At Orston Primary School, our curriculum is designed to be creative, inspiring, challenging, memorable and to provide all children with opportunities where doors are opened to dream for the future. Encompassed within our vision, is the need for pupils to be exposed to a range of experiences that broadens their understanding and equips them with the skills needed to be successful, confident, life-long learners who reach their full potential.
At Orston Primary School, we aim to provide a curriculum which:
- Is rich, inspiring and broad to allow all children to widen their horizons in each subject.
- Provides the depth that enables children to master the key depth of knowledge and skills essential for each subject.
- Engenders high expectations and challenge in order to build students’ perseverance and self-belief.
- Provides children with a wide range of rich, first hand learning experiences to take the curriculum beyond the classroom and develop their love of learning, independence and creative thinking.
- Offers children a wide range of opportunities to personalise their curriculum in order to develop existing talents and interests and discover new ones.
- Enables children to maximise their potential, achieving the highest levels of academic success leading to the widest range of pathways.
- Raises children’s aspirations and equips them with the knowledge and skills to flourish in their next stage of their education.
- Fosters the development of children’s character, personal development, health and wellbeing preparing them to make a valuable contribution to society
- Promote speech, language and communication opportunities to strengthen children’s ability to learn and articulate their learning at a deeper level
- Deliver physical and mental wellbeing program allowing children opportunities to exhibit spiritual, moral, social and cultural understanding
- Children are well prepared for life in modern Britain and are aware of how they can contribute and understand their local community.
Curriculum Drivers – what drives our curriculum?
The Early Years Foundation Stage sets the expectation of what children should be taught as part of their academic learning. However, we want more for our children. They deserve to experience and learn about all that life has to offer. We have high expectations for our pupils learning journey and, as a have some main drivers that underpin our curriculum to ensure it is enriched, personalised and aspirational.
- Community – We want our children to develop a sense of pride in themselves and respect for others. We believe they need to have a highly developed emotional literacy and excellent manners in order to experience positive relationships. We believe in the power of the school community to change and enhance lives.
- Communication – We want our children to become eloquent orators, speaking with confidence and fluency in a variety of situations. We believe that helping our children find their voice is as important as them becoming avid readers or great writers and will work to broaden vocabulary and encourage talk in all areas of learning.
- Adventure – We are passionate about the health of our children. We want our children to be excited by the real world, engaging in rich experiences to develop imagination. We want our children to develop confidence and allow them to manage real risks by having fun.
- Aspiration – We want our pupils and staff to have high expectations of learning. Children are encouraged to aim high and to be open to possibilities at school and beyond.
- Possibilities – Children cannot aspire to things they have never encountered. We will work to broaden our children’s horizons, expanding their knowledge of the world of the work by nurturing their interests as well as encouraging fearlessness of what is new or unknown.
The curriculum incorporates the statutory requirements of the Early Years Foundation Stage and other experiences and opportunities which best meet the learning and developmental needs of the children in our school, allowing them to flourish. The curriculum provides children with memorable experiences, in addition to diverse and rich opportunities from which they can learn and develop a range of transferable skills.
Age-related expectations combine the acquisition of knowledge and development of skills to create a purposeful and exciting learning journey for every child. The curriculum has high expectations to combine transferable skills, demonstrate a breadth of vocabulary and develop strong, meaningful cross-curricular links. We strive for an inviting classroom environment that stimulates learners and engages them in high quality play and learning. Planning is responsive to children’s interests and also needs and next steps; incorporating holistic approaches to teaching and learning.
Pupils work towards the Early Learning Goals of the Early Years Foundation Stage Curriculum in Foundation. The majority of children move onto the National curriculum Programmes of Study at the start of year 1. Throughout this period and beyond all children are still developing their phonic knowledge through the Letters and Sounds Programme, where we use Jolly Phonics as a multi sensory approach to our Phonics teaching. Children are also developing their fluency in reading through the school’s structured approach to the daily teaching of reading.
Throughout the year there are special weeks that we engage in with the whole school that have a clear focus for example Arts Week, Children’s Mental Health Week, Anti Bullying Week, Science Week and Diversity Week. These special events enable the children to put their learning into practice in a variety of other situations and with their peers across school.
The school takes pride in providing a highly inclusive environment, where learners of all abilities demonstrate high levels of enjoyment in their education and most make very good progress in most subjects and areas of learning. Children at all levels are helped to achieve their potential. Those who are most able are challenged and supported through being offered tasks which provide opportunities for children exceed the Early Years Foundation Stage expectations and those who present with a barrier to learning are encouraged and given specialised support to embed skills, to develop at their own pace or simply to learn in a style that best suits their individual needs.
The Early Years Leader plays an important part in the success of the Early Years curriculum by leading a regular programme of monitoring, evaluation and review and the celebration of good practice contributes to the ongoing commitment to evolve and improve further. All staff in the early years are given regular CPD either within the local authority or in house training.
The outdoor environment and the local community are considered an opportunity for active learning for all our pupils. The school grounds have been developed so they can enrich different curriculum areas, and outdoor learning is actively promoted and planned for. We regularly use the well being tent, garden and have developed a Forest School area on site. The MOLE-Magnificent Outdoor Learning Environment was planned and developed to enhance the early years curriculum and support all children learning in the early years.
Pupils have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances, parent shares and events involving other schools. Developing their independence and motivation as learners and their sense of responsibility as future citizens is at the heart of all our teaching and learning.
An integral aspect of the curriculum is that children are prepared for the future – during their time in the school, they fulfil their potential and become the very best version of themselves. Their individual identity is valued and our children are kind and caring while also aspiring to be the best that they can be. We believe that every child is unique – they all have the potential to achieve; and our broad, varied curriculum allows every child to excel now and in the future based upon their own personal strengths, interests and core values.
From their different starting points, all children will make good progress academically, emotionally, creatively, socially and physically. Knowledge, understanding and skills will be secured and embedded so that children attain highly and are fully prepared for transition to Year 1.
- They will have strong communication skills, developing both written and verbal, and will begin to learn to listen respectfully and with tolerance to the views of others.
- They will take pride in all that they do, always striving to do their best.
- They will demonstrate emotional resilience and the ability to persevere when they encounter challenge.
- They will develop a sense of self-awareness and become confident in their own abilities.
- They will be kind, respectful and honest, demonstrate inclusive attitudes and have a sense of their role in our wider society
- They will undertake learning with awe, wonder and curiosity for the world around them.
Measuring and monitoring the impact of our Early Years Curriculum at Orston Primary, takes on many strands. Initially, all staff in the early years evaluate all aspects of children play and learning and plan the children’s next steps. Assessment for Learning underpins all of the learning at Orston to ensure all children reach their full potential. We use learning journeys, Development Matters and the Early Years Foundation Stage Curriculum to track pupil progress and to identify any specific needs. This information is used in regular pupil progress meetings which can be used to support intervention programmes for example speech and Language groups and lego therapy. Senior Leaders monitor the impact of the curriculum, celebrating the children’s achievements and working together to plan activities and events to support the children’s learning. Curriculum Leaders monitor their subject throughout the year and how it relates to the EYFS to reflect the current demands of the curriculum and to inform future planning. Our school improvement plan is what drives areas for development. It is drawn up and agreed in an annual meeting with all staff and governors when the years achievements are celebrated, and next steps are planned.