Curriculum
Aims and Methods
We aim to provide a curriculum of breadth, balance and quality. The curriculum should be relevant to a child’s stage of development and take account of individual needs. It should also create equal opportunities for all pupils regardless of race, sex, religion and culture.
We believe it is important to set high standards with realistic and clear expectations. Children are encouraged to work to the highest level of competence and are challenged (at an appropriate level) throughout their time at our academy.
The “curriculum” doesn’t just refer to daily programmes of work and learning. It refers to the child’s whole experience at school. This includes the development of positive personal attitudes, a sense of responsibility, consideration for people and the environment, and mutual respect for the contribution of each individual within the academy community.
Our curriculum is designed and structured to accommodate the different abilities and interests of both individual pupils and class groups. It provides:
1. Sound basic numeracy, literacy and communication skills and knowledge of the specific processes of science and technology.
2. An awareness of the geographical, historical and the existence of other places and times.
3. A wide range of activities and experiences to stimulate interest, imagination and foster different ways of interpreting and recording these experiences through creative activities, music, dance, drama and physical education.
4. Personal and social development through moral, spiritual, cultural, health and religious education.
We believe the most effective classroom organisation is one which is flexible. Children are taught individually, in groups, and as a class at different times depending on the activity and the needs of that class.
Assessment and Expectations
Since the introduction of the new National Curriculum framework in 2014, the government decided to change how children are assessed and decided to remove level descriptors. Since September 2014, "it will be for schools to decide how they assess pupils' progress". We have welcomed the changes put forward by the government and therefore we have developed our own system to ensure assessment is at the heart of teaching and learning to enable all members of staff to do the best for all our learners.
Assessment is at the heart of teaching and learning, providing evidence to guide teaching and learning, and as such enabling us to do the best for all our learners. Assessment is ambitious, sets high expectations for learners and embodies a pathway of progress and development for each child. Assessment provides the opportunity for students to demonstrate and review their progress, enabling them to achieve to the top of their potential. We work as a team to ensure consistency and accuracy of assessments. We engage in high quality internal and external moderation to ensure consistency of provision for our learners.
Assessment at Oaklands is fair, inclusive of all abilities and free from bias. Assessment outcomes provide meaningful and understandable information for pupils to develop their learning and parents to support children with their learning. Through our assessment processes we aim to create happy and resilient learners, who are able to reflect on their progress and attainment and gain independence in planning their next steps.
We’re determined to make our pupils aware of both their goals and achievements. We assess daily through the use of formative assessment and then summative assessment at the end of each half term. This means we can check that children are on track and plan any interventions that may be required.
In the Early Years Foundation Stage, the children are assessed using the Foundation Stage Profile and the Early Learning Goals.
From Year 1 onwards, teachers assess pupil progress against performance descriptors to decide whether children are Working Towards the National Expectations (WTNE), Working at the National Expectations (WANE), or Working Beyond National Expectations (WBNE). Every classteacher is provided with an analysis of SEN, FSM and Gender attainment. Children are set challenging targets at regular intervals.
At the end of Year 2 and Year 6, pupils will sit externally set tests for Reading and Mathematics. They will also sit an English Grammar, Punctuation and Spelling test which will inform the teacher assessment of Writing.
2016 National Curriculum Tests for Key Stages 1 and 2: information for parents
Pupil Progress Meetings and Book Meetings
Pupil progress meetings are held three times a year in term 2, 4 and 6 after the latest results have been recorded on assessments trackers. They consist of a professional discussion between the teacher / team of teachers, Head Teacher, Assistant Headteacher and / or Inclusion Manager. Teachers need to analyse and update their class data /class action plans before the meeting so that they are aware of priorities for their year group.
Meetings will focus on progress made by individual pupils who have been identified as needing to make accelerated progress based on previous data, children which the class teachers are particularly proud of and any groups or interventions that needed to be addressed.
Book Scrutinies are held three times a year. They consist of a professional discussion between SLT, governors and teachers to look at the progress visible in books. This time will also be used to monitor implementation of school policies such as handwriting / presentation, use of feedback marking and pre- and post-assessments. The book scrutiny grading sheet is used for guidance.
Teaching Plans
Summative Assessments and Tests
Summative assessment is used to provide a summary picture of what the pupil has achieved over a period of time. It may take the form of an end of unit test, a quiz, a test paper or a summative teacher assessment based on a range of work in books.
Statutory assessments
Four statutory assessments take place during a pupil’s time at primary school.
Reception: The Reception Baseline will be taken for the first time in September 2015. At Oaklands, we use our own baseline adn this will determine progress from the pupil’s starting point at the school, to their KS1 and KS2 scores.
Year 1: The Phonics Screening Test is taken in Y1 and repeated in Y2 if the pupil did not pass the first time.
Year 2: From 2016, Year 2 SATs will consist of a teacher assessment informed by the following tests:
Reading: two reading papers
SPAG: a grammar and punctuation task and a vocabulary test
Maths: an arithmetic paper and a mathematical fluency, problem-solving and reasoning paper
Year 6: From 2016, Year 6 SATs will consist of the following external tests:
Reading: a single reading paper
SPAG: a grammar and punctuation paper and a spelling test
Maths: an arithmetic paper and two mathematical fluency, problem-solving and reasoning papers
The teacher assessment for writing will remain and a growing number of pupils will be tested in science.
Test scores will be recorded as scaled scores.
Accessibility of Tests
Where pupils have difficulty accessing tests, we will make reasonable adjustments to ensure equality of opportunity. Adjustments in summative assessments may include:
• Extra time
• A separate space away from distractions
• Rest breaks
• Readers or scribes
• A bigger font size
• Use of coloured overlays
• Adjustments in formative assessments may include:
• Differentiated questioning
• Allowing or inviting different ways of recording
• Allowing or inviting the use of practical equipment or help sheets
• Marking for content rather than spelling in the case of dyslexia
• Providing access to ICT