Sutton V.A. Lower School

Sutton Lower School

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Curriculum Statement

Intent:

  • Staff seek to make creative links between curriculum subject areas, making learning enjoyable, ambitious and relevant for the children. Teachers and Support Staff promote the development of thinking skills and positive learning behaviours to equip children to be resilient, independent and motivated learners. Much of the children’s learning centres around cross-curricular themes, through which curriculum subjects are taught discretely. Staff are committed to enabling each child to achieve their fullest potential. Lessons and activities are designed to encourage children to enjoy and seek a challenge, to view mistakes as helpful learning experiences and to not set limits on themselves.
  • History, Geography, Science, Art and DT lessons are planned using The Inspire Curriculum as a vehicle. This curriculum covers and matches all of the programmes of study within the National Curriculum and is organised and sequenced into a series of exciting and motivating themed units, which change every four - six weeks. What began as a bank of prepared lessons and topics has and continues to evolve into an ambitious curriculum that meet the needs and interests of our pupils, reflects the children and families within our community and positively represents those that are currently not.
  • The curriculum is ambitious and reflects the needs of the pupils. Staff show ambition and high expectations in all areas of the curriculum, an example of this can be seen in the school’s early work towards implementing the DfE Model Music Curriculum (2021).
  • To avoid insularity and to encourage pupils to understand and appreciate the wider society that the school is preparing them for, Spiritual, Moral, Social and Cultural and anti-racist provision is evidenced in Medium Term plans, across the curriculum. Staff seek to provide opportunities in all aspects of the curriculum to develop pupils’ understanding of themselves, others as well as allocating time to reflect on their own and others’ behaviours and ideas. The school has been formally recognised for providing an inclusive curriculum and policies through the Rainbow Flag Award, Stonewall, Values Education, Global Partner Schools, Sports Games Mark and RE quality mark.
  • The school is a 'Values Education' accredited school. A set of agreed Values underpin all policies and procedures. Pupils and the wider school community articulate the Values and are encouraged to recognise them in their and others' behaviour. As a result, pupils develop strong emotional literacy skills and this supports their behaviour, attitudes to learning and relationships. More information is available here.
  • Curriculum areas are taught discretely to allow children to develop specific skills which are developed over time. However, where possible cross-curricular links are created to provide rich and engaging learning experiences for pupils to become immersed in, both in and out of school.
  • Teachers skilfully adapt an ambitious curriculum to meet the needs of all pupils making use of detailed success criteria to encourage independence, assess their learning and identify next steps.
  • Subject leaders and teachers have a good knowledge of the curriculum aims and sequencing, resulting in pupils’ acquiring and building their knowledge and skills over time with regard to prior and future learning.
  • Pupils’ take pride in their work. Staff have high expectations, resulting in high quality recording.
  • Staff use a variety of teaching methods that allow the children to benefit from learning in different styles and environments, including outdoor learning areas. Staff encourage the use of visitors, visits to different places, such as museums, galleries, the theatre and outdoor spaces to widen the children’s experiences and to involve them in their own learning.
  • Staff are committed to creating a safe environment, where children want to be; where learning happens both within and outside of the classroom. Children are encouraged to enjoy life whilst at school and discover personal interests and strengths.

