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Curriculum & Class Planning

What the children in Reception are working towards

Curriculum Policy

Hertford Heath Primary School

Curriculum Policy




1        Introduction


    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 New 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. We endorse the aspirations concerning curriculum that were set out in the DfES document Excellence and Enjoyment 2003, and the Creative Curriculum documentation.  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. Above all we believe in making children keen to learn.


    1. We used the New Curriculum 2014 to produce curriculum overviews for each subject area.  Each class teacher produces their annual or long term plan/curriculum overview for their year group for the whole academic year.  These are published on our school website annually.


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:

Vision Statement

‘Caring for All, Learning for Life’


Aims of Hertford Heath Primary School


To develop to the full the different capabilities of every child and to provide them with a firm foundation for learning throughout life.


Our school should…

• be happy and welcoming

• provide a safe, secure environment where everyone feels respected and valued

• create an environment where learning is perceived as purposeful, challenging and pleasurable

• work in partnership with parents, the community, the LEA and with   outside

agencies to promote high expectations and continuous improvement

• develop independent thinkers who are socially and environmentally aware

• enable children to take an increasing responsibility for their behaviour and their role in the learning process

• promote a can-do ethos

• recognise and celebrate each individual’s achievements

• keep up to date with the latest thinking on learning and clearly demonstrate best practice

.  provide for the professional development of all staff so that we are all part of the learning process



3        Organisation and planning


3.1      We plan our curriculum in three phases. We agree a long-term plan for each year group – a long term overview. This indicates what topics are to be taught in each term. Teachers review this long-term plan annually.


3.2      Through our medium-term plans we give clear guidance on the objectives and teaching strategies for each topic.


3.3      With the introduction of the government’s New Curriculum in Sept. 2014 we adapted topics and purchased new resources to support new areas to be introduced e.g in the history curriculum.


3.4      Our short-term plans are those that our teachers write on a weekly basis. We use these to set out the learning objectives for sessions, and to identify what resources and activities we are going to use in lessons.


3.5      In the Foundation Stage (Nursery and Reception) we follow the Statutory Framework for the EYFS, and there is planned progression in all curriculum areas.


3.6      In Key Stage 1 and 2 we teach some foundation subjects separately but combine others.  We are keen to work in a cross-curricular way. This means that, for example, a child may concentrate in one term on a history topic, then switch to a greater emphasis on geography in the next term. Thus, in due course, each child has the opportunity to experience the full range of curriculum subjects.  We have topic and themed days/weeks where the whole key stage focuses on one curriculum area or combines some in a themed topic e.g Art Week.


4        The curriculum and inclusion


4.1      The curriculum in our school is designed to be accessed by all children who attend the school. We modify some children’s access to the curriculum, in order to meet their needs, when appropriate.  Teachers, support staff and our SENCo all contribute and things are discussed with parents at parents’ meetings/evenings and during IEP/Pupil Plan meetings.

4.2      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. They may decide to introduce an IEP/Pupil Plan that focuses on specific targets.  If a child’s need is more severe, we consider the child for further SEN support – Exceptional Needs Funding or an Educational Health Care Plan.  Our SENCo works with the appropriate external agencies in making an assessment. We provide additional resources and support for children with special needs.


4.3      The school provides an Individual Educational Plan (IEP)/Pupil Plan for each of the children who are on our SEN 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.


4.4      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 in September 2002 and the School Equality Scheme 2012-15. All reasonable steps are taken to ensure that these children are not placed at a substantial disadvantage compared to non-disabled children. Teaching and learning is 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.


4.5      The school has implemented the recommendations of The Stephen Lawrence Inquiry: Macpherson Report (1999). Our schemes of work address the diversity of our society, and reflect the statements from the New Curriculum 2014.


5        The Foundation Stage


5.1      The curriculum that we teach in the Reception and Nursery classes meets the requirements set out in the Statutory Framework for Early Years Foundation Stage (EYFS). Our curriculum planning focuses on the Ages and Stages statements, as set out in the document, and on developing children’s skills and experiences.


5.2      Our school fully supports the principle that young children learn through play, and by engaging in well-planned and structured activities. Teaching in the Reception and Nursery classes builds on the experiences of the children in their pre-school learning. We do all we can to build positive partnerships with the local pre-school provider (Hertford Heath Pre-School) who meet on our premises.


5.3      Each term in the Reception and Nursery classes the teachers will assess the skills development of each child against the Ages and Stages statements and the emerging, developing or secure descriptors.  At the end of FS/Reception, children are assessed using the Early Years Foundation Stage Profile. This assessment forms an important part of the future curriculum planning for each child.


5.4      We are well aware that all children need the support of both their parents and the teachers to make good progress in school. We strive to build positive links with the parents of each child, by keeping them informed about how the children are being taught, and how well each child is progressing.


6        Key skills


6.1      The following skills have been deemed ‘key skills’:


  • communication;
  • application of number;
  • information technology;
  • working with others;
  • improving one’s own learning and performance;
  • reasoning and problem-solving.


6.2      In our curriculum planning we emphasise these 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.


7        The role of the subject leader


7.1      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 medium term planning,
  • carry out book scrutiny, pupil interviews, track pupil progress etc.
  • provide efficient resource management for the subject.


(subject leader roles and responsibilities are detailed in teachers’ job descriptions)


7.2      The school gives subject leaders non-contact time, so that they can carry out their duties. It is the role of each subject leader to keep up to date with developments in their subject, at both national and local level. They review the way 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 New Curriculum, and sees that progression is planned into overview plans. 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/age-related expectation.



8        Monitoring and review


8.1      Our governing body’s C&M committee is responsible for monitoring the way the school curriculum is implemented. This committee carries out this work in line with the School Plan.


8.2      There is a named governor assigned to different subjects/areas of the curriculum. These governors liaise with the respective subject leaders, and monitor closely the way these subjects are taught.


8.3      The Headteacher is responsible for the day-to-day organisation of the curriculum. The Headteacher monitors teachers’ planning, ensuring that all classes are taught the full requirements of the New Curriculum, and that all lessons have appropriate learning objectives.  The SLT carry out class based lesson observations and Learning Walks.


8.4      Subject leaders monitor the way their subject is taught throughout the school. They examine planning, observe learning and hold pupil voice interviews.  Subject leaders also have responsibility for monitoring the way in which resources are stored and managed.  Subject leaders are responsible for reviewing last year’s Subject Leaders Action Plans and for planning future actions.


8.5      This policy is monitored by the governing body and will be reviewed every two years, or before if necessary.


Reviewed:     11.1.17