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CURRICULUM POLICY

INTRODUCTION

Prestfelde takes pride in teaching and promoting traditional British values within a curriculum that is developed

to equip pupils for the demands and changes needed for later life. The curriculum is fully inclusive of a holistic

education through academic, cultural, spiritual, sporting, artistic and creative experiences, organised to promote

learning through personal growth and development. It is comprised of academic, sports, the arts and SMCDS

education to reflect the school’s culture, ethos and aims.

This policy document covers the academic curriculum and makes reference to other curriculum areas, such as

PSHCE, the arts, sports and pastoral, which are covered in separate policies.

The head has overall responsibility for the direction of the school. Principal guidance on the academic curriculum

is supported by Deputy Head Academic, heads of school and heads of department. Pastoral and non-academic

activities are led by the deputy head pastoral (Designated Safeguarding Lead), supported by form tutors and

heads of school.

Personal, Social, Health and Citizenship Education1 (PSHCE) PSHCE is a requirement of the school curric-

ulum. PSHE is covered in dedicated syllabus time, is embedded in subject teaching, and may be covered in

extra-curricular time.

The PSHCE co-coordinator will produce a termly topic plan for each year group, with learning objectives, sug-

gested activities and where possible, resources. Year group form tutors should ideally plan PSHCE lessons

together, to ensure consistency of provision and equality of access to this subject. The syllabus followed caters

for developing effective learners, respecting each other, raising awareness to the global perspective and poten-

tial career options as requested in the Career guidance and inspiration for schools (April 2014)

BACKGROUND

1 See ‘PSHCE’ policy.

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The Prestfelde curriculum is divided into three areas: Senior School (Years 6, 7 and 8); Middle School (Years 3,

4 and 5); and Little Prestfelde (FS1, FS2 and Years 1 and 2). FS1 to Year 5 are taught mainly by form tutors,

with specialist teachers for French, Spanish, Music and Physical Education, increasing to Latin, Art and CDT

through the years. Years 6 to 8 are taught by subject specialists.

The curriculum covers an extended National Curriculum with enrichment in every subject. Our core subjects are

English, Mathematics and Science, enhanced by the broader curriculum of Computer Science, Drama, Geogra-

phy, History, Religious Studies, Latin, French, Spanish, Design Technology, Art, and Music. Outdoor learning,

Forest school, Extra-curricular and Prestfelde Extreme are all carefully planned with learning outcomes that

support our schools aims and objectives.

Pupils are taught in mixed ability forms up to Year 5: setting in the core subjects (English, Mathematics) takes

place from Year 6. Children with special educational needs and any additional needs are carefully planned

within our personalised curriculum and their Personal Learning Plans. Children accessing additional intervention

or who have a Personalised learning plan are supported with class by either a specialist teacher and/or Learning

support assistants to identify and support specific gaps or barriers within learning. Each child’s needs are eval-

uated and considered to enable them to narrow the gap in attainment between themselves and their peers.

These needs of each child and the impact of any interventions are reviewed at least termly by the Heads of

School, form tutors and the Learning Support department within Pupil Progress meetings. This includes particu-

larly gifted, able and talented pupils who are identified in order that they have maximum opportunity to develop

their unique qualities and talents. This may include planned extension and enrichment tasks and they may be

placed in a scholarship group for year 82. Lower down in the school there is planned provision for gifted and able

pupils within our curriculum and extra-curricular activities.

Curriculum Principles

• To provide a broad and balanced curriculum, which builds upon previous knowledge, to ensure continuity and

progression.

• To provide spiritual, moral, social and cultural development, taking account of cultural and other differences

in the backgrounds of pupils and, where possible, using these to enhance teaching and learning.

• To develop pupils key skills, through the development of their characteristics of learning, aptitudes of com-

munication, application of number, information technology, working with others, evaluating and improving their

own learning and performance, problem solving, endeavor and critical thinking.

Curriculum Aims

2 See ‘Gifted, Able and Talented’ policy.

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• To provide the opportunity for every child to be the best that they can be within a fully inclusive, nurturing and

‘known’ environment

• To create a lively and stimulating learning environment where expectations of the highest possible standards

becomes the pupils aspirations.

• To promote a positive attitude towards learning.

• To provide a balanced, challenging and stimulating curriculum.

• To prepare children for entrance examinations for their chosen schools.

• To enable children to be creative and develop their own thinking, as well as developing knowledge, skills and

understanding.

• To enable children to develop high self-esteem and to be able to live and work co-operatively with others.

• To enable children to develop a respect for other people and their property.

• To help children to be physically fit and regard sport, physical exercise and diet as an important part of a

healthy and well balanced lifestyle.

• Develop independent learners who are confident in the use of new technology, have the skills to access

knowledge and develop their practical and problem solving skills.

• To develop the ability to discuss, reflect on and evaluate learning experiences.

Equal Opportunities3 The school considers it important to provide a range of experiences and an environment

that will instil in pupils a positive outlook towards people in our society whom they see as different from them-

selves. Prestfelde aims to demonstrate through its work and through its social activities that it positively values

and respects pupils of all ethnic origins/racial groups, religions, cultures, linguistic backgrounds and abilities.

