Our broad and balanced curriculum is in the process of review. Each term, our whole school topic centres around a good quality text, fiction or non-fiction. The teachers link the learning across the various curriculum areas to events, characters, subjects and places within the text giving relevance and focus to the children’s’ learning. Links are never tenuous and if necessary a subject may be taught discretely. Please see our four year curriculum map below. This is a developing document and topics taught previously have the linked texts used.
|Term||Year 1||Year 2||Year 3||Year 4|
(Eng/His / local)
|Out of this World|
|Coasts & Islands|
The Early Years Foundation Stage (EYFS) is the ‘curriculum’ of the Reception Class (your child’s previous setting will also have followed this). It seeks to provide: Quality and Consistency so that every child makes good progress and no child gets left behind; A Secure Foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; Partnership Working between practitioners and with parents and/or carers; and Equality of Opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS framework sets out key learning goals for your child’s early development which, if achieved, provide the ‘foundations’ for all later learning and successes, focusing on developing every child’s skills through, playing and exploring, active learning, creating and thinking critically through 7 areas of learning and development:
The 3 Prime Areas of the EYFS are:
- Communication and language;
- Physical development; and
- Personal, social and emotional development.
The 4 Specific Areas of the EYFS are:
- Understanding the world; and
- Expressive arts and design.
We help our Reception children to work towards the Early Learning Goals which are the Knowledge, Skills and Understanding children should have at the end of their academic year. Our work involves ongoing assessment and reporting to parents and/or carers as well as considering our children’s Safeguarding and Welfare Requirements. The Phonics scheme used is explained below.
Please refer to our Reception Page for more details of this curriculum.
Policies are developed for each subject in the curriculum and are under regular review by the Governing Body.
Phonics and Reading Schemes
The phonics scheme that the school follows is Jolly Phonics and our reading scheme is made up of a number of publications including those from The Oxford Reading Tree and Project X.
Jolly Phonics is a fun and child centred approach to teaching literacy through synthetic phonics and Commences in the Reception Class. The scheme has actions for each of the 42 letter sounds, the multi-sensory method is very motivating for children and teachers, who can see their students achieve. Jolly Phonics teaches children the five key skills for reading and writing: Learning the Letter Sounds, Learning Letter Formation, Blending, Identifying sounds in Words (Segmenting) and ‘Tricky Words’.
The programme continues through school enabling the teaching of essential grammar, spelling and punctuation skills. For more information about Jolly Phonics please ask at school or go to the Jolly Phonics website www.Jollylearning.co.uk . For more information about our reading schemes please go to the Oxford University Press Education Website.
St Loys is a Church of England School and we promote a Christian attitude throughout. Time is set aside for regular worship in school and children take part in services in the Parish Church on major Christian festivals. The Vicar of St Mary & St Peter’s Lois Weedon Church takes a whole-school weekly assembly. We work closely with the Peterborough Diocesan Board of Education and follow the newly launched Diocesan Syllabus for Religious Education. Under the 1988 Education Act children may be exempted from attendance at religious worship and instruction at the parents’ request.
The most important homework involves reading as regularly as possible, practising sight words, sounds and spellings and times tables or other mental maths skills. Occasionally Homework may take the form of completing home-based projects or continuing with aspects of the Early Years Foundation Stage Scheme or The National Curriculum studies that have been started at school. You may read the school homework policy under our policies tab.
Our policy is to prevent failure by encouraging a child to work to the best of their ability. This does not mean accepting whatever the child does but uses their work for improvement. Working with a child on a one-to-one basis ensures that the child understands how improvement can be achieved. Any child with a special need is given support at the appropriate time. This applies to children who have learning or behavioural difficulties or children who need extended studies.
The Governors ensure that the Special Needs Coordinator follows the DfE procedure for identifying, assessing and meeting the needs of children with special educational needs.
The school is committed to working with the parents of pupils who are entitled to Pupil Premium to ensure the very best use and outcomes of spending these funds. Please refer to our separate Pupil Premium page.
Visits are arranged which will be of interest to the children and relevant to the curriculum. The School also participates in extra-curricular activities arranged for schools in the Chenderit Secondary School area, including sports, carols, dance and music festivals. Please refer to our separate Sports Page.
The School encourages, through academic and pastoral awareness, the promotion of attitudes, practices and understanding conductive to good health. Sex education is presented in the context of a Christian family life. Parents are consulted prior to the beginning of any sex education courses undertaken by Year 5 and 6 pupils.
Assessment and Recording
Teachers assess children continuously, both informally and formally. For National Curriculum subjects this is in accordance with nationally set expectations. Towards the end of the Spring Term all parents will receive a written report, which covers academic progress as well as personal and social development. Parents of pupils in Foundation Stage will receive their written rport at the end of ht e academic year. These reports will outline further learning needed to reach National Expectations for your child’s age. National Tests at Key Stage 1 (Year 2) and Key Stage 2 (Year 6) take place during May each year. The tests are in English and Maths and are fully explained and discussed with parents before the children take them. Please see our Latest Results Page under Parents.