TWYDALL PRIMARY SCHOOL CURRICULUM

Intent: what are we trying to achieve with our curriculum?

Our curriculum aims to motivate pupils and inspire their CURIOSITY so they have a “thirst for learning”.  We aim to develop the whole child and safeguard their HAPPINESS through providing opportunities to develop social and emotional skills.  We have constructed an ambitious curriculum which aims to be enjoyable, memorable and “sticky”. This is so that ALL pupils are able to build on previous learning and develop the skills, knowledge and cultural capital they need to succeed in life and ASPIRE to be the best they can be.  We encourage RESPECT for each other, our locality and environment by being an inclusive and supportive school. Following input from children, parents and staff our curriculum helps to develop pupils’ ARTICULACY so that they are confident and able to respond appropriately to a range of audiences. Our curriculum aims to increase pupils’ understanding of diversity and the local and global COMMUNITY, and their place within it.  We support pupils to succeed by enabling them to be independent learners whilst developing TEAMWORK skills.  EQUALITY is woven throughout our curriculum ensuring access to a broad and balanced curriculum, We support pupils to embrace the changes and challenges that life brings and recognise that building pupil’s RESILIENCE is key to that.  Our curriculum is underpinned by the nine Trust values and aims to develop ‘CHARACTER’ within our pupils, so they are fully equipped for the next phase of their education and have the skills necessary for life in the 21st century.

Curiosity

Happiness

Aspiration

Respect

Articulacy

Community

Teamwork

Equality

Resilience

Implementation: how is our curriculum delivered?

• We follow the National Curriculum for KS1 and KS2 and the EYFS curriculum. We ensure it is progressive and builds on skills and knowledge over time, including embedding key English and maths skills across the curriculum. It is taught creatively through themed topics based on the foundation subjects, which make cross curricular links and include memorable experiences, such as visits and visitors, which our pupils may not otherwise have. It is carefully adapted to ensure appropriate support and challenge for all pupils. This may include a highly personalised curriculum and environment where for pupils with complex needs. In mixed year groups, we ensure that all pupils the curriculum expected for their age through careful and precise long term planning.  We collaborate with a wide range of other schools, including other schools in our MAT, to share best practice and develop expertise.
• To ensure learning is memorable we start each term with ‘Big Bangs’ which aim to excite the pupil’s curiosity.  Our topics are planned with a clear intent and outcomes so the pupils see the purpose of their learning and understand their own learning journey.
• We offer both practical and therapeutic curriculum elements to promote and support mental wellbeing underpinned by trauma informed practice. A range of therapies are implemented including sessions with our school dog, Lego therapy and ELSA - supporting children who experience anxiety or trauma, and teaching them strategies to manage their own needs as they grow. Our staff know their pupils well and are able to quickly identify children who appear to be struggling emotionally, ensuring the appropriate support is accessed.
• Our curriculum develops articulacy skills through a focus on vocabulary, beginning in the EYFS and building each year to close the word gap particularly for our disadvantaged children, using strategies such as Magpie walls and a focus on key vocabulary for each subject. We develop pupil’s social language teaching them to greet other politely and engage in conversation with peers and adults. We identify gaps early and offer specialist support from skilled staff through programmes such as NELI in EYFS and support from SALT.  Our pupil’s confidence in talking to an audience is encouraged through paired talk in the classroom and taking part in performances and assemblies.  We encourage our pupils to have a ‘voice’ in improving the school and develop their leadership skills through School Parliament and involvement in community projects.
• We prioritise inclusion and equality and ensure that our curriculum reflects the diverse world the pupils live in so they can develop respect and understanding. We embed our values of respect and community through local projects lead by School Parliament, assemblies and ensuring that texts and topics are relevant to modern Britain. We promote British values and citizenship through our PSHE curriculum and our RE curriculum ensures awareness and respect for a range of faiths.  Regular whole school, key stage and class assemblies promote spiritual awareness, highlight British and school values, demonstrate how to stay safe and celebrate achievement.
• As a school with a designated resource provision for physical disability, we prioritise inclusion and ensure all staff are highly skilled and trained to respond to the wide range of needs within the school. We integrate our High Needs pupils with their mainstream peers, which promotes respect and tolerance of differences. We actively promote anti-bullying, and awareness of disability and other protected characteristics through our curriculum and assemblies.
• Through our curriculum pupils have opportunities to work in groups of different sizes and abilities in all subjects. We plan opportunities for collaborative working and problem-solving opportunities through themed weeks/days.  Additionally, older pupils are given positions of responsibility such as ‘School Parliament’, where they can role model to younger peers.
• We are fortunate to have access to plenty of open space so use is made of this throughout our curriculum.  We promote healthy living and exercise; providing opportunities to explore the world around us through outdoor learning and understanding how to care for their environment. We provide opportunities for growing plants and learning about food through our Science and DT curriculum. We also incorporate our local area into our curriculum using real life experiences where possible and exploring the local towns such as Rochester.

Impact of our curriculum:  how do we know?

• Our aim is for pupil’s attainment across the curriculum to be in line with or exceeding their potential.  We track their progress so they are making at least expected progress from their varied starting points. and measure this carefully against age-related expectations.
• Formative assessment is used by teachers to inform future planning and ensure that all pupils build on their current knowledge and skills at a good pace.  Targeted questions and ‘live’ marking means that teachers are aware of their pupil’s progress within a lesson so that they can adjust following lessons to extend or close any learning gaps.
• Summative assessments are used by teachers and school leaders to compare against national expectations across the curriculum and that all children are making at least expected progress.  Teachers use this data to identify any gaps appearing between any of the vulnerable groups such as SEND or those who are disadvantaged, and plan interventions to address this.
• Assessment judgments are moderated both in school and externally with schools in our Trust as well as other local schools through LA moderation events.
• The quality of work in pupil’s books and evidence of learning in more practical subjects is monitored regularly by subject leaders and the SLT to ensure progress over time, evaluate the impact of different topics and teaching approaches and check on consistency of practice.  Progression in skills and knowledge are closely monitored.
• Application of skills across the curriculum can be seen in books and through talking to the pupils who ae regularly asked about their learning to assess if it has ‘stuck’.
• Teachers liaise with each other at transition points to share key information which ensures prior learning is embedded and knowledge and skills are built on. 
• Clear progression documents in each subject are used for planning to ensure that the curriculum is appropriately challenging and adapted so that there is a clear learning journey for all children.
• We closely monitor the impact of interventions around targeted at social, emotional and mental health needs in pupils who require more significant support.
• An agreed behaviour policy applied consistently ensures positive behaviour and good attitudes to learning throughout the school reflecting our focus on our values. We regularly analyse incidents of inappropriate behaviour to identify trends and implement positive behaviour management strategies and therapeutic interventions to support individuals overcome barriers to learning.