Pupils are positively encouraged by staff to participate in all activities that are appropriate to their age.

3 See ‘Equality & Diversity’ policy.

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Inclusion4 Prestfelde is committed to giving all pupils every opportunity to achieve the highest possible stand-

ards, regardless of age, gender, ethnicity, attainment or background. Teaching and learning, achievements,

attitudes and well-being of every child are important; we follow the necessary regulations to ensure that we take

the experiences and needs of all pupils into account when planning for learning.

Support for learning

There is specialist and excellent learning support in the school at all levels. Changes to the arrangements for

Special Educational Needs came into force in September 2014 with the implementation of provisions for Children

and Families Act 2014 and the SEN and Disability Code of Practice, 0-25 years (2014 SEND Code 2014) Prest-

felde follows these acts and all recommendations given.

See Support for Learning policies, Accessibility Policy, Equality Policy,

CURRICULUM SCOPE

Little Prestfelde

Early Years Foundation Stage (Nursery & Reception)

Children’s Progress

Throughout a child’s time within Foundation Stage One the children’s key people observe the children’s interests,

fascinations and understanding within their independent play. These observations are linked to attainment within

the EYFS along with their well-being and involvement scales, which supports a holistic understanding of their

current learning and development, whilst also identifying the gaps in which to plan their next steps. These ob-

servations are captured via ipads within our on-line learning journey (Tapestry). These observations are shared

with parents electronically and parents are encouraged to add their own relevant comments and record any

observations/achievements their child has achieved at home, to provide a rich, holistic picture of learning.

Evidence of achievement will be kept throughout the child’s education which informs either their Early Years

Foundation Stage Profile in FS1 and 2 or their progress against Key Stage One outcomes in Year 1 and 2. The

iTrack program is used to record attainment, track progress and identify gaps/next steps in learning for each

child to ensure that they are identified and planned for, at least half termly.

A written report is sent home each term for all children. The Autumn term report focusses upon how their child

has settled in and shares their targets for the term, the spring term report reflects upon the targets and shares

4 See ‘Inclusion’ policy.

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new ones, whilst celebrating achievements. Then the summative summer term report celebrates the attainment

and progress throughout the academic year. There is an opportunity to meet parents more formally in response

to the reports to discuss their child’s progress. Parents are encouraged to have regular contact with their child’s

teachers raising concerns at any point throughout the year.

(See Assessment and reporting policy)

Philosophy of Learning

We believe it is vitally important to develop a partnership between all the adults involved with each child. By

working together, we can provide knowledge of the `whole child’ to assist their future learning and needs.

We pride ourselves in providing the best possible start to a child’s education. All children within the early years

learn through play: exploring their surroundings; and, developing their characteristics for learning, with support

from attentive and experienced adults.

Each child is considered ‘unique’ and their individual learning is catered for within the natural beauty of the

Prestfelde environment.

Positive relationships are key to every child’s education. We pride ourselves in developing excellent working

relationships with parents; understanding their role as first and most enduring educators of their children. And

with the children by helping them to share, care and learn together.

• We provide a wonderful ‘enabling environment’ both indoors and out.

• We provide a rich play environment where children can experiment and explore through first hand expe-

riences, encouraging them to have a sense of awe and wonder, whilst being able to ask questions and

solving problems.

• We provide a safe, welcoming, happy environment where children may be helped to develop to their full

potential.

Key Person

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The key person role is a central priority in providing consistency for children within their care and learning.

Each child will be assigned to a key person, who will build close and lasting relationships with child and family.

The key person will remain consistent throughout the period a child is in Nursery/FS1. In addition, one secondary

adult (buddy) will be identified to enable continuity and limit the number of adults relating closely to a child in the

absence of the key person.

As well as providing close care on a daily basis to build a secure relationship for the child, the key person is

responsible for maintaining observation records via our on-line learning journey, discussing the child’s interests

and development with parents and other staff, and contributing to planning appropriately for the child’s unique

next steps in their learning.

Whenever possible the key person, or a secondary adult (a buddy), greets the parent/carer and child on arrival,

and when a child is collected to share information about the night before or the child’s day in Nursery celebrating

their achievements and interests.

This philosophy and role of a consistent ‘special person’ continues throughout Little Prestfelde and once a child

moves into FS2 their teacher takes on this role.

EYFS

Little Prestfelde follows the statutory guidance set out by the government called the ‘Early Years Foundation

Stage’ (EYFS April 2017)

Within this we provide learning opportunities throughout our continuous provision and a range of planned activ-

ities to promote the development of the three prime areas of learning which are:

• Personal, social and emotional development

- making relationships

- Self-confidence and self-awareness

- managing feelings and behaviour

• Communication and language

- listening and attention

- understanding

- speaking

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• Letters and Sounds

• Physical development

- moving and handling

- health and self-care

Once children show a good level of development within these areas, the specific areas of development are

introduced, which are:

• Literacy

- reading

- writing

• Mathematics

- number

- shape, space and measure

• Understanding the world

- people and communities

- the world

- technology

• Expressive arts and design

-exploring and using media and materials

- being imaginative

In addition to these areas of learning, we strive for our children to develop effective characteristics of learning

which will enable them to become learners for life.

