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KS1 Curriculum Statement

Curriculum Intent

We offer rich and vibrant opportunities which draw upon meaningful real-life experiences. The curriculum is designed so that it is ambitious for all learners. Knowledge, skills and concepts are clearly outlined in an age-appropriate and progressive way in Key Stage 1 so that the children’s understanding is extended, year upon year.

Curriculum Implementation

Skills and knowledge are taught discretely in subject areas, so that our children gain a broad understanding of each subject and know when they are learning about science or history for example. 

English work includes: oracy (speaking and listening); writing (across the curriculum) and reading. In maths we have been working closely with the Maths Hub to implement a mastery approach with children developing a deep understanding of core mathematical skills, confidently applying them to real life problems.

Educational visits and visitors are a feature of the curriculum; the school subsidises a range of these to enrich the curriculum for all. These also include an age appropriate First Aid session for all pupils.

Curriculum Impact

At Buttsbury we strive for all pupils to achieve their maximum potential, by having high expectations and excellent standards. We achieve excellent results in terms of academic success. Children make good progress from Foundation Stage and, by the end of Key Stage One, achieve above national and local results. Our stimulating curriculum teaches core skills in English, maths and science whilst actively promoting all other curriculum areas. It is reassuring for parents to know that we have a proven track record of supporting children successfully to meet their full potential across the curriculum.

Our children enjoy lessons and we believe this early love of learning stimulates children to become life-long learners and problem solvers.

We encourage a healthy growth mindset by promoting social skills including good manners, resilience, perseverance, self-awareness, consideration and cooperation. The curriculum supports children to become fantastic role models and the very best version of themselves.

Monitoring Impact of the curriculum

At Buttsbury, teachers use assessment strategies in every lesson which helps the teacher plan the next steps to be taught. At the end of each term, assessment data is gathered and progress is carefully monitored and interventions are put in place to close the gap or further challenge learning. Children are expected to make good or better progress in all subjects. Parents are regularly updated about their child’s progress with the school working closely in partnership with parents/carers to work towards the best possible outcomes for the children.

‘Progress through Partnership

Please click on the link for the Year 1 Curriculum Plans /essex/primary/buttsbury-inf/arenas/websitecontent/web/year1curriculumplans2019.docx

Please click on the link for the Year 2 Curriculum Plans /essex/primary/buttsbury-inf/arenas/websitecontent/web/year2curriculumplans2019.docx

EYFS Curriculum Statement

Curriculum Intent

We offer a holistic approach to learning recognising the needs and interests of the children using real life, meaningful experiences both in the classroom and in the outside area. We  build on what the children already know and give them the knowledge and skills for future learning. We promote enjoyment, resilience and independence. The Reception team at Buttsbury Infant School have high expectations for all children and work together to ensure children are happy and settle quickly into school life.
 

Curriculum Implementation

We follow The Early Years Foundation Stage framework which sets the statutory standards for the development, learning and care of children from birth to age 5. The framework is split into seven areas, 3 prime areas which are the necessary skills children need to access the four specific areas. The prime areas are communication and language, physical development and personal, social and emotional development. The specific areas are literacy, mathematics, understanding the world and expressive and design. Characteristics of Effective Learning run through all areas and look at how a child learns through playing and exploring, active learning and creating and thinking critically. We teach the skills and knowledge children need through a topic approach utilising both the indoor and outdoor learning environments. Topics are exciting and engaging, encouraging children to explore and investigate through observation and play, whilst taking regard of the whole child's development; intellectual, emotional, social, physical and aesthetic. We value parental involvement to support learning and assessment. Educational visits and visitors enrich the curriculum. We teach phonics daily and there are numerous opportunities to write, listen to stories and develop language skills.  In maths we have used the mastery approach with children developing a deep understanding of numbers and applying their skills to problems and real- life situations.

Impact

We strive for all children to achieve their maximum potential academically, socially and emotionally. Our children become independent learners who enjoy school and are developing a love of learning. The diversity of work we cover enables children to be well prepared for the transition to KS1. Our work on promoting good manners, consideration and co-operation enables children to become good role models and the best version of themselves.  Our results are consistently above national average

Monitoring Impact of the curriculum

At Buttsbury children are being continually assessed through observation and informal assessment which informs next steps in planning. Formative assessment from baseline scores and end of year assessment show children’s progress and attainment throughout the year. Children are expected to make a good Level of development (GLD) in the Prime areas of learning. Parents are invited to parent’s evenings in the autumn and spring term and receive a report at the end of the year detailing their child’s progress and next steps for learning.

