The school uses a wide and creative curriculum approach, grouping learning into exciting topics that are then further enhanced by first hand learning from school trips. From this, wider curriculum subjects have a hands-on and purposeful approach to learning that links children’s experiences to their outcomes in school.

In addition, the school follows a novel study approach to literacy. This involves children making deep connections between their reading learning and their written outcomes, and teachers are expected to use their learning environment to its fullest to establish an exciting and creative context for the novel to be placed in. This is supplemented by learning activities in writing and reading that use the core text, providing children with a real purpose to writing and the development of language. Besides their learning environments, teachers are empowered to be creative in their approaches to the text using roleplay, setting adventures, drama techniques, artwork and class debate to drive forward the key themes of their texts.

Furthermore, the school uses the Bug Club reading scheme to support depth of reading and development of reading content domains. We also use Letters and Sounds to develop phonics learning, with Phase 1 and 2 being taught in Foundation Stage and Phases 2-5 in Key Stage 1.

Every summer, the children have the opportunity to take part in a summer production, developing their drama and dance learning to apply to a fantastic production for parents and other children. They spend time identifying key elements of stagecraft, speaking and listening and in constructing effective visual performances.

Children in Foundation Stage and Key Stage 1 have the opportunity to take part in a Christmas nativity production over the Christmas period. Key Stage 2 children also take part in carol singing for the local community. Furthermore, Harvest is celebrated for all children at the local Methodist Church, enhancing these links to the local community.

We plan our curriculum in phases. We agree a long-term plan for each key stage. This indicates what topics are to be taught in each term. Where appropriate, we adopt an inter-disciplinary topic approach to curriculum planning. We plan the curriculum carefully, so that there is coherence and full coverage of all aspects of the Trust curriculum and early learning goals, and there is planned progression in all curriculum areas. A child may concentrate in one term on a history topic, and then switch to a greater emphasis on geography in the next term. Over the three terms of the academic year, each child has the opportunity to experience the full range of National Curriculum subjects.

The curriculum in our school is designed to provide access and opportunity for all children who attend the school. If we think it necessary to adapt the curriculum to meet the needs of individual children, then we do so only after the parents of the child have been consulted. If a child has a special need, our school does all it can to meet their individual needs. We comply with the requirements set out in the SEN Code of Practice in providing for children with special needs. If a child displays signs of having special needs, his/her teacher makes an assessment of this need. In most instances the teacher is able to provide resources and educational opportunities which meet the child’s needs within the normal class organisation. If a child’s need is more severe, we consider the child for an Education Health Care Plan, and we involve the appropriate external agencies when making this assessment. We provide additional resources and support for children with special needs.

We plan our curriculum in phases. We agree a long-term plan for each key stage. This indicates what topics are to be taught in each term. Where appropriate, we adopt an inter-disciplinary topic approach to curriculum planning. We plan the curriculum carefully, so that there is coherence and full coverage of all aspects of the Trust curriculum and early learning goals, and there is planned progression in all curriculum areas. A child may concentrate in one term on a history topic, and then switch to a greater emphasis on geography in the next term. Over the three terms of the academic year, each child has the opportunity to experience the full range of National Curriculum subjects.

Many children have their first experience away from their immediate family when they come to an early years setting. EYFS settings within our Trust are at the heart of our local communities. We provide safe and nurturing spaces for children to play and learn together. Together, children learn about respecting other people, co-operating and sharing. They learn about being true to themselves and respecting the rights of others.

The Statutory Framework for the Early Years Foundation Stage states that four guiding principles should shape practice in Early Years settings. We ensure that all practitioners plan for The Unique Child, Positive Relationships, Enabling Environments and the philosophy that all children learn and develop at different rates.

We firmly believe that every child has a right to thrive and we ensure this through providing best possible quality first hand experiences, enabling children to build up a rich bank of wonderful things to remember during their time with us. It provides a sound basis for lifelong learning. Our work in EYFS has, at its core, the aim of enabling children to develop their personal, social, emotional, cognitive and physical skills, and their desire to explore, question, discover and be creative.

How children are encouraged to learn is as important as what they learn. They are more likely to reach their potential as learners if they are happy, secure and have a sense of wellbeing. All achievements are celebrated. Every small step is accounted for in order to plan the next steps for the child. We strive to provide a rich curriculum through planning a balance of adult led and child initiated activity both indoors and outdoors, sequencing the steps that children need to take to get them to the next stage, and ensuring schools and families work together in a respectful partnership.

Within EYFS every child’s learning journey is unique. There are seven areas of learning.

All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These are:

 The Prime Areas: 

• Personal, Social and Emotional Development
• Communication and Language
• Physical Development

Staff also support children in four specific areas, through which the three prime areas are strengthened and applied. 

Specific Areas          

• Literacy
• Mathematics
• Knowledge and Understanding the world
• Expressive arts and design

Finally, the characteristics of effective learning run through and underpin all seven areas of learning and development. These are:

• Playing and exploring: children seek challenge, are encouraged to have a ‘can do’ approach to learning and role-play, and take part in open-ended activities.
• Active learning: children show concentration, involvement and perseverance and feel proud of what they have achieved.

Creating and thinking critically: Children solve problems and make predictions.

The role of the curriculum team is to:

• Provide a strategic lead and direction for the curriculum area;
• Support and offer advice to colleagues on issues related to the curriculum area;
• Monitor pupil progress in that curriculum area;
• Provide efficient resource management for the curriculum area.

It is the role of each curriculum team to keep up to date with developments in their curriculum area, at both national and local level. They review the way the curriculum area is taught in the school and plan for improvement. This development planning links to whole-school objectives. Each curriculum team reviews the curriculum plans for their subject, ensures that there is full coverage of the Wickersley Partnership Trust curriculum and that progression is planned into