Children will play and explore their environment showing engagement by:

• finding out and exploring

• play with what they know

• be willing to ‘have a go’

Children will be active learners, showing motivation by:

• being involved and concentrating

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• keeping on trying

• enjoying achieving what they set out to do

Children will be creators and think critically by:

• having their own ideas

• making links

• choosing ways to do things

As adults we support our children by:

• fostering a desire to learn by nurturing active questioning and an awareness of the world around them.

• encouraging children to express their thoughts and ideas in a variety of situations.

• helping children to become competent speakers and listeners.

• developing confidence by praising success and encouraging effort.

• learning through play and experience learning first hand.

I hear, I forget

I see, I remember

I do, I understand

EYFS Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Cycle 1

Look at us now

(home, school, jobs)

Seasonal Celebrations

Step back in time!

Animal An-tics

Flower Power

It’s a bugs life

Cycle 2

Look at us now (home, school, jobs)

Click, pop, whizz, bang!

Spring in my step

Toys are us! Curious Creatures

Splash!

Chinese New Year

Year 1 and Year 2

We aim:

To follow the requirements of the National Curriculum in Key Stage 1 by encouraging individual, group and class

progress in academic subjects.

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For children to know and use effective learning behaviours as a foundation to becoming a lifelong learner.

To nurture all sporting, musical and artistic talent at every level.

To encourage self-discipline, good behaviour and mutual respect for others as individuals, as class members,

and as part of the school community, by using our Christian British values.

Through participation and worship in Chapel, to develop a spiritual awareness of the Woodard Schools' ethos,

values and an appreciation and respect for other religions.

In English is taught using the Talk-for-Writing strategy. Pupils learn fiction and non-fiction texts, through drama

and role play activities, they are taught the features of the genre of writing and grammar through these lessons.

There is a weekly spelling lesson and spelling test and weekly guided reading sessions alongside daily individual

reading. Pupils will have weekly spelling and reading homework.

Pupils have a daily maths lesson. They are taught key math’s skills and lessons are planned to give pupils the

opportunity to use and apply these skills. Pupils have weekly math’s homework. They are expected to regularly

revise times tables and related division facts.

Science, History, Geography and RS are taught through a topic and skills based approach following the objec-

tives in the National Curriculum framework 2014.

We make use of objectives from the National Curriculum Key stage 1 framework together with the Creative

Curriculum milestones for skills development. The curriculum is delivered through a topic based approach which

teaches subjects across the curriculum.

Medium and short term planning is created with reference to the Prestfelde trajectory of expectation of knowledge

and skills for each year group. This is with reference to the tracking and attainment of the individual children.

This way of working ensures continuity and progression across the school.

Key Stage One

Autumn

Spring

Summer

Cycle 1

Fame and Famous History- significant peo-

ple/Scientists

Global homes Science materials/ Geogra-phy- place knowledge hu-

man and physical

The Great Outdoors Geography- locational

knowledge /Science- living things + habitats

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Seasonal change

Cycle 2

Hear all about it! History/Science materials

Seasonal Change

Incredible Journeys Geography/Science animals

including humans

The amazing world Science –Plants

Middle School (Years 3, 4 & 5)

Middle School pupils will be embarking on National Curriculum Key Stage 2 work, and in all subjects this will

follow broadly N.C. guidelines of 2014. There are two parallel classes in Year 3, Year 4 and Year 5, teachers

plan collaboratively for the year group and while content and approach may vary slightly, every pupil will have

covered the essential work by the end of the year.

In English lessons, Middle School pupils are taught using the Talk-for-Writing strategy. Pupils learn fiction and

non-fiction texts, through drama and role play activities, they are taught the features of the genre of writing and

grammar through these lessons. There is a weekly spelling lesson and spelling test and weekly guided reading

sessions. Pupils will have weekly spelling and reading homework.

Pupils have a daily maths lesson. They are taught key math’s skills and lessons are planned to give pupils the

opportunity to use and apply these skills. Pupils have weekly math’s homework. They are expected to regularly

revise times tables and related division facts.

Science, History, Geography and RS are taught through a topic and skills based approach following the objec-

tives in the National Curriculum framework 2014.

French, Spanish, Latin, Music, Art, Design Technology and Physical Education are taught by subject specialists

following national curriculum expectations, a percentage of pupils follow an extended national curriculum, work-

ing above age expectations.

Key Stage Two

Autumn

Spring

Summer

Year 3 The Stone Age ROCKS! Stone Age Iron Age Rocks

Forces & Magnets Place knowledge

Invasion! Romans

Settlement Animals and humans Skeleton and muscles

Teeth

From Source to Sea! UK Human/physical geogra-

phy & climate River Severn

Volcanoes Light

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Year 4 I spy! Fizz! Pop! Bang! Mummified!

