They may be integrated within subject teaching or they may provide a focus for the programme of PSHE (Personal, Social and Health Education) which includes P4C (Philosophy for Children).

Promoting British Values

The DfE have recently reinforced the need "to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs."

The Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated this year (2014). At Stradbroke Primary School these values are reinforced regularly and in the following ways:

Democracy

In our school, children have many opportunities for their voices to be heard. We have a School Council which meets regularly to discuss any issues or ideas raised in classes. The council requests funds from the Governing body and is able to genuinely effect change within the school (such as new signage, influencing the school menu). The members of the School Council have to make a choice about whether they would like to be considered for the role, then they have to make a speech to their class and be voted into the post.

The School Council have a suggestion box on their designated display board and children can make suggestions which they then review and pass on to the relevant staff as appropriate.

At the start of each year the children decide on their class rules based on the school rules.. They then choose which are the most important for them as a group.

We are committed to supporting charities in our school and fundraise for many causes. Each class chooses what they would like to fundraise for and many of our children initiate schemes to achieve their goals. We also respond to need as it occurs and the children are instrumental in this.

Children have an annual questionnaire with which they are able to put forward their views about the school.

The Rule of Law

The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced, as well as when dealing with behaviour and through assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service help reinforce this message and the annual 'Crucial Crew' Year 6 visit to the Lifewise Centre in Rotherham. The children learn about South Yorkshire Fire and Rescue in partnership with Local Authorities, First Buses, Her Majesty's Court Service (HMCS), NHS Trusts and the Safe@Last charity.

The children learn about issues such as arson, hoax calls, road safety, fire safety, travel safety and Internet safety,- this allows the children to understand how many of the aspects of law and emergency services work in action.

Individual Liberty

Within school, our children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. Our children are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely eg: through our E-Safety and RE lessons, in P4C and in assemblies. They also understand the right of others to make their own choices and to celebrate the ways in which we are the same and different.

Our children understand they make many choices daily in their lives and that while we as adults can guide them, ultimately the choice made is theirs. We do ask however, that they remain aware of how the choices they make will affect others.

Mutual Respect

Our children learn that their behaviour impacts on their own rights and those of others. All members of the school community treat each other with respect and if this does not happen it is challenged.

Tolerance of those of Different Faiths and Beliefs

Our school is situated in an area which is not greatly culturally diverse; therefore we place a great emphasis on promoting diversity with the children. Assemblies are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures and our RE curriculum reinforces this. Any children of faith are encouraged to share their knowledge to enhance learning within classes and the school.

Our children visit places of worship that are important to different faiths. We know our children well and work hard to use their personal interests to reiterate the message of diversity through other means, such as tolerance and respect for those who support different football teams to them. Many of our children are passionate about football and their favourite team and intolerance is often borne out of passion without understanding, so we work hard to ensure our children are well equipped to cope with this in a mature and tolerant way.

At Stradbroke Primary School we will actively challenge pupils, staff, governors or parents expressing opinions contrary to fundamental British Values.

Further Reading: Promoting fundamental British values as part of SMSC in schools.

Literacy

The daily literacy lesson is the principal vehicle for the teaching of English in our school. However, we place great emphasis on language development and communication and this is covered in all areas of the curriculum.

To promote progression in literacy we plan detailed schemes of work in the following areas:

Daily Literacy Lesson - Lessons are made up of the class sharing texts, class focused word work, modelled writing, group and independent work and review.

Drama and role play are a significant aspect of literacy lessons and children are encouraged to discuss their ideas. Time is also spent editing and improving their work.

Reading Comprehension - We put great emphasis on children understanding the texts they read as well as being fluent and expressive in their reading. Various schemes are used in school to promote this, but much is done during guided and independent reading sessions through appropriate questioning by the teacher.

Speaking And Listening - This is covered in all areas of the curriculum through presentations, class or group discussions, class assemblies and paired work. We give children as many opportunities as possible to develop their ideas by explaining, reasoning and debating their opinions with others in class. It is common to see children working in a range of groupings and we expect them to discuss their learning with one another.

