Our curriculum provides a broad range of experiences for our pupils
At Sutton Park Community Primary School careful analysis and discussion about our pupils’ backgrounds, life experiences and culture has helped us to design a curriculum with three key priorities underpinning every subject area. We believe that by focusing on the following key priorities our children will be ready to successfully meet the challenges of the next stage of their education and their lives.
Our curriculum priorities are:
Aspiration – we aim to provide experiences which show children the wide range of possibilities available for their future.
Challenge – we aim to offer experiences which help them to become independent and resourceful learners, who demonstrate resilience and perseverance. We aim for excellence and we nurture our children’s thirst for knowledge and positive attitudes to learning.
Enrichment – Our curriculum is based in enrichment activities where we learn through a wealth of opportunities both in the classroom but also beyond, from our local area and further afield.
We ensure the children are offered a range of opportunities which contribute to every child receiving a full and rich curriculum. The range of experiences support and champion our culture and ensure that our children benefit from a wide range of academic, spiritual, moral, social and cultural activities. These activities enrich their lives and those of our whole school community and make them proud of their British values and diverse society to which they belong and play an active part. We are proud that our curriculum gives our children the skills, confidence and self-belief to lead a happy and fulfilled life by encouraging them to aim high and work towards their goals and dreams in life.
Our curriculum is carefully planned for depth of learning
At Sutton Park Community Primary School our definition of progress is; the widening and deepening of essential knowledge, skills, understanding and learning behaviours. We design, organise and plan our curriculum to ensure that children are not merely covering content but achieving a depth to their learning which enables them to use and apply their skills and understanding in all areas of the curriculum.
Our careful curriculum design and planning means that we build in many opportunities for repetition and practise opportunities for essential knowledge, skills and understanding in every subject. This ensures that children are able to revisit previous learning, which allows them to gradually develop a deeper understanding of the skills and processes within subjects, at their own pace and in the best possible way for each individual child.
We plan learning opportunities to move the nature of children’s thinking to a higher order, deep level of understanding rather than just acquiring new facts and knowledge.
Sutton Park Community Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils access our creative curriculum at a level and a pace that is matched to their needs and abilities. At times when it is felt appropriate and in consultation with parents, modifications to the curriculum may be implemented to ensure that all pupils achieve their potential despite any difficulty or disability they may have.
Our curriculum provides appropriate balance
At Sutton Park Community Primary School it is our underlying belief that every child should feel valued and experience the feeling of success in a wide range of curriculum areas. We have designed, organised and planned our curriculum to ensure every child receives an appropriate mix of academic and personal development which means that in practice our curriculum places importance on both core and foundation subjects.
At our school we place high priority on ensuring that both children’s physical and mental wellbeing are met. We understand that children will not be successful learners unless they are emotionally secure, therefore we carefully design our curriculum and adopt a flexible approach to timetabling to ensure that we can meet and respond to any issues which may arise. Children’s physical and mental wellbeing are as valued and important as academic development which is why the Thrive approach is such an important part of our curriculum.
We carefully monitor children’s progress with their personal development and our well planned and thoughtful approach to SMSC helps to ensure that every child is well cared for and supported.
Our balanced approach to the curriculum is not at the expense of high standards in core subject areas. High standards and enabling children to reach national expectations and above is of vital importance if they are to succeed at the next stage of their education and go on to achieve full and happy lives and careers.
Our full and rich curriculum, with its excellent range of experiences, ensures that every pupil at Sutton Park Community Primary School can make excellent progress both academically and personally. Our unique curriculum ensures that every child is given the opportunity to shine and flourish.
Assessment without levels
As part of reforms to the National Curriculum, the old system of ‘levels’ used to report children’s attainment and progress has been removed from year groups and at present will not be replaced by a National system.
The government believes by removing levels it will allow teachers greater flexibility in the way that they plan and assess pupils’ learning.
The programmes of study within the new National Curriculum (NC) set out expectations at the end of each key stage, and all maintained schools will be free to develop a curriculum relevant to their pupils that teaches this content.
The curriculum must include an assessment system which enables schools to check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and to report regularly to parents.
At Sutton Park Community Primary School our school system allows us to track children’s progress against age related expectations for all National Curriculum subjects. Reading, writing and maths will be assessed half termly. Teachers will assess children on the following scale against age related expectations:
E – Emerging
D – Developing
S – Secure
Assessment at End of Key Stages
From summer 2016, there will be more challenging SATs tests to reflect the new curriculum at the end of the Key Stages. Children will now receive a scaled score instead of a level. Their raw score – the actual number of marks they accrue – will be translated into a scaled score; this helps to allow for differences in the difficulty of the tests from year to year so that pupils’ results can be compared accurately. You will be told your child’s raw score, scaled score and whether they have reached the national standard for that subject. The score that equates to the national standard has yet to be announced.
The phonics scheme that we currently use in Key Stage 1 is READ WRITE INC.
Please contact your child’s class teacher should you require any further information.