Implementation

  • Rigorous systems are in place for assessing the quality of education. These systems use a full range of monitoring tools, including book scrutiny, planning scrutiny, learning walks, review of pupil attainment and progress data, pupil voice and formal lesson observation. Such monitoring is undertaken by a range of senior and middle leaders, ensuring that judgements are shared and leadership is effectively distributed.
  • Staff and Governors are strongly committed to ongoing professional development (see CPD file). These records demonstrate the wide and purposeful range of training undertaken by staff in order to deepen their understanding to the benefit of the pupils in their care. Subject leaders take their subject responsibilities very seriously and, through collaboration, provide effective support and development for colleagues. A good example of this is the recent development of further opportunities for outdoor learning and the current development of active maths sessions each week.
  • Lessons are well-planned and pitched to enable all pupils to access the learning appropriate for their age and stage of development, in line with national curriculum expectations. As a result, expectations are high and pupils show high levels of engagement in their learning as seen through lesson observations and talking to pupils. This is further evidenced by the quality of learning logs and activities that are undertaken at home. This extends beyond core areas to include all foundation subject areas. A good example of this is in religious education, where monitoring shows that expectations are high, with regular opportunities for extended writing and standards of presentation equivalent to those in core English lessons.
  • Teachers use a range of techniques and resources to allow learners to explore new concepts and ideas, while at the same time constantly revising and refining basic skills. As a result, pupils make strong progress across the school and have many opportunities to apply their basic skills across the curriculum.
  • Monitoring of planning and regular learning walks shows that learning is progressive across the school, ensuring that concepts are introduced effectively and that challenge becomes progressively deeper, particularly for more- able pupils.
  • Work completed in 2017 to improve practice in marking and feedback has supported the already strong assessment systems. Leaders and staff continue to make effective use of Classroom Monitor to identify key learning within national curriculum requirements and to identify gaps to support future planning. Staff’s strong subject knowledge and the regular use of deep questioning enables them to challenge pupils’ learning so that they make consistently good and better progress, while at the same time enabling any misconceptions to be identified and dealt with.
  • Pupils demonstrate excellent learning behaviours across the school, reflecting the vibrant learning environment which supports learning very effectively.
  • Sutton is a very inclusive school and all members of the teaching and support staff are quick to challenge any stereotypes. This is demonstrated through the recent accreditation of the Rainbow Flag Award.
  • Effective use is made of resources to support and develop learning concepts. This includes the use of concrete materials and real-life experiences where possible, which also contribute to an engaging and vibrant learning experience for all pupils.
  • Highly effective feedback from both teachers and TAs impacts positively on learning, reflecting the significant work done during the last academic year in this area. There is now a much stronger focus on verbal feedback, which is more immediate and meaningful to pupils. Outcomes of pupil voice have demonstrated positive pupil response to this change. There are many opportunities for pupils to engage in self and peer-assessment and as a result they are able to talk with confidence about their learning, know how well they are doing and what they need to do in order to improve. Pupils work both independently and collaboratively; they are resilient and respectful of each other.
  • Learning Objectives and Success Criteria are evident, shared, understood by pupils and used to structure each lesson. These are taken from assessment criteria, ensuring planning, teaching and learning matches the national curriculum and end of phase outcomes. Teaching is planned for the most-able with differentiated success criteria, resources and support resulting in all pupils being challenged and encouraged to aim high.
  • Strong links including regular moderation and visits, within the BCUS Cluster, local pre and middle schools, ensure pupils are well prepared for transition to minimise disruption to their academic progress.
  • Reading is prioritised with early intervention in place through the Fischer Family Trust Wave Three reading and writing programme in place for Year One pupils. The positive impact of high quality teaching of phonics and reading is evident in the outcomes for all pupils in the Phonics Screening check.
  • Progress and engagement in reading is sustained and tracked across the school through high quality materials within and beyond the reading scheme. Pupils have access to a rich range of texts including newspapers and E-reading resources. Consideration is shown to pupils for whom reading is difficult eg Dyslexia reading books and aids.
  • Language development, early reading and high quality teaching of phonics results in EYFS outcomes in literacy and mathematics remaining high, with the proportion meeting the Early Learning Goals [ELGs] being well above the most recent national average in all areas. This continues the trend of well-above average attainment at the end of the EYFS over time.

 Impact

  • Teaching is consistently good and better, with a significant proportion of outstanding practice. These impact significantly on outcomes for pupils. See outcomes in data.
  • Pupils are well prepared for transition and achieve well at their Middles School. Data is shared
  • The head teacher continues to share her practice with other schools and organisations, including the diocese and the Teaching School. Extended leadership within the school is strong; the senior teacher has recently completed the aspiring senior leaders programme, indicating the school’s ongoing commitment to succession planning and the KS1 lead has been appointed a Moderator for STA. This work provides the staff and Governors with helpful benchmarks and opportunities to reflect upon and adopt good practice as observed in other settings.
  • The school’s strong Christian ethos and Values Education Programme, make a significant contribution to pupils’ spiritual, moral, social and cultural development, as evidenced by the outstanding outcomes of the most recent Section 48 SIAMS inspection in March 2017.