Year 5 Chocomania! Aztecs and Mayans AD900 Properties and changes of

materials Locational knowledge

Coast to Coast UK, physical/human geogra-

phy River Severn use/changes

since Victorian times Animals & Humans

Let’s explore! Earth & Space

Forces Viking Raids, Alfred the

Great, Edward the Confes-sor

Year 6 Science Cells

Micro-organisms Separating mixtures

Earth and space

Geography The Earth

Volcanoes and Earthquakes

History Edward I and Wales

Edward I and Scotland The Black Death

Science Green plants

Separating mixtures Light

Geography Water cycle

Rocks

History Peasant’s revolt 100 years’ war

Science Green Plants

Human reproduction Histograms

Changing materials Light and Sound

Geography

Rivers Weather

History

Battle of Shrewsbury War of the Roses

Princes in the tower

Homework/Prep

Little Prestfelde, and Middle School children will be given a small amount of work to complete after school over

the week; activities, when set, should take no more than 15-20 minutes and will consist of some spelling and

reading practice and some math’s and/or English activities. It is important that pupils are encouraged to develop

a positive attitude towards work. All homework will be in response to what they have been taught in school to

consolidate and embed new skills.

Pupils in Middle School will be given prep on a more flexible basis, set by their particular tutors and which best

reflects their learning needs over the course of the term.

From Year 3 pupils will be given a Record Book in which their homework is recorded. Parents are asked to check

and sign this as appropriate.

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Academic Assessment

Full and detailed reports are automatically transferred from Little Prestfelde. For new pupils it is very helpful to

be given past records, particularly Key Stage 1 results and class teacher reports, to allow continuity of progress.

Previous schools are contacted for this information.

Middle School pupils will be assessed for reading and spelling ability at the beginning and end of the academic

year. Teacher assessments are carried out continuously; teachers planning and summative assessments are

used to reinforce this each term.

As part of the staff termly pupil progress meeting, any pupil identified as experiencing difficulties in the classroom

will be discussed and, if appropriate, referred to the Learning Support Department for screening assessment.

Thus ensuring specialist teacher advice is put in place to support the pupil and class teacher. Parents are con-

sulted about concerns to progress and any additional interventions required.

Senior School core subject teachers currently hold progress meetings to monitor progress, attainment and well-

being, actions are made, interventions are identified and targets are set with the pupils.

Reports and Parent/Teacher Meetings (see assessment and Reporting Policy)

Form tutor reports are written informing parents of progress, attainment and effort. Constructive comments are

given and recommendations for future targets given.

Full Reports

In Full Reports, specialist subject teachers make constructive comments upon the progress made and recom-

mendations for future targets. In addition to the subject reports, parents receive a report from their child's Form

Tutor.

Pupils receive either an Interim or Full Report each term.

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Parent/Teacher Consultations

There are three parent/teacher consultations per year for each year group. They take place following the receipt

of an interim or full report. Individual appointments are booked with Form tutors on a sign-up sheet outside the

form room during the week before.

It is most important to retain the link between home and school, and parents are always welcome to contact the

form tutor if they have any concerns or questions.

Senior School (Years 6, 7 & 8)

Curriculum:

School policy is to lay firm foundations in a wide range of academic subjects, but the main emphasis in the pupils’

early years is on English, Math’s and Science, the National Curriculum core subjects. Foundation subjects (Art,

Drama, French, Geography, History, Music, PE, Religious Studies and Design Technology, together with Span-

ish and Latin if possible) are also taught and assessed alongside the core subjects, twice a year. Prestfelde’s

syllabus is an enrichment of National Curriculum and the Common Entrance syllabus.

English teaching develops the pupil’s communication skills and increases their command of language through

speaking, listening, reading and writing. See whole school Literacy policy

Mathematics – helping pupils to make calculations, to understand and appreciate relationships and patterns of

number and space and to develop their capacity to think logically and express themselves clearly. Their

knowledge and understanding of mathematics is developed in a variety of different ways, including practical

activity, exploration and discussion.

ICT-

Science – The teaching is concerned with increasing pupils’ knowledge and understanding of nature, materials

and forces and with developing the skills associated with science as a process of enquiry, for example observing,

forming hypotheses, conducting experiments and recording their findings.

Technology, we teach design technology and information technology. Both areas develop the ability to plan and

communicate ideas, the pupils develop their skills in construction and each develop skills to reflect and evaluate

the project.

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Humanities subjects teach about people and their environment, and how human action, now and in the past has

influenced events and conditions. Our history and geography syllabus’ for Common Entrance explore these

areas.

Physical – The area develops the pupils’ physical control and coordination as well as their tactical skills and

imaginative responses. We encourage and help them to develop skills in evaluating and improving their perfor-

mance. Our pupils gain a sound knowledge of healthy eating, and the importance of physical fitness on health.

Aesthetic and creative – we teach the process of making, composing and inventing. There are aesthetic and

creative aspects in many of our subjects and areas of school life. Music, Drama and Art and often further explored

through literature provide opportunities for personal, imaginative and often practical response.

Religious Studies is taught as a way of providing human and social education and promoting a deeper under-

standing of spiritual, moral, social and cultural development.

• The curriculum for Years 6 to 8 is taught through 8 x 40 minute lessons per day. The timetable is organised

on a weekly basis, with the curriculum mirroring an enriched version of the National Curriculum, meeting the

requirements of the common entrance syllabus and scholarship entrance for senior Independent Schools,

and the entrance examinations requirements for State grammar schools. To this end a scholarship group is

established in year 8.

• Pupil’s groupings follow the groupings policy; there are a number of different groupings with clear reasoning

behind them. Ability and mixed ability groups are taught in the Senior School. Mathematics and English are

taught in ability sets.

