At The Croft Primary school Learning is at the head and of all we do to enable ALL children to reach their full potential by offering a broad and balanced curriculum that is accessible to every child. You will read how we do this through our clear intent, implementation and impact overviews
Our curriculum intent is to focus on skills and knowledge which planned and taught in progressively and sequentially to enable new knowledge to be taught, practised and rehearsed.
To enable our children to develop their skills in Maths, we follow a mastery approach to maths which is mapped out from EYFS through to Y6 which ensures the teaching and learning is progressive in skills, knowledge and understanding in year group and across the school. We have daily teacher led Maths lessons as well as daily fluency sessions to rehearse and practise key skills. Where appropriate we use ‘catch up’ or pre-teach session to ensure all children have further opportunities to meet outcomes (supported and independently)
English-Writing (with links to Reading)
In Writing, we have chosen to use high quality texts that are progressive from EYFS to Year 6 to support the skills needed to enable children to become competent in the skill and understanding of what and how to be/become a writer. We follow a 3 phase planning and teaching approach that follows a clear sequence of skills that are both progressive and sequential and involve explicit links between the skills of writing and reading. This enables our children to become confident in their understanding of text and apply that knowledge to their writing. Where appropriate and possible these text link to our broader curriculum.
We have a daily phonic session that is taught in EYFS to Y3. We will have fidelity to Little Wandle. We have taught daily reading lessons (teacher led), using our 3 phrase approach. Our approach is titled: Pre phase 1, Phase 1, Phase, Each phase involves discussions/oral activities, deepening knowledge of language and exploring texts. These are set to support knowledge understanding, fluency and comprehension as well as the links between language and reading. We also ensure all children read to an adult once every two weeks (as well as encouraging lots of home reading). Teachers will also choose a class text that is ready daily over each terms.
Our curriculum for all subjects, where possible/appropriate is based on the text chosen for English reading and writing or is of a similar era/theme and builds on sequential skills and chronology.
We use in class support, catch up sessions (same day), afternoon booster session, SEND interventions and learning support to enable ALL children the same opportunites to learn and progress.
Our curriculum design is focussed on a high quality texts that are progressive from EYFS to Year 6. We follow a 3 phase planning and teaching approach that follows a clear sequence of skills that are progressive and explicit links between the skills of Reading and Writing. follow a 3 phase planning and teaching approach that makes clear and explicit links between Reading and Writing. This enables our children to become confident in their understanding of text and apply that knowledge to their writing. Where appropriate and possible these text link to our broader curriculum.
Our Curriculum is designed to offer ALL of our children a rich diet of learning experiences in order to develop well-rounded and ensure each child is ready for the next phase of their education. Our curriculum is sequenced and planned effectively so that pupils know more can do can do more, and remember more.
Our curriculum design is helps children to acquire the knowledge in order to learn ever more complex skills, and then gives them opportunities to practice and apply them over time, in order to master them. This includes regular knowledge retrieval and application and revisiting and refining skills in order to master them. Our curriculum is one that is designed with sequence and progression.
We are a values based school and we believe that by talking about feelings, our children learn to express themselves more clearly, control their behavior, and empathise with others (all aspects concerned with the development of emotional maturity). We believe that the pupils learn about values by talking about them in the context of good teacher-child relationships. We believe that repetition and reinforcement of the values words, across the curriculum, is important for reinforcing their meaning and will then be used everyday conversations. These values contribute to a positive climate for teaching and learning.
Our school is both a place of and a set of partnerships between us and the local community. We pride ourselves on working with/engaging our families and local business’s to enable our children to be a good citizen and understand themselves beyond the school environment.
With the National Curriculum as our starting point, we believe that our curriculum allows us to provide a range of opportunities for us to develop the language, vocabulary, writing and oracy experiences of our diverse community of children. Our curriculum implementation is led by high quality teaching for ALL children which will lead to long term learning.
Where possible, cross-curricular links are established however explicit teaching of other subjects using a variety of stimuli is adopted when strong, appropriate links cannot be made. Links between previous learning are made to support deeper understanding and to encourage children to apply their knowledge and make connections across curriculum areas.
Learning is carefully sequenced with regular opportunities to revisit and build upon prior knowledge to ensure the needs of the children are met. We recognize that we are all on a journey of learning and our curriculum mirrors this, using learning from previous terms and the current term so that we can embed short and long term learning.
We ensure high quality teaching:
Clear sequential and progressive planning structure for all subjects
(Knowledge and Skills)
All lessons have a structure that enables our 6 principles of Teaching and Learning
Clear and concise assessment structure for all subjects
Curriculum leaders ensure clarity for ‘next steps for development’
The Broader Curriculum provides rich experiences and practical learning
At the heart of The White Horse Federation is a belief in using collaboration to provide a first-class education to a wide range of children. This means that every child understands what they are capable of, and can collectively strive for excellence.