Adswood Primary School

Enjoy, Believe, Achieve

Curriculum Policy


1 Introduction

1.1 Our school's curriculum is all the planned activities that we organise in order to promote learning, and personal growth and development. It includes not only the formal requirements of the National Curriculum 2014, but also the various extra-curricular activities that the school organises in order to enrich the children's experience. It also includes the 'hidden curriculum' – what the children learn from the way they are treated and expected to behave. We want children to grow into positive, responsible people, who can work and cooperate with others while at the same time developing their knowledge and skills, in order to achieve their true potential.
1.2 We seek the highest standards of attainment for all our children. We also value the breadth of the curriculum that we provide. We aim to foster creativity in our children, and to help them become independent learners. We believe in making learning fun.

2 Values

2.1 Our school curriculum is underpinned by the values that we hold dear at our school. The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need in order to lead fulfilling lives.
2.2 These are the main values of our school, upon which we have based our curriculum:

  • We value children's uniqueness, we listen to the views of individual children, and we promote respect for diverse cultures.
  • We value the spiritual and moral development of each person, as well as their intellectual and physical growth.
  • We value the importance of each person in our community, and we organise our curriculum to promote inclusion, cooperation and understanding among all members of our community.
  • We value the rights enjoyed by each person in our society. We respect each child in our school for who they are, and we treat them with fairness and honesty. We want to enable each person to be successful, and we provide equal opportunities for all our pupils.
  • We will strive to meet the needs of all our children, and to ensure that we meet all statutory requirements regarding inclusion.
  • We value our environment, and we want to teach our pupils, through our curriculum, how we should take care of the world, not only for ourselves, but also for future generations.

3 Aims and objectives

3.1 The aims of our school curriculum are:

  • to enable all children to learn, and develop their skills, to the best of their ability;
  • to promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning;
  • to teach children the basic skills of literacy, numeracy and ICT;
  • to enable children to be creative and to develop their own thinking;
  • to teach children about the developing world, including how their environment and society have changed over time;
  • to help children understand Britain's cultural heritage; 
  • to appreciate and value the contribution made by all ethnic groups in our multi-cultural society;
  • to enable children to be positive citizens;
  • to fulfil all the requirements of the National Curriculum and the Locally Agreed Syllabus for Religious Education;
  • to teach children to have an awareness of their own spiritual development, and to distinguish right from wrong;
  • to help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all;
  • to enable children to have respect for themselves and high self-esteem, and to live and work cooperatively with others.

4 Organisation and planning

4.1 We plan our curriculum in three phases. We agree a long-term plan for each key stage. This indicates what topics are to be taught in each term, and to which groups of children. We review this long-term plan on an annual basis.
4.2 Through our medium-term plans, we give clear guidance on the objectives and teaching strategies for each topic using guidance from the National Curriculum Handbook 2014.
4.3 Our short-term plans are those that our teachers write on a weekly or daily basis based on findings for each pupil / group of pupils as identified in assessments. We use these to set out the learning objectives for each session, and to identify what resources and activities we are going to use in the lesson.
4.4 Throughout the school, including the Foundation Stage, we adopt an inter-disciplinary topic approach to curriculum planning. We plan the curriculum carefully, so that there is coherent and full coverage of all aspects of the National Curriculum 2014 and early learning goals, and there is planned progression in all curriculum areas.
4.5 We recognise that children learn at different rates and sometimes have curriculum needs that come from an earlier or later curriculum stage. Some pupils in Year 1, for example, will continue to follow a Foundation Stage curriculum within Year 1.

