At Carr Infants we aim to provide a curriculum that embraces knowledge, creativity, enquiry, independence and creative thinking. This is strongly underpinned by a focus on developing essential skills to support the development of strong, independent learners, who have a drive and ambition to succeed and follow their dream. Our teaching is based on the National Curriculum (the new curriculum of 2014) and EYFS Curriculum.
Our topics and themes are developed with the interests of the children in mind, therefore they may change from year to year. Teachers plan in year groups, but then adapt planning to more precisely meet the needs of all the children in the class. The children in our school are aged between 3 and 7, and we always strive to teach through first hand experiences. We always work hard to improve our learning environments and to keep up to date with technology.
The Early Years Foundation Stage Curriculum consists of Prime and Specific Areas of Learning:
Prime Areas: Personal, Social and Emotional Development, Physical Development, Communication and Language
Specific areas: Literacy, Mathematics, Understanding of the World, Expressive Arts and Design.
In Key Stage 1, The National Curriculum sets out the knowledge, skills and understanding that every child has the right to learn. It is a framework given to teachers by the government to ensure that all school children are taught in a consistent way. It provides standards that measure how well children are doing in each area and subject. In Key Stage 1, each year group has curriculum guidelines which set out in detail the content for each subject. The subjects include: English, Maths, Science, Computing, Geography, History, Physical Education, Art and Design and Technology and Music. Children are also taught Religious Education and PSHE. Through the curriculum, children learn the basic skills necessary to succeed in each subject and we use the curriculum to help them to develop their personal and social skills. Where the children have additional needs or a disability, we make provision for them so that they are given the opportunities to develop and make as much progress as they can. In addition to the National Curriculum, the school provides a range of visits and extra–curricular opportunities in school, off-site, or is provided by additional experts.
Children are taught phonics in daily sessions. We follow the guidance of the DfE Letters and Sounds programme to introduce the letter sounds and then spelling rules/patterns to children in EYFS and in KS1. Children read with an adult regularly in Guided Reading Groups within class. This allows the teacher and teaching assistant to work with groups of children and to support their reading and comprehension skills. We also listen to the children read individually at least once weekly. Some children who need additional support are read with on additional occasions over the week and throughout the year we have support from volunteers and from University students to be Reading Buddies.
Our reading scheme is Pearson Phonics Bug, which are phonetically decodable reading books that build up children's ability to blend letters in order to read fluently. These books are sent home to be read with families as well as in school. Alongside this, the children access the school library and choose books to read for pleasure and they also have an online version of Bug Club, which families can access at home. Parents are encouraged to read with their children daily and to comment in reading journals. Staff also comment on reading in the journals, creating a good dialogue between home and school.
Each year children are tracked on the progress they are making. We formally assess progress and attainment each data point (Mid November, Mid February and Mid June) and record this in an online system called O’track. This data is then analysed and discussed in pupil progress meetings with the Headteacher to ensure every child makes good or better progress. These meetings allow teachers to meet with the Head to discuss each child and plan intervention programmes where necessary for children requiring additional support. It also allows us to identify Pupil Premium children, children at risk of ‘falling behind' along with children with special educational needs. Interventions are carefully planned to maximise learning and progress for a child’s starting point.
We regularly report to parents on how their child is doing at parents’ evenings and review meetings. We have an open door policy and encourage parents to talk to us whenever they need information or have a concern. We let parents know how they can help at home through parent consultations, meetings, dojo weekly learning summaries, the website, home tasks and newsletters.