Curriculum Statement

We use Focus Education’s Learning Challenges to enhance our topic led curriculum. The Learning Challenge concept is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point.

In designing the curriculum, teachers and learners are using a prime learning challenge, expressed as questions, as the starting point/s. Using the information gained from pre-learning tasks and the school’s context a series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question.

In EYFS and KS1 we use Oxford Reading Tree as our main Reading Book Spine and we use Supersonic Phonic Friends for the teaching of Phonics.

Special Educational Needs

How will the school adapt the curriculum and learning environment for children and young people with special educational needs?
How will the curriculum be matched to my child’s needs?

What are the school’s approaches to differentiation? How will that help my child?
Our school community is a community for all, and our staff work hard together to ensure that barriers to learning are removed, that may stop children fulfilling their potential.
When planning our curriculum, we have planned with the needs of all learners in mind. Teachers make reasonable adjustments to ensure that all children are included,
regardless of their needs. Children with an identified need are placed under ‘SEN Support’ and targeted support is planned and assessed to enable these children to make
progress. Wherever possible students with SEN are in mainstream lessons, accessing the Quality First Teaching on offer. There has been a significant focus on training for staff
on outstanding lesson provision and what makes a classroom accessible and dyslexic friendly. We have been awarded the Dyslexic Friendly School Quality Mark, and plan
resources that are inclusive for all. Some of our more vulnerable students will receive support in developing the skills they need through small group intervention or even 1:1
intervention. Where further advice is needed on providing the right support for children with special educational needs, the SENDco, in liaison with parents/carers and class
teacher, can refer out for further advise from a number of outside agencies within the authority.

For further information please see the policies and reports on the Special Needs and disability page.

National Curriculum

National Curriculum

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