 

Phonics and reading


The Letters and Sounds programme underpins our synthetic phonics teaching. Jolly Phonics, Phonics Play and the Oxford Reading Tree are the schemes used to deliver our phonics programme and ensure that this reflects the English National Curriculum requirements.

Our reading scheme, The Oxford Reading Tree, is linked to our phonics programme, ensuring fidelity between both phonics and reading teaching.

Please click here to find out how phonics are taught in school.

 

The Early Years, National Curriculum, PSHE and RE requirements are planned and delivered through the following two-year rolling programmes, which you view on the following links:

EYFS (Lime Class) Rolling Programme

KS1 (Larch Class) Rolling Programme 

KS2 (Hawthorn Class) Rolling Programme  

PE Programme EYFS, KS1, KS2

RE Programme of Study EYFS, KS1 KS2

 

The school's Intent, Implementation and Impact for specific subjects

Please click to see our Curriculum Policies for further information about each subject including a statement of intent and a description of how each subject is implemented and the impact measured. 

 

See how curriculum skills and knowledge progress across the phases of learning:

 

History skills and knowledge progression EYFS KS1 KS2

Geography skills and knowledge progression EYFS KS1 KS2

Science skills and knowledge progression EYFS KS1

Science skills and knowledge progression KS2

Art skills and knowledge progression EYFS KS1

Art skills and knowledge progression KS2

DT skills and knowledge progression EYFS KS1 KS2

Music skills and knowledge progression EYFS KS1 KS2

RE skills and knowledge progression EYFS KS1 KS2

Computing skills and knowledge progression EYFS KS1 KS2

PSHE Association Programme of Study

English skills and knowledge progression KS1 and KS2

Maths skills and progression KS1 and KS2 

PE skills and progression EYFS, KS1 KS2

MFL Progression of skills KS2

 

National Curriculum

Themes and topics are planned to include learning objectives and success criteria, Spiritual, Moral, Social and Cultural provision which enables pupils to engage in a varied and challenging programme of study, ensuring coverage of the National Curriculum attainment targets. The National Curriculum Programmes of study can be found here

A link to the Early Years Foundation Stage Framework for Reception can be found here

 

Extra-curricular learning opportunities:

At Sutton VA Lower School, we strive to offer a rich and varied range of extra-curricular opportunities for pupils. These include our before school and Football clubs, musical instrument tuition, Values and Global Learning events as well as themed days. A range of suggested Learning Log tasks which parents and carers can engage with to extend and consolidate learning outside of school, are sent home each term. To assist you in this, see termly curriculum overviews, monthly newsletters and Class news on our website, which is updated weekly with photographs.

 

Sustainability:

The following monitoring will be used to sustain the quality of teaching and learning:

Autumn Term

Spring Term

Summer Term

Pupil survey

 

Staff survey

Parent survey

 

Pupil survey

Subject Leaders to review the quality provision in their subject and create an action plan for the academic year.

Subject Leaders to review the quality provision in their subject through a range of monitoring and evaluation.

Subject Leaders to evaluate the quality provision in their subject and consider next steps.

x2 Subject Deep Dives (on a rolling programme), to monitor and evaluate the quality of provision in each subject and the impact this has on pupils' learning and engagement.

x2 Subject Deep Dives (on a rolling programme), to monitor and evaluate the quality of provision in each subject and the impact this has on pupils' learning and engagement.

x2 Subject Deep Dives (on a rolling programme), to monitor and evaluate the quality of provision in each subject and the impact this has on pupils' learning and engagement.

 

Budget allocation for resources

 

Report pupils' progress to parents through parent-teacher interviews

Report pupils' progress to parents through parent-teacher interviews

Report pupils' progress to parents through written report

Assess attainment and track progress using Classroom Monitor and 2build a profile

Assess attainment and track progress using Classroom Monitor and 2build a profile

Assess attainment and track progress using Classroom Monitor and 2build a profile

 

 Review the impact of Pupil Premium.

Review the impact of Sports Premium.

Analyse outcomes for pupils and consider priorities for School Improvement

Progress meeting against targets, Provision Map review including measuring the impact of interventions

Progress meeting, Provision Map review including measuring the impact of interventions

Progress meeting, Provision Map review including measuring the impact of interventions