The Nevill Road Infant Curriculum
We INSPIRE children to achieve.
Never give up
Engaged and enthusiastic
Ensuring children are “switched on to learning”
The curriculum organisation
Our curriculum is organised into carefully structured themes or topics in each year group. These are planned to ensure the children gain the necessary skills, attitudes and knowledge to ensure they have a solid foundation in each subject area.
Within the early years (pre school, nursery and reception), strategic planning follows the stages of development outlined in Development Matters and follows the foundation stage guidance.
In Year 1 and Year 2 the national curriculum programmes of study for the foundation stage are woven into the topics to ensure the children are equipped to reach the end of phase expectations at the end of year 2. Within the core subjects (reading, writing, maths and science), our planning ensures the children are taught the programme of study for each year group and all building blocks for success are in place.
Where children struggle with some areas of their learning interventions and support are offered in addition to core teaching to provide the children with the support they need to access the curriculum appropriate to their stage of development.
INSPIRE days throughout the year are built in to ensure all children get the opportunity to explore a subject area in greater depth.
Within our curriculum delivery we plan time so children can let us know what skills and knowledge they already have in an area.
We plan in drama and real life experiences wherever possible so that learning is more than just listening. Lessons encourage active participation and the use of multi sensory approaches to maximise involvement with a constant focus on questioning, partner and team work and the use of whiteboards.
Our forest school experiences are the most interactive of all with teamwork and listening skills being built in to every session.
Never give up
Perseverance, resilience and challenge are key themes running through all aspects of the curriculum. Children strive to be the best they can be with the realisation that learning something new can be tricky and they need to stick at it.
FAIL is only the First Attempt In Learning.
As an Infant School we focus on providing a solid foundation for all future learning.
Our book banded reading programmes use books from a variety of different reading schemes including Bug Club, Rigby Star and Big Cat. Reading is taught largely through a guided reading approach with some whole class reading. Comprehension is a focus at every level but as the children’s decoding develops this becomes an increasing focus. Questions for reading are carefully planned within a developmental programme focusing on all the areas of reading development. Some questions are covered orally with the teachers scribing responses and others are written responses from the children.
We use Read, Write Inc to teach phonics focusing on all children progressing with their skills. Children in each school year are assessed on their knowledge and application of phonics half termly, the children are then taught in ability groups. Phonics teaching takes place 4 times a week for 20 minutes in Reception and Year 1. In year 2 phonics is taught through spelling or targeted interventions depending on need. All spellings are based on the word list for the National Curriculum in Year and 2.
Writing sessions are embedded within our themes where possible but writing forms discreet sessions within the breakdown of the week.
Maths skills are taught through continuous immersion e.g. telling the time is done everyday throughout the day or through maths lessons. Basic skills around calculation are revisited daily to ensure these are fully embedded. Reasoning forms an essential part of the maths curriculum and children are encouraged to talk through processes and explain their working out. Skills are then applied through problem solving which we call real life maths.
Within the foundation stage an initial baseline assessment is taken and from this point continual assessment is used to ensure the children are progressing at least an expected rate. Assessments are recorded termly and analysed identifying any areas that may need to be focussed on.
Within Year 1 and Year 2 there is ongoing assessment but we also use the PIRA and PUMA assessments to check progress each term. These assessments are presented to the children in a low key way and are often administered to small groups at a time. The results of these assessments are then used to back up judgements over time and highlight any areas for future development for the children.
The foundation stage curriculum allows the children to pursue areas and topics of interest within the learning environment. The extension of some of the principles behind continuous provision into key stage 1 allows the children to build on some of their areas of interest in Year 1 and Year 2.
Staff invest time in knowledge harvests at the beginning of themes, finding out what children already know and what interests them and feed this information into the planning.
Focus on the whole child ensures that the school community celebrates the achievements of children beyond the classroom and indeed the school. Forest School is another way children can express themselves or focus on areas for development.
Independence is a progression through school from the self care skills that feature heavily at the beginning of the foundation stage e.g toileting and dressing and undressing, to taking responsibility for their own targets and next steps in learning.
Showing control over their own behaviours with a focus on doing the right thing because it is the right thing and not because someone is watching permeates through every area of school life.
Mutual respect and tolerance of differences is a theme that runs through the whole of the curriculum and beyond. The staff consciously model respectful interactions and Philosophy 4 Children (P4C) and circle times are used to develop these with children. Staff are proactive in supporting children to deal with situations, especially where conflict is involved.
Empathy and a restorative approach teach children to be aware of the feelings of others and explore different view points.
Engaged and enthusiastic
The importance of ensuring the two e’s is why we keep our curriculum under constant review, adapting and altering to meet the children’s interests. The learning opportunities while focusing on meeting requirements are designed with the core purpose of creating that interest and joy in learning.
Drama, real life experiences, trips and visits are used at key points to really motivate the children with their learning.