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THE CURRICULUM

During the reception year children will follow the Foundation Stage curriculum. As children progress though school, their work will include Key Stage 1 and Key Stage 2 of the National Curriculum. The National Curriculum prescribes Programmes of Study for ten subjects and Religious Education.

Assessment Framework

As pupils pass through school they are assessed in each year and progress is tracked and recorded on their individual profiles. At the end of the reception year children are assessed using the Foundation Stage Profile. In Y2 and Y6, pupils are assessed through the statutory national Standards Assessment Tests (SATs). Children in Years 1, 3, 4 and 5 are assessed in May using the QCA optional SATs materials. Y1 assessments use the NFER maths and spelling tests.

Principles of Teaching and Learning

At Oughtibridge School we believe that an important part of Teaching and Learning is the interactive process between teacher and pupil.

The School Community, which includes pupils, teaching and non-teaching staff, parents and governors, should all work towards the school aims by:-

• building children’s esteem as individuals and respecting their rights, values and beliefs
• fostering and promoting good relationships and a sense of belonging to the school community
• providing a well ordered environment in which all are fully aware of behavioural expectations and responsibilities
• offering equal opportunities in all aspects of school life and recognising the importance of different cultures
• encouraging, praising and positively reinforcing good relationships, behaviour and work
• working as a team, supporting and encouraging one another.

Teachers are endeavouring to: -

• create a positive climate based on understanding and good relationships within the classroom and the whole school
• provide a challenging and stimulating programme designed to enable all children to reach the highest standards of personal achievement
• recognise and be constantly aware of the needs of each individual child according to ability and aptitude
• ensure that learning is progressive and continuous
• be good role models - punctual, well prepared and organised
• maintain an up-to-date knowledge of the National Curriculum
• have a positive attitude to change and the development of their own expertise
• establish links with the community to prepare pupils for the opportunities, responsibilities and experiences of adult life
• work collaboratively with a shared philosophy expressed through individual strengths and a variety of teaching styles.

Pupils are expected to contribute by: -

• working hard, listening and participating actively in lessons
• attending school regularly
• being punctual, independent and ready to begin lessons on time
• being organised, bringing necessary kit, taking letters home promptly, returning reading books regularly
• conducting themselves in an orderly manner in line with the Code of Behaviour
• taking a growing responsibility for their own learning.

Parents are expected to contribute by: -

• ensuring that children attend school in good health, maintained by adequate diet, sleep and exercise
• ensuring that pupils attend regularly, punctually and without unnecessary absence
• providing support for the discipline within the school and for the teacher’s role
• being realistic about their children’s abilities and offering encouragement and praise
• participating in discussions concerning their child’s progress and attainments
• ensuring early contact with school to discuss matters which affect a child’s happiness, progress and behaviour
• showing interest and valuing children’s work and providing practical support, e.g. hearing reading, supporting homework, helping with topic research.

Strategies for Teaching and Learning

• Our curriculum is organised on a subject and topic basis, balanced to ensure that all children receive their entitlement under the National Curriculum.
• It is important that children experience a variety of modes of working, e.g. individual, group and class activities.
• There is no prescribed pattern for the structure of work groups. Class teachers are expected to make appropriate decisions based on children’s ability, social relationships and lesson content/task. Relevant classroom discussion is encouraged, although children are expected to develop the ability to work in silence when appropriate. However, in Key Stage 2, children work in ability sets for Maths and Literacy.

The National Curriculum is first assessed during Year 2, that is the year in which children become 7 years old. The average seven-year-old will achieve level 2 in the core subjects of English, Maths and Science.