At Deri Primary School we aim to provide each child with opportunities to develop socially, emotionally, physically, spiritually and intellectually. It is our aim to provide a broad, balanced, exciting and stimulating curriculum providing the highest quality teaching and learning experiences for all children. We aim to meet the statutory requirements of the National Curriculum and, more importantly, ensure that we do what is right for the learners in our care.
We want our pupils and their parents to look back on their days at Deri Primary School with warmth, affection and pride. We want each and every child to be a happy, confident, secure individual, realising their full potential.
High expectations are set for our pupils. High standards are set for our pupils. High standards are set for all of staff, who strive to improve the quality of teaching and learning through out the school.
The Foundation Phase Framework, National Curriculum and Religious Education
The school makes use of National Curriculum of Wales (2008) and the Foundation Phase Framework for Children’s Learning for 3-7 year olds in Wales. It is these documents and their programmes of study and school curriculum guidelines, which provide the basis for planning and teaching at our school. Alongside these we use the appropriate documentation for PSE, Skills Framework and the Agreed Syllabus for RE. The school plans for cross curricular and discrete teaching and learning activities. A four year rolling programme of themes and topics for each year group/class is planned to take account of children's interests, their stage of development, curriculum coverage and continuity and progression.
The primary curriculum is recognised for its cross-curricular links. For example, certain aspects of Mathematics will be included in science activities, aspects of language and IT will be involved in most areas of the curriculum. It is intended that planning thematic work will allow for the development of investigation and information gathering skills, the acquisition of knowledge and understanding, within a meaningful framework. Developing skills and positive dispositions to learning is at the root of our aim to develop effective life long learners at Deri Primary School.
Alongside our theme work will run mini topics and/or discrete teaching relating to curriculum schemes of work. This will allow for the necessary curriculum coverage which cannot be easily incorporated into a theme, or particular skills which need to be developed e.g. reading, writing skills, maths, PE and RE.
Language work is not confined to English or 'reading' lessons. The link between language and intellectual development is recognised. We place considerable emphasis on developing pupils language and literacy skills in a systematic and structured way. Language is enriched by stimulating and interesting experiences. Theme work and cross curricular links are of particular value in providing an integration of knowledge and language skills, making language far more purposeful.
The use of information retrieval skills, reading for understanding as well as for pleasure, the writing of individual/class books, magazines, recording results and information, discussing, debating, etc., are all examples of providing children with purposeful language experiences within a relevant context.
Similarly, where appropriate, IT skills will be meaningfully developed across the curriculum. For example, for data handling, locating, storing, recording and recalling information, art applications, word processing and desk top publishing activities, adventure programmes to develop curriculum knowledge and understanding, etc.
Welsh as a second language is taught discreetly and cross curricular. Oral Welsh in particular is used incidentally for example during PE to give and respond to instructions, simple questions and answers, classroom greetings, etc., where appropriate, school labels and notices are bilingual.
Religious Education is taught through the School but is not a statutory requirement for nursery pupils. The School recognises some parents will wish to exercise their right to request withdrawing their children from Religious Education. The school will discuss and accommodate any such requests where appropriate.
The School recognises the importance of developing learners’ skills as identified in the Skills Framework through all aspects of the Primary Curriculum. These skills of Thinking, Communication, ICT and Number together with the Curriculum Cymreig, PSE and social skills, Problem-solving Skills, Creative Skills will flow through our curriculum and provision for learning. The opportunities to develop these key skills will be highlighted in the termly and daily planning.
All staff plan termly, weekly and daily forecasts of work. In these plans staff will recognise the opportunities to differentiate the tasks and experiences offered to pupils so that the needs of all pupils are met and all pupils are challenged appropriately with meaningful and relevant tasks.
Teachers’ planning is informed by the Foundation Phase, National Curriculum & PSE, Skills Framework and RE programmes of study with school guidelines and policies and ongoing assessment of pupil needs. All staff evaluate and assess their work and the responses of their pupils on a daily basis.
Each term the Headteacher, in consultation with the Deputy Headteacher and Senior Management Team, Governors and staff, will focus on specified areas for whole school self-evaluation. Curriculum leaders will contribute in monitoring the quality of educational provision and where appropriate provide curriculum support and guidance.
Regular whole school staff meetings focus on specific areas of school and staff development and help ensure staff commitment to whole school policies and the continuity of teaching and learning throughout the school.
The Headteacher and Deputy Headteacher as well as all other teachers are responsible for monitoring and evaluating teaching and learning intentions and the quality of outcomes. This may take the form of regular scrutiny of class planners, examples of children's work, talking to children about their work and class observations.
Children are grouped in 3 mainstream classes, where we have mixed age classes children will grouped on the basis of ‘stage not age’ e.g. this academic year Y4’s are split between classes. Our school also hosts a Resource Base with space for 8 Complex Needs pupils aged 4-7. All classes are organised to take account of the great variation in physical, mental and emotional development of each child. Teaching techniques vary. All teachers are aware of the need for a balance of teaching styles, individual teaching, group teaching and class teaching, the need for differentiation and the importance that must be placed on providing each pupil with materials and experiences of an appropriate level to challenge both their interest and ability. Children tend to be grouped, within each class, according to their needs.
Where children are engaged in group work, it is important that they do indeed function as a group, working collaboratively on activities, rather than merely sitting together.
Through group work children are provided with vital opportunities to develop listening and speaking skills, problem solving and team work skills. Groups should usually contain children of both genders and staff will not allocate tasks and responsibilities on the basis of gender.
