School Curriculum Statement

Curriculum Intent

The Federation of Guillemont Junior School and Pinewood Infant School offers a broad and balanced curriculum designed to be full of new opportunities that are inclusive for all pupils to access and learn, regardless of individual starting points. This aims to ensure that all children access the substantive and disciplinary knowledge that they need to fulfil their potential; there is a universal offer. We aim to understand barriers to learning and adapt our curriculum to ensure equal opportunities and success for all.

The school curriculum has been designed for the children in our community and is reflective of their needs and the local context. It is our belief that reading unlocks learning across the whole curriculum, therefore phonics, reading and vocabulary development have a high profile and are at the heart of our curriculum. The main focus for the curriculum learning is to develop skills and knowledge through a clear purpose for learning, to problem solve, learn how to learn and how to transfer their skills to new situations. Hook activities / wow days provide enriching experiences within the curriculum which are designed to engage and stimulate the children, to provide meaningful context to the learning and develop ‘cultural capital.’

Our Founding Purpose is to enable our children to develop the skills, knowledge, confidence and attitudes to continually adapt, contribute and create in a changing world. Our children will be fulfilled, happy, safe, and able to build positive relationships now and in the future.

Our school values drive our vision:

Respect:

Opportunities are given for high quality experiences, which develop a culture of mutual respect for one another, our property, our community and the environment. Inclusivity is valued and cultures and backgrounds are recognised and respected.

Resilience:

To develop the resilience to face challenges and overcome mistakes.

Curiosity:

Encourage questioning and inquisitiveness about learning and the wider world where the foundation curriculum is enquiry based and follows lines of enquiry around driving questions.

Independence:

Develop the skills to work independently as well as collaboratively to confidently to make decisions.

Aspiration:

To have confidence in themselves and to have an understanding of the opportunities in the world so that they can dream and aim high.

Implementation

• Subject leaders are appointed for all subject areas and they are responsible for ensuring that the curriculum is sequenced and progressive within their subject and that teaching is effective through a programme of monitoring, evaluation and review and sharing of good practice. They ensure that planning is completed effectively.
• Class teachers ensure that assessment for learning takes place and progress is monitored to ensure that all children are provided for and provision is made regardless of their starting points.
• Senior leaders monitor to ensure that there is consistency in teaching across the school and they analyse attainment data and track different groups of learners to ensure that they are making progress and identify where provisions are required.
• Teaching incorporates a clear understanding of cognition and learning; strong subject knowledge; modelling and instruction and guided learning; there are flexible groupings; a universal offer with adapted learning; calm learning environments and positive high expectations for all children.
• High quality education which nurtures and empowers children; substantive and disciplinary skills are taught and embedded through carefully considered and sequenced learning journeys; there is class-based inclusion to tackle educational disadvantage; we teach children to plan, reflect, evaluate and improve; we foster positive parental partnerships.
• We plan high quality learning journeys with motivating hooks
• Whole school subject overviews ensure that there is progression within each year group and across the Key Stage in concepts, skills and knowledge which are deepened and connected over time
• Planning is completed in detail for maths and English lessons, which are taught daily.
• Units of work are planned for all foundation subjects. Some subjects are blocked where this supports learning within a particular topic.
• All units of work are planned to ensure that Early Years and the National Curriculum 2014 Statutory Guidance for both Key Stage 1 and 2 is included in our school curriculum.
• PSED/PDL follows the SCARF whole school approach in promoting behaviour, mental health, wellbeing, resilience and achievement.
• The RE curriculum follows the Hampshire Agreed Syllabus – Living Difference IV.
• Opportunities are provided to contribute to the school community and the wider community.
• We plan enquiry-based learning which promotes curiosity and pupil led enquiry.
• Learning is applied in new contexts and where appropriate, cross curricular links are made.
• Enrichment opportunities and events are planned to develop cultural capital.

Impact

The impact of our curriculum is measured in a variety of ways:

Assessment for learning is purposeful, systematic monitoring and evaluation takes place to ensure high quality teaching and learning for all leading to high outcomes and strong progress for all pupils regardless of their background, needs and starting points.  There are great attitudes to learning, behaviour and attendance. Learners are well rounded and have the knowledge, skills and understanding for the next phase of their education and their future lives. Children and the community are happy and motivated and there is a positive learning culture.