PREP

All pupils are set prep. All prep and waiting prep sessions are supervised by staff. All pupils should record preps

in their Record Books, and ensure they have the correct equipment for prep.

In Senior School Prep is set according to the Prep timetable, parents and teachers monitor pupils use of the

record book and ensure pupils are well supported in this organisation. Expectations vary for each year group as

they progress through the school. The school is flexible where necessary catering for a range of needs regarding

prep completions. Mentoring and monitoring are used in very supportive ways to support this.

During their final Common Entrance/Scholarship year, pupils are expected to do additional work/revision in their

own time. This is monitored carefully by staff and parents are encouraged to communicate with form tutors should

they have concerns.

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CURRICULUM PLANNING

All teachers at Prestfelde have a responsibility to ensure good communication across the whole school to ensure

best practice in teaching and learning, and best use of resources and specialist facilities such as music, art, IT

and science.

Curriculum Development Plan

The curriculum is developed within the parameters set by the whole school development plan. The curriculum

development plan works together with:

• The school mission statement.

• In response to the Whole School Academic Review

• Individual subject development plans

• The strategic goals of the senior leadership team

The curriculum development plan will be subject to annual monitoring, evaluation and review. Changes will be

made through consultation and discussion by the senior management team.

Deputy Head Academic supported by the heads of schools, is responsible for managing and reviewing

• The quality of teaching

• The attainment and trajectory for each subject from 3-13 years

• The time allocated to the teaching in each year group.

• Marking and assessment policy.

• Examinations, internal and external.

• Homework/prep.

• Learning support policy.

• Gifted, Able and Talented policy.

• Regular, scheduled planning and review meetings.

Heads of Department5 Heads of department are responsible for the strategic lead and direction in the subject,

to:

• Provide and annually review aims and objectives for the subject. Targets are set for staff, pupils and re-

sources.

5 For the purposes of this policy, ‘heads of department’ includes heads of senior and middle schools and Little P.

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• Produce subject documentation including development plans. Subject development plans should be regularly

reviewed and evaluated by the subject team, and adjusted according to progress and achievement.

• Ensure continuity of learning and development across the whole school.

• Produce and publish on the intranet departmental plans and an annual overview.

• Establish resource and budget requirements.

Planning and Review Meetings

All meetings work to an agenda and are minuted, including action points, responsibilities and target completion

dates. All curriculum planning and review meetings should include one or more of the following:

• Continuity of curriculum across the year groups.

• Cross curricular and co-curricular issues.

• Policy issues (marking, assessment).

• Resourcing.

• Sharing of best practice.

• Observation.

Planning Procedures

In addition to the National Curriculum programmes of study, common entrance syllabus and scholarship exami-

nations requirements, the school will use professional judgment, experience and new educational ideas and devel-

opments to amend and extend the curriculum, as considered appropriate.

• An agreed, whole school approach to planning provides a balance between developing consistent

planning processes and enabling teachers to work effectively by utilising their particular strengths,

interests and experiences.

TARGETS AND ASSESSMENT

Targets and Achievement

Targets are included in all parts of school; they enable our learners to develop greater independence and

achievement in all subjects. Subject targets are reviewed at Progress meetings, but they are continually updated

as the pupil reaches the C-SMART targets.

- Challenge

- Specific

- Measurable

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- Achievable

- Realistic

- Time measured

Little Prestfelde and Middle School

All pupils within Maths and English has unique specific targets. These targets are within the children’s books and

referred to within all marking and tracking of attainment. Children are made aware of the expectations within all

work, the areas in which they have attained and the aspects of learning which need reinforcement.

The targets are used to address gaps in learning, consolidate and to set aspirational targets to inspire children

in making accelerated progress.

Senior School

Senior school pupils use target sheets in pupil subject books to set unique targets with their subject teachers

with reference to their current attainment and progress. Currently, this happens within Maths, English and Sci-

ence twice yearly.

Targets make explicit to the pupil what is needed in order to improve attainment or progress. Targets relate

directly to helping the individual pupil’s achievement of a goal. Form tutors and subject teachers monitor targets

and provide feedback to pupils.

Reaching a target (as agreed between child, staff and parents) may be recognised with an Achievement Certifi-

cate. The targets are linked to progress and attainment and includes personal skills and development through

the ‘SECRET TO SUCCESS’ framework - explicit support in developing learning behaviours in order that the

pupil is supported to become the most effective learner they can be.

Teaching

Enables pupils to acquire new knowledge and make good progress according to their ability so that they

increase their understanding and develop their skills in the subjects taught.

Fosters in pupil’s self-motivation, the application of intellect, physical and creative effort, interest in their

work and the ability to think and learn for themselves, through well planned lessons, class management

and effective teaching strategies.

Teachers plan their lessons and build on the prior learning and understanding of their pupils.

Demonstrates an excellent subject knowledge and understanding of how to teach it effectively.

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British Values thread through and are taught across the curriculum and is a major part of our spiritual,

moral, social and cultural ethos and teaching being a Woodard school.

Does not discriminate against pupils – Equality Act 2010 see our Equality Policy.