Our Approach to Reading and Phonics

Early Years Foundation Stage (EYFS)/Key Stage 1 (KS1) Phonics strategy- Buttsbury Infant School

We teach phonics using Department For Education “Letters and Sounds” document, progressing through the phases as set out in the document. This document can be found at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf

In EYFS children begin Letters and Sounds at the phases in which they enter (mostly phase 2) and are taught at phase 3. 

We do not use one particular phonics ‘scheme’ but use the Letters and Sounds document supported by a range of resources that fit the purpose of the session. 

Delivery of phonics

Phonics is taught in a daily discrete lesson of 20 minutes. Each lesson is split into 4 parts:

Revisit/Revise (where previous learning is reviewed and revisited, such as blending to read words with the digraph “oy” in words: boy, toys, enjoy, alloy)

Teach (new grapheme-phoneme correspondence (how written letters represent sounds), such as learning that the letters which form the digraph “aw” together are pronounced “or” in words: saw, paw, jaw, law, claws, yawning.  We also teach that “tricky” words such as here, there and come need to be read by sight)

Practise (activity time where the words or graphemes that have been taught are practised through games, reading activities, spelling challenges)

Apply (read or write a sentence or text which contains the words or graphemes that have been taught)

Phonics lessons throughout EYFS and KS1 are grouped by ability with targeted and differentiated support being provided throughout the lesson.  Reception teachers begin streaming children across the classes after autumn half term after an assessment of the children that includes their knowledge of initial sounds and ability to blend. 

Intervention for phonics

Children who are assessed as being at risk of not meeting the expected standard in the Year 1 phonics screening check as Year 1 pupils, attend phonics intervention sessions in the spring and summer terms. Sessions are delivered by a teacher or Higher-Level Teaching Assistant.

Those children who did not meet the expected standard in the Year 1 phonics screening check receive extra phonics intervention in Year 2 to address gaps in their learning.  This type of intervention depends on the need of the pupils but may include:

  1. 1:1 phonic recognition session
  2. Separate phonics lessons
  3. Small group reading session
  4. Small group spelling session

These sessions are led by class TAs and are delivered during assembly time or after lunch. 

Ongoing assessment

In EYFS teachers track pupils on a detailed tracking grid which identifies the elements within the phase they are working in that they are secure in.  This is updated every half term. 

Year 1 pupils take part in a “practice” phonics screening check each half term.  Graphemes which are being frequently misread are noted in order for teachers to target interventions appropriately.  Teachers also continue to complete the tracking grid for each pupil continued from EYFS.  

Year 2 pupils who did not pass the screening check in Year 1 are assessed termly using past screening checks.  This information is also then used to target interventions.

Whole class guided reading

Whole class guided reading takes place in Year 1 and 2.  The use of phonics for blending is the main strategy children use for decoding any unknown words. In both year 1 and Year 2 these lessons focus on reading and comprehension skills.  As children are taught in their class groups for these sessions, there is clear differentiation noted on planning to ensure that the learning needs of all pupils are addressed.

Embedding phonics

We aim to embed phonics learning in all lessons.  Children are encouraged to ‘have a go’ at using their sounds to spell when writing and to blend when reading.  Word mats containing Common Exception and High Frequency words are made available to all pupils and letter sounds are displayed in classrooms. 

When modelling reading or writing, all adults model the use of phonics to help with spelling and decoding, so that children are given an explicit model of how their phonics knowledge gained from a discrete phonics lesson can be used to help then to tackle all reading and writing tasks.

Reading books

All children have their reading books changed twice weekly.  They are encouraged to read both fiction and non-fiction texts.

We do not have one scheme of books but have a range of phonics-based texts from a wide range of commercial schemes including:

1.Phonics Bug/Bug Club

2.Songbirds phonics

3.Big Cat

4.Oxford Reading Tree phonics

All reading books are colour banded with the earlier colours being phonics-based books linked to the above schemes.  The higher-level, more challenging books have a mixture of texts to enable the children to develop as fluent, motivated and lifelong readers who enjoy reading for pleasure. 

Important Websites

The Foundation Stage curriculum is based on the document "Development Matters in the Early Years Foundation Stage (EYFS)"
view the document at www.education.gov.uk

Early Education - Link to Development Matters

https://www.foundationyears.org.uk/wp-content/uploads/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf

Letters and Sounds - Government Publication https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf

 

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