Phonics And Spellings - From Nursery, children are taught phonics in discrete sessions each day. This continues until Year 2, whereas from Year 3 upwards children are taught spelling strategies. Children generally have spellings to learn at home each week.

Handwriting - We use the Nelson Cursive Handwriting Scheme in school and joined handwriting is encouraged throughout school. Children are awarded a 'pen licence' at Bronze, Silver or Gold level when their handwriting has reached an acceptable standard.

Reading - The children begin reading with picture books from Oxford Reading Tree and then progress to a wide range of ability grouped, fiction and non-fiction books. We have a large range of independent and guided reading books which are banded according to colour. We have a range of phonic based books to help support your child in developing their phonic knowledge; the teaching of phonics in class underpins development in reading.

We do expect children to read at home to an adult each day, or as often as possible. Just 10 to15 minutes are quite sufficient! Children will read better if the atmosphere is calm and relaxed. You can help your child to enjoy reading by setting a positive example at home and showing that reading can be both rewarding and fun! Children will bring their reading wallets home every night and adults at home are encouraged to comment in their child's planner about the progress of their reading. Each child also has a log in for Bug Club - www.bugclub.co.uk.

The children are encouraged to bring in texts of their choice and each class teacher reads to their class as often as possible. We have a library in school as well as each class having their own class library or reading area.

This Reading for Pleasure animation has been produced to help schools promote reading for pleasure. You are welcome to take a look ...

The Theater Seat Store's Ultimate Fairy Tale Resource Guide has reading lists and lots of links to fairy tale websites to encourage children to read and get involved in imaginative play.

What about Numeracy in School?

We try to provide understanding, enjoyment and a sense of purpose.

We try to develop a wide range of mathematical skills.

We work in a variety of ways so that we cover:

  • Mental arithmetic
  • Basic computation
  • Maths topics
  • Investigations / problem solving
  • Calculator work.

We have a Numeracy hour each day.

We use a range of published schemes alongside our own materials and materials provided by the DfE.

We allow and encourage children to work to the best of their ability.

We follow and keep up to date with the National curriculum.

We have published a key calculation policy which outlines the different methods we use in school. It is available to download from our website.

Religious Education in School

All Classes set aside time for Religious Education.

We have non-denominational assemblies.

We have adopted the Sheffield Local Authority Religious Education Guidelines.

Representatives of various local churches come into school to take RE sessions with the children and some assemblies.

If you do not wish your child to attend assembly or R.E. lessons I would be pleased to discuss this with you.

Sport

It is our aim to offer every pupil a vigorous, stimulating, challenging and progressive programme of activity in Physical Education; it should also be an experience from which pupils derive pleasure and enjoyment.

Physical Education is taught for approximately 2 hours per week, which includes P.E., Games, Dance and Movement.

Extra-curricular activities in Sport are organised both by teachers and other qualified coaches who run clubs during the lunch hour and after school.

Our PE & Sport News page has details of our most recent sporting events.

Music

Year 4 children learn to play brass instruments on a weekly basis; these lessons are free and part of the government's initiative of 'Wider Opportunities for Music.'

We also have a peripatetic guitar teacher who visits once a week, these lessons are chargeable.

Extra Curricular Activities

We have a wide variety of activities available before and after school or during lunchtime. Some of the activities available after school are funded by the Positive Activities for Young People organisation, some are run by staff from school and others are run by outside providers at a small weekly cost.

Examples of some of the activities we have available at the moment are:

Breakfast Club Let's get cooking Football Training
Karate Ballet Badminton
Beavers Cubs Rainbows
Tap/Ballet/Disco Film Club Gardening
Digismart Gart Club  

Curriculum Complaints

If you have any complaints about the curriculum, or indeed if you would like further clarification or information on anything your child is being taught at school, you should arrange to speak to the Headteacher who will discuss your concerns and investigate any problems. Should you still feel that the matter has not been dealt with satisfactorily, then you should put your complaint or concerns in writing and address them to the Chair of the Governing Body, through school.

The matter will then be considered either by the Chairperson or the appropriate committee of the Governing Body, who will write to you as soon as possible, to advise you of the outcome and any action considered necessary. A full copy of the Complaints Policy is available on request from the School Office and on the school website.