Is monitored and evaluated for impact, the school assesses against national norms.

Assessment

• The school has an academic cycle of assessment and improvement that measures pupil progress, at-

tainment and well-being. Measured through Progress meetings with outcomes forming actions with pu-

pils, parents, teachers and learning support teachers.

• This collection of data also informs teacher strengths and CPD which again feeds into the school im-

provement plans. Teachers CPD is an important process in the school appraisal and curriculum devel-

opment.

• All assessment data is stored on a central data storage system called Itrack. In addition further data is

kept for all pupils regarding exams (internal and external), GL CAT tests, Midyis - School Intranet -Teach-

ers - Assessment .

• Following careful analysis of data this informs our teaching and our planning focusses (Provision map-

ping) to gain maximum progress across the school for all pupils, further informing our intervention and

booster programmes to ensure all learners are catered for.

• Teachers carry out formative assessment consistently throughout the year, these are supported by sum-

mative tests at the end of units or terms. GL Progress tests in Maths and English, where appropriate SAT

tests are used to back up teacher assessment.

• Marking forms an essential part of the continual assessment of pupils and is a written response to their

work. It may be in the form of ticks for work seen, attainment, progress and effort is graded in addition to

written comments. Marking should also involve verbal and/or written communication with the pupil, giving

an indication of why a particular mark or grade was given with strengths and weaknesses, ways in which

to improve and target. Pupil, self-assessment may also be used to raise awareness of the standards

needed to achieve a higher level of performance, as well as a review and reflection tool.

(See also ‘Marking Policy’)

External assessment

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• In Year 8 for 11+ and 13+ entrance scholarships to senior independent schools, and 11+ entrance

examinations to state grammar schools. Scholarship entry is coordinated by the scholarship co-

coordinator who will advise parents on scholarship opportunities available nationwide.

• In Year 8, Common Entrance examinations in Mathematics, English, Geography, History, Religious

Studies, Biology, Physics, Chemistry, French and Latin, where required by the senior school. These

are external examinations, under ISEB regulations and timetable. Completed papers are sent to the

relevant senior schools for marking. Year 8 students who do not require common entrance for entry

to their school of choice will sit the examinations according to the ISEB timetable, but these papers

will be marked internally.

• GL tests are taken by all pupils from Year 2 to Year 8. Pupils in all years sit the Progress in English

and Progress in Mathematics tests.

• In addition, Years 2, 4 and 6 pupils sit the CAT 4 tests, which include verbal, qualitative, non-verbal

and spatial assessment. Year 7 sit the MIDYIS tests. These test results are not disseminated to

parents, but are used to monitor individual pupil progress, inform value added measures and assist

target setting.

Internal Assessment

A Record Book/Planner/Diary is used across Middle school and Senior School.

Middle and Senior Schools Concerns or positive comments regarding academic work can be placed

in the record book (pupil diary). The book will be given to parents that evening to be signed and returned

to the teacher who made the entry. In the case of boarders, the record book is checked by a member of

the boarding staff during the evening. Record books are checked weekly by the form tutor who will ensure

that the book is signed by parent/guardian. A regular check on a sample of record books will be made

by the heads of middle and senior schools to ensure that homework is being correctly recorded. The

Record Book contains the following information:

• Personal information

• Dates

• Reading record

• Pupil timetable

• Targets

• Record of achievement

• Notes pages

• Reference/information pages

Little Prestfelde

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The pupils in Little Prestfelde do not have a record book but parents do have daily verbal communication with

the class teachers and each child has a Reading Record where daily communication can be recorded to share

concerns or celebrate achievements. This is particularly important for parents who cannot collect or drop off their

children due to work commitments.

In addition to this all Little Prestfelde Parents have access to Tapestry, our on-line Learning Journey, where

communication is on-going in response to the children’s learning and achievements.

Internal Assessment (Transfer Reports)

Application for entry to another school is supported by a transfer report.

Transfer report requests are displayed in advance, in the staff room.

Relevant academic sections are completed by subject teachers. Head of sport and non-academic tu-

tors to complete sections as appropriate, noting significant achievement and/or attainment. Interests,

activities and achievement sections are completed by form tutors.

An honest and positive picture should to be presented; the purpose of the report is to support the pu-

pil’s application.

Internal Assessment (Exhibitions/Scholarships)

Exhibitions/scholarships are awarded at the head's discretion, in consultation with teaching staff. Year 6

pupils are assessed in the Spring Term in reference to academic, sport, music, drama, art and DT abil-

ity.

Internal Assessment (Bursaries)

Bursaries are awarded are means tested and wholly at the discretion of the Head, Concessions committee,

advised by the Independent Bursary association.

Internal Assessment (Admissions6)

6 See ‘Admissions’ policy.

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In addition to a tour of the school and a taster day (and night, if appropriate for boarding), prospective pupils

will sit verbal and non-verbal reasoning tests. English and Mathematics assessments may be required.

The Head of Learning Support may carry out reading and spelling ages, and a short piece of independent writ-

ing.

Other diagnostic testing may occur depending on the information received from parents or the previous school.

Achievement/Celebration Assemblies

• Achievement assemblies take place once a week and provide an opportunity to communicate to the school

as a whole the achievements of pupils over a wide range of activities which take place both at home and at

school. Photographs are taken and published on achievement boards.

