Our Creative Curriculum offers a 4 year rolling plan, set across 3 terms and ensuring all pupils receive a broad, balanced and well-rounded learning experience.
Each term, our whole school topic centres around good quality texts, including, fiction and non-fiction books. 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. Please see below for our current curriculum map.
In Hedgehog class, the teaching and learning for our Foundation Stage children is guided by the Early Years Foundation Stage (EYFS) curriculum framework. The framework helps us 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 early learning goals (ELG) for children’s early development which, when achieved, provide the ‘foundations’ for all later learning and successes. These focus on developing every child’s skills through three characteristics of effective teaching and learning; Playing and exploring, Active learning, and Creating and thinking critically, and through the educational programmes (activities and experiences) that promote learning and development in 7 areas;
The 3 Prime Areas of learning that underpin everything in the early years are:
The 4 Specific Areas that help children to strengthen and apply the prime areas are:
We help our Foundation Stage children to work towards the Early Learning Goals which are the Knowledge, Skills and Understanding children should have at the end of the academic year in which they turn 5 years old. Assessment is through observation of children in planned, purposeful play and focussed adult-initiated activities.
The phonics programme that the school follows is Jolly Phonics and our reading scheme in Hedgehog Class (FS/Yr1) uses a broad range of Jolly Phonics reading books. Beyond Year 1, in Squirrels class, we use a number of publications, including; Oxford Reading Tree, Project X and Storyworld. We encourage children to explore many reading genres including non-fiction texts. Wherever possible, we start with a text to stimulate children’s thinking, particularly within our Creative Curriculum but even in our Maths learning.
Jolly Phonics is a fun and child centred approach to teaching literacy through synthetic phonics. Teaching of these begins in Foundation Stage 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 as ‘Jolly Grammar’ enabling the teaching of essential grammar, spelling and punctuation skills. For more information about Jolly Phonics and Jolly Grammar we use please ask at school or from www.Jollylearning.co.uk.
We have been part of a Maths Mastery approach to our Mathematical learning for the last few years now and are engaged in continuing to develop this within the Enigma Maths Hub as part of the Sustaining Programme. Across the school we utilise the White Rose Maths (WRM) Scheme of Learning in line with National Curriculum expectations, and resource activities via a range of provision, including Twinkl, Target Maths and WRM. As mixed year classes, we endeavour to offer the required content according to age, stage and mastery approach, which endeavours to teach Maths using small steps and, where feasible as a whole-class/single-year group approach. See the Maths SOL overview we follow below:
St Loys is a Church of England School and we promote a Christian attitude throughout. Time is set aside for daily 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 delivers regular whole-school worship. 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.
Our Well Being policy sets out the aims, principles and strategies for the teaching of Relationships Education, Relationships and Sex Education (RSE) and Health Education.
At St Loys we seek, through the academic teaching of Personal Social Health Economic education (PSHE) and Physical Education (PE) and across the curriculum, to promote healthy, respectful relationships, focussing on family and friendships in all contexts, including online. We encourage the development of resilience and character with attitudes, practices and understanding conductive to good health, including mental wellbeing. Sex Education is non-compulsory in Primary Schools, however, in Upper Key Stage 2 we deliver a curriculum that covers health, hygiene, physical and emotional maturity of the pupils. This ensures that pupils are prepared for the changes that adolescence brings and draws upon knowledge derived from Science teaching of life cycles including conception and birth. Parental consent will be sought.
At St Loys, we believe that physical education is a unique contributor to a child’s physical development and wellbeing. A broad and balanced physical education curriculum is intended to provide for children’s increasing self-confidence in their ability to manage themselves and their bodies within a variety of movement situations. In developing a vision for P.E. at St Loys, we acknowledge it to be a critical area of learning where self-esteem, physical progression and positive attitudes are fostered and nurtured. Our Vision Statement echoes the values of our whole school intent for children to feel supported in reaching their full potential and valued for all their endeavours. The aims, principles and strategies of P.E. at St Loys sit within our Wellbeing Policy encompassing PSHE and Relationships.
We enjoy a broad range of physical activities and sports within our Sports and PE curriculum including: Athletics, Tag Rugby, Basketball, Football, Tennis, Gym, Netball, Yoga and Dance
We continue to offer a broad range of sporting activities and Sports Enrichment opportunities, also utilising external providers where possible and are fortunate to have a sports hall to accommodate these. Activities have included;
In addition to timetabled provision as viewed on our class pages, we engage in a broad range of sports enrichment activities and initiatives to support our pupils in their physical learning, development and cultural capital. For example, pupils in Years 5 and 6, take up the Bikeability challenge with Cycling England.
Our KS2 pupils are also offered courses in Young Sports Leadership training, as well as opportunities to experience a broad range of activities alongside our School Sports Partnership with Chenderit School. This enduring partnership ensures that our pupils have the opportunity to engage in cluster competitions including; Cross Country, Sports Hall Athletics, Football, Multi-skills events, Gymnastics and much more. Here, they are not only ambassadors for St. Loys but strive to achieve as individuals with a thirst for self-improvement and a drive to do their best. We have welcomed their successes over the last year in Football and Sports Hall Athletics. See more about Sport at St Loys here..
Children participate in performances for parents and friends at the School and in the Church. Northamptonshire Music and Performing Arts Trust (NMPAT) provides the opportunity for pupils to undertake tuition on many instruments. At the moment St Loys offers tuition on: Strings, Keyboard and Brass instruments. These instruments (with the exception of keyboard) are loaned free of charge for the first year through NMPAT. For further information please email email@example.com
Children from Year 2 and above are also offered the opportunity to take private Guitar lessons with Mr David Taylor and our Year 1 and 2 children learn to play Ocarina in the classroom, which is always popular.
Children also have the opportunity to have shared lessons in the Recorders, Drums, Ukuleles and other instruments on rotation. These opportunities are provided by the governments ‘First Access’ scheme run through NMPAT.
At St Loys we recognise the benefits to children’s physical and mental well-being when opportunities are presented for learning outdoors. We are fortunate to be situated in a rural location where we can actively engage with our physical education, including walks, gardening and outdoor PE.
Our allotment is home to our Gardening Club and all pupils have the opportunity to be involved in all aspects of tending to this.
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 KS1 and KS2 parents will receive a written report, which covers academic progress as well as personal and social development. 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.
Parents of pupils in Foundation Stage will receive their written report at the end of the academic year.
Before – Yet to be secure in the end of year expectations.
Emerging – Beginning to experience year group expectations.
Developing– Revisiting expectations and beginning to work independently.
Within – Many of the end of year expectations have been met
Secure – Almost all of the end of year expectations have been met and ready for progressing to the next year expectations.
Exceeding – Secure in all of the end of year expectations and able to use and apply their knowledge and skills confidently. This is also referred to as Greater depth learning.