CURRICULUM POLICY - Prestfelde School · for developing effective learners, respecting each other,...
Transcript of CURRICULUM POLICY - Prestfelde School · for developing effective learners, respecting each other,...
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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)
1 See ‘PSHCE’ policy.
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BACKGROUND
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.
2 See ‘Gifted, Able and Talented’ policy.
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Curriculum Aims
• 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.
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Key Person
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
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- speaking
• 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:
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• being involved and concentrating
• 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.
For children to know and use effective learning behaviours as a foundation to becoming a lifelong learner.
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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
Seasonal change
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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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
Year 4 I spy! Fizz! Pop! Bang! Mummified!
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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.
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.
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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.
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.
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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.
Computing/ICT – Computing skills are taught throughout the school as part of a cycle of discrete lessons to teach
and embed understanding and equip all children with the skills and knowledge to enhance and enrich their ho-
listic achievement.
Children are supported with a wealth of school computing equipment and facilitated in bringing their own appli-
ances to support and scaffold learning throughout the curriculum. Medium term planning ensures the transfer-
ence and practical application of these skills within real contexts.
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.
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.
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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.
CURRICULUM PLANNING
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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.
• 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.
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 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
- Achievable
- Realistic
- Time measured
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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.
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
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• 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
• 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
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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
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.
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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)
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.
6 See ‘Admissions’ policy.
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• 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.
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.
Staff will communicate concerns regarding pupils’ progress via email, written note or verbally.
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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.
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
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Interim reports provide parents with information on academic progress and are graded for organisation, presen-
tation, effort, progress, class work and homework.
Subject Reports
See Assessment and Reporting Policy
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
See Support for Learning Policy
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.
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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.
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.
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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
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.
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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.
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.
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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
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.
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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.
APPROVED DATE September, 2017
REVIEW DATE September, 2018
SIGNED
HEAD
PRINT NAME Fiona Orchard
SIGNED
CHAIR OF GOVER-
NORS
PRINT NAME Stuart Hay