• Special Mention Certificates are presented weekly to those who have shown good effort or progress in their

personal skills and attitudes to work and to others.

COMMUNICATION

Staff

Governors’ Meeting

Take place each term between the head, who acts as staff representative, and the school council. At these

meetings, curriculum issues, staffing and resources are key issues

Staff Meetings

Chaired by the heads of schools.

Safeguarding, health and safety, pupil issues, pastoral and academic.

A meeting of the senior management team takes place once a week.

A meeting of the senior leadership team takes place once a week.

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Departmental meetings take place at the start of each term and where deemed necessary by the head

of department.

Daily Briefing

The head gives a daily briefing via ISAMS bulletin. A hard copy is placed on the staffroom notice board.

Weekly Routine

All events taking place during the week are placed on the ISAMS calendar and hard copies are placed in each

main school block and the staffroom.

Email

Staff will communicate concerns regarding pupils’ progress via email, written note or verbally.

Pupil Records

Pupil records are found on the school Firefly / ISAMs profile and provide a permanent record of pupils’ noteworthy

achievements, responsibilities, academic performance and other issues. The form tutor is responsible for ensur-

ing that important information is recorded in the Pupil Profile.

Parents

Parent Teacher Meetings

Informal Meetings - Prestfelde is an ‘open’ school and parents have access to the form tutor as first

point of contact to discuss any concerns. The same applies to all other members of staff including the

headmaster.

Form Tutor Consultation - A meeting between parents and form tutors will take place each term, fol-

lowing an interim report.

Full Staff Consultation - Take place for parents of pupils in years 5 to 8.

Parent Information Evenings

During the autumn term, the head holds three information evenings for all parents, supported by the appropriate

staff.

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Open Days

School Open days provide an opportunity for both current and prospective parents to see the school at work and

meet the staff.

School Magazine

The school magazine provides a brief history of the school year including activities, expeditions and achieve-

ments.

Interim Reports

Interim reports provide parents with information on academic progress and are graded for organisation, presen-

tation, effort, progress, class work and homework.

Subject Reports

Subject reports provide details on progress and recommendations for the term ahead. These reports may also

contain information on examinations or assessments.

Pupils

Form Tutor

The form tutor meets with their form each day, with one extended meeting each week. The meetings are used

to check record books and discuss matters arising with individual pupils or the group. If any issues raise particular

concern the head of school will be alerted and parents may be contacted where necessary. Form Tutors also

coordinate the Learning mentors who work with their Form group. See Teacher-Pupil Mentoring Policy

Subject teachers

Subject teachers meet pupils at break time, after school, during lessons or with parents.

LEARNING DEVELOPMENT

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Pupils with Special Educational Needs are supported by the specialist teachers working in tandem with Form

tutors and subject teachers. The Form Tutor is responsible for coordinating the pupil’s Personal Learning Plan

document which sets out the pupil’s specific targets and support required for their needs in school.

Library & Media Centre

The main school library is run by a member of the English department assisted by librarians selected

from year 8. It contains a well-stocked reference section, contemporary fiction, newspapers and maga-

zines.

Pupils from year 3 onwards have a weekly session in the main school library. Middle School pupils can

select and take out reading books: senior school pupils can also use the library for work or reading dur-

ing the week.

The Library houses 36 IPads which are available for teacher and pupil use, to support learning.

Reading is encouraged throughout the school: Little Prestfelde has its own library as well as a variety of

books within the classroom; middle school classrooms are provided with a mobile trolley containing a

variety of books for general reading or connected to curriculum topics.

EXTRA-CURRICULAR AND CO-CURRICULAR ACTIVITIES

Great value is placed upon pupils participating in extra- and co-curricular activities. All pupils are encouraged to

make the most of the opportunities available to them. These activities are an essential aspect of providing pupils

with a well-rounded education and aim to develop pupils' confidence, skills and interests in a non-academic

environment.

The programme of activities is coordinated by the Head of Activities and pupils can make choices from a list of

available activities. Activities take place: during the week between 1615 and 1930 for middle and senior schools

and between 1545 and 1700 for Little Prestfelde; and from 0930 to 1230 on Saturday morning.

Prestfelde Plus

Prestfelde Plus offers pupils from years 3 to year 8 the opportunity to take part in outdoor and more specialist

activities which include courses run in Bushcraft and fencing.

Prestfelde Extreme

Prestfelde Extreme offers more challenging activities to pupils from years 6 to 8. Activities include a summer

activities week, residential opportunities and a year 8 expedition.

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MONITORING, EVALUATION AND REVIEW

• The Head and senior management team, are responsible for: monitoring the curriculum; long and medium

term planning; monitoring short term planning; lesson observation and examination of books; and the achieve-

ment of learning objectives.

• Heads of department, supported by the heads of schools and Deputy Head Academic, monitor teaching and

learning.

• The curriculum content is reviewed annually.

• Heads of department monitor and manage resource usage.

• The whole school Academic profile supports the next steps development planning in response to annual

attainment and the review of performance across the school. Supporting additional intervention and financial

support to enable children’s learning.

Complaints against the curriculum are addressed and dealt with according to our School complaints policy.