5 The curriculum and inclusion

5.1 The curriculum in our school is designed to be accessed by all children who attend the school. If we think it necessary to modify some children's access to the curriculum, in order to meet their needs, then we do this only after their parents or carers have been consulted.
5.2 If children have special needs, our school does all it can to meet the individual needs, and we comply with the requirements set out in the SEN Code of Practice. If a child displays signs of having special needs, then his/her teacher makes an assessment of this need. In most instances, the teacher is able to provide the resources and educational opportunities that meet the child's needs, within normal class organisation. If a child's need is more severe, we consider the child for a statement of special needs, and we involve the appropriate external agencies in making an assessment. We always provide additional resources and support for children with special needs.
5.3 The school provides an Individual Educational Plan (IEP) for each of the children who are on the special needs register. This sets out the nature of the special need, and outlines how the school will aim to address it. The IEP also sets out targets for improvement, so that we can review and monitor the progress of each child at regular intervals.
5.4 Some children in our school have disabilities. We are committed to meeting the needs of these children, as we are to meeting the needs of all groups of children within our school. The school complies fully with the requirements of the amended Disability Discrimination Act that came into effect from 2005. All reasonable steps are taken to ensure that these children are not placed at a substantial disadvantage compared with non-disabled children. Teaching and learning are appropriately modified for children with disabilities. For example, they may be given additional time to complete certain activities, or the teaching materials may be adapted.

6 The Foundation Stage

6.1 The curriculum that we teach in the Foundation Stages meets the requirements set out in the Development Matters document. Our curriculum planning focuses on the Early Learning Goals, as set out in this document, and on developing children's skills and experiences.
6.2 Our school fully supports the principle that young children learn through play, and by engaging in well planned and structured activities. Teaching in the Foundation Stage classes, builds on the experiences of the children in their pre-school learning. We do all we can to build positive partnerships with the various pre-school providers in the area.
6.3 Each term in the Foundation Stage classes, the teachers will assess the skills development of each child, and record this in the Foundation Stage Profile. This assessment forms an important part of the future curriculum planning for each child.
6.4 We are well aware that all children need the support of both the parents/carers and the teachers to make good progress in school. We strive to build positive links with the parents/carers of each child, by keeping them informed about how the children are being taught, and how well each child is progressing. To this end, there is one timetabled Parent’s Evenings, one Open Evening, at which pupil levels of progress (and attainment in the summer term) are the focal point for discussion.

7 Key skills

7.1  In our curriculum planning, we emphasise skills, so that the children's progress in all of these areas can be identified and monitored. Teachers in all subject areas seek to contribute to a child's progress in these skills, because we believe that all children need to make good progress in these areas if they are to develop their true potential.

8 The role of the subject leader

8.1 The role of the subject leader is to:
provide a strategic lead and direction for the subject;
support and advise colleagues on issues related to the subject;
monitor pupils' progress in that subject area;
provide efficient resource management for the subject.

8.2 The school aims to give subject leaders non-contact time during the spring term, so that they can carry out their duties and especially lesson observations and feedback. It is the role of each subject leader to keep up to date with developments in their subject, at both national and local levels. They review the way in which the subject is taught in the school, and plan for improvement. This development planning links to whole-school objectives. Each subject leader reviews the curriculum plans for the subject, ensures that there is full coverage of the National Curriculum, and sees that progression is planned into schemes of work. The subject leader also keeps a portfolio of children's work, which s/he uses to illustrate the achievements of children at each key stage, and to exemplify the attainment expected.

9 Monitoring and review

9.1 Our governing body's curriculum committee is responsible for monitoring the way in which the school curriculum is implemented. This committee reviews each subject area during its bi-annual cycle of review and development.
9.2 There is a named governor assigned to the  core subjects: literacy, numeracy, Science and ICT. This governor liaises with the respective subject leaders, and monitors closely the way in which these subjects are taught. There is also a named governor assigned to special needs (TBC), who liaises with the SEND coordinator, and monitors the ways in which special needs are addressed.
9.3 The headteacher is responsible for the day-to-day organisation of the curriculum. The headteacher monitors the weekly lesson plans for all teachers, ensuring that all classes are taught the full requirements of the National Curriculum 2014, and that all lessons have appropriate learning objectives.
9.4 Subject leaders monitor the way in which their subject is taught throughout the school. They examine long-term and medium-term planning, and ensure that appropriate teaching strategies are used. Subject leaders also have responsibility for monitoring the way in which resources are stored and managed.
9.5 This policy is monitored by the governing body and will be reviewed every two years, or before if necessary.

Review Date: September 2017