The school endeavours to set up a stimulating environment to provide the right sorts of experiences encompassing all areas of learning, promoting all aspects of the child's development. The organisation of space, resources, time and children needs careful consideration to provide stability, continuity and progression throughout the school. Guidelines are given on these aspects in the school's Classroom Organisation and Management document.
Each member of staff is responsible for the organisation, management and structure of their classroom. Some of the following criteria should be considered:-
The physical organisation of the classroom space;
How the children are grouped;
- The need to provide children with the opportunity:-
(i) to work as a class;
(ii) to work in groups;
(iii) to be independent;
(iv) to collaborate and be interdependent;
(v) to experience different activities;
(vi) to ensure that they experience a curriculum that provides for all aspects of development.
It is the responsibility of each member of staff to ensure that their classroom is well organised, free from clutter and that resources are clean and orderly.
Curriculum Co-ordinators are responsible for the identification of resource needs and maintenance of adequate resources throughout the school. In deciding on funding for resources, consideration is given to the school development plan and identified areas of priority. The school has a reference library which houses many school resources. Resources are selected as and when required by staff and pupils. All classes have their own stock resources of everyday items which are regularly used and are housed in class curriculum areas, e.g. Language, Maths, etc. Each class has IT and a range of fiction and non-fiction reading materials. Some use is also made of the Schools Library Service and the Museum Loan Service.
Special Educational Needs/Additional Learning
The school endeavours to identify as early as possible children requiring SEN support and implements the code of practice in identifying and assessing special educational needs. The school has a total commitment to the full inclusion of children with SEN and ensure full access to the whole curriculum for all children. Where appropriate, National Curriculum modifications are catered for through individual programmes of work drawn up by the SEN Coordinator/Class Teacher/ learning support staff. Full details of the school's SEN provision may be found in the school's SEN policy document.
The School has drawn up a Home School Agreement following extensive consultation with parents, pupils, teachers and members of the Governing Body. An interest in books is encouraged and children are expected to read at home with their parents. All children have learning Logs which form the basis of the school’s approach to homework. Learning Logs are sent home weekly and then when returned the children’s work is shared with class. Learning Log tasks are related to the work which is ongoing in class. At some point during each term, children may have a Home Task to complete. Again this is usually related to on-going work in the classroom and targeted at National Curriculum programmes of study. Children will be required to learn multiplication tables and spellings etc as befits their age and development.
Extra Curricular Activities
Extra Curricular Activities are organised by staff to take place at lunchtime or after school
Teaching Time and Discretionary Time
Nursery pupils are entitled, and funded, to attend school on a part time basis. Governors at Deri Primary School have decided that they will seek to offer fulltime provision for nursery pupils when resources allow. This will enhance the development of our youngest pupils and compensate for the deficits in some of our pupil’s pre-school experiences. . Pupils from Reception through to Year Six are in school form 0900 – 1515. We believe that the effective management of time and resources is an essential ingredient to a well organised and balanced curriculum.
The school adheres to the Statutory Teaching Times as follows:
Foundation Phase = 21 hrs
Key Stage 2 = 23.5 hrs
The Aim of Long Term Planning
Long Term planning allows us to achieve effective coverage of the curriculum requirements and helps to avoid any unplanned or unnecessary repetition. It allows us to establish links between subjects and to identify common skills and learning processes where appropriate. Long term planning allows us to provide the children with a broad and balanced curriculum. Effective long term planning enables good continuity and progression through the school as skills, processes, competences and cross-curricular themes are mapped out.
Curriculum Mapping allows us to plan the coverage of the Foundation Phase, National Curriculum, RE and PSE in a comprehensive and coherent manner. The Curriculum requirements are vast and variety of teaching and learning strategies and organisational approaches will be needed as we deal with a mixture of broad themes and discrete subject teaching. Subjects such as Mathematics, Science and English may be taught both discretely and as elements within a broad theme. The same may also be true of the Foundation subjects, RE and PSE. Reference should be made to the policy and scheme of work documents for each subject area for further information. Individual teachers may well have different approaches to how they timetable the delivery of the Foundation subjects. Our long term planning arrangements ensure balanced coverage through the School for each year group and class. Teachers may, on occasions, find it appropriate to deliver some subject areas in an intensive block of lessons and activities rather than on the lesson per week basis.
Foundation Phase and National Curriculum documentation sets out expected outcomes and levels of attainment at each stage in a child’s education. However we recognise the need for flexibility as we attempt to meet the needs of all the children in our school – from those who may be considered weak to the more able pupils – through the appropriate use of challenging and differentiated teaching and learning activities.
The end of the SATs at KS1 and KS2 relieved some of the pressures on the curriculum but children and teachers still have other assessments to prepare for. We realise that all teachers in our school have a role in preparing children for such assessments and equipping them with other social and academic skills and this preparation starts on the very first day a child enters our School.
There will be opportunities when pupils from our school will be invited to take part in events which may take up part of our school day. Each of these opportunities will need to be considered on their individual merits. Indeed if our pupils are to participate in such activities it may be necessary for them to miss out or cover different aspects of the curriculum which have already been planned for in this Long Term Planning document and subject schemes of work. When such occasions arise the school shall consider whether the benefits and advantages of our pupils’ participation outweighs the disadvantages of missing out an area of the curriculum. When such occasions arise priority will be given to ensuring coverage of the Core Curriculum and RE.
Policy Implemented: Sept ‘08
Policy Renewed: Sept ‘11
Teaching & Learning Co-ordinator: _________________________
Signed: Headteacher: ___________________________
Chair of Governors: ____________________