Annex A to Curriculum Policy

CURRICULUM PLANNING

Planning takes account of the National Curriculum programmes of study, the Common Entrance Syl-

labus, and the requirements for Scholarship examinations for a variety of public schools. The school

will also use professional judgment, experience and also new educational ideas and developments to

amend and extend them, as relevant.

Within the school we have an agreed whole school approach to planning which provides a balance

between developing consistent planning processes and enabling teachers to work effectively by utilising

their particular strengths and interests. There are three stages in our planning process:

• Long term planning (Programmes of study) - Yearly overview/syllabus

• Medium term planning (Schemes of work) - Planning for each term

• Short term planning (Lesson plans) - week by week planning

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Planning is carried out as follows:

Nursery and Reception (Little Prestfelde)

Foundation Stage – The Nursery and Reception teaching team plan in liaison with Year 1 and the process is

overseen by Head of Little Prestfelde

Year 1 and 2 (Little Prestfelde)

Long term plans are overseen by the Head of Little Prestfelde, Deputy Head Academic and the appropriate

Subject Leaders having been formulated through class teachers for each year group

Medium term objectives are overseen by the Head of Little Prestfelde and the appropriate Subject Leaders

having been formulated through class teachers for each year group.

Short Term Panning completed and reviewed by class teachers and reviewed in year group meetings chaired

by the Head of Little Prestfelde.

Year 3, 4 and 5 (Middle School)

Long term plans are overseen by the Deputy Head Academic, Head of Middle School and the appropriate

Subject Leader having been formulated through class and subject teachers for each year group.

Medium term plans are overseen by the Deputy Head Academic, Head of Middle School and the appropriate

Subject Leaders having been formulated through class and subject teachers for each year group.

Short Term Panning completed and reviewed by class and/or subject teachers and reviewed in year group

meetings chaired by the Head of Middle School.

Year 6, 7 and 8 (Senior School)

Long and medium term plans are provided by Subject Leaders and overseen by the Deputy Head Academic

and the Curriculum coordinator group - HOS’s.

Short term Plans are reviewed by subject teachers at the start of each term.

Long Term Planning

Long term planning provides the broad picture of the proposed coverage, including the breadth and depth,

within each subject across the year groups. This information is available in the programmes of study which

illustrate continuity and progression in line with the overarching KPI’s for each subject. The aim of the pro-

gramme of study is to provide guidance on the content of what is to be taught.

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The long term plans are drawn up by Heads of Department assisted by Heads of School and Class teachers

and overseen by the Deputy Head Academic and Curriculum coordinator group- HOS’. They outline the topic

areas and key skills being addressed by each year group each term. The template for long term plans is avail-

able on the staff shared area of the network in the Planning folder.

A KPI framework for all of the subjects enables teachers to see clearly the progression within each subject from

3 -13 years and across each year group and can assist in identifying cross-curricular links.

Medium Term Planning

The key objectives for each subject for the medium term plans (Schemes of Work) are set by the Heads of

Departments. Each plan has the cross curricular key skill expectations for each year group for Maths, English

and ICT.

For Years 6 to 8 the medium term plans are drawn up by the Heads of Department and reviewed/agreed by the

start of each term by subject specialist teachers in each year group; they are then made available to the Head

and Heads of School.

Years 3 to 5 (Middle School) medium term plans are drawn up by year group and subject teachers with support

from the Subject Leaders, Head of Middle School and overseen by the Deputy Head Academic.

In the Foundation Stage and Years 1- 2 the medium term plans are drawn up by year group teachers with support

from the Head of Little Prestfelde and overseen and agreed by the Deputy Head Academic. Liaison with Subject

Leaders will also be important when deciding key objectives.

An outline format for medium term planning is available on the staff shared area of the network in the Planning

folder. It is accepted that there will be differences in planning across the different subjects; for example, planning

for the foundation subjects is often more detailed than for English and Mathematics (where short-term planning

is more detailed). All medium term plans must, however, provide the following information:

• Learning objectives - this is the key knowledge, skills or processes that underpin the learning and will form

the basis of the assessment but they may also outline values and attitudes to be developed

• Activities - a brief description of the task(s) to be undertaken and may include a range of activities and cross-

curricular links

• Resources - day to day resources that are usually available do not need to be listed but special resources,

including teaching resources and references, should be noted

• Assessment - an outline of when formal assessments will be carried out

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Medium term plans are checked by Subject Leaders, Heads of School and Deputy Head Academic to:

• ensure that programmes of study are being implemented appropriately

• check for continuity and progression across the school

• offer constructive advice on teaching strategies, resources and assessment

• gather evidence on the intended learning

• monitor the effectiveness of the schemes of work and curriculum planning within the subject.

Short Term Planning

This is the individual teacher's day to day planning, written on a weekly basis. This level of planning is seen as

a working document to support the individual teacher in his/her daily teaching.

It sets out:

• the learning objectives/outcomes for each lesson

• the activities to be undertaken

• management of adult helpers and pupil groupings (if appropriate)

• assessment, where relevant

• time and resources needed (including books and page references and any specialist equipment)

It also shows how work is differentiated for more and less able pupils. Details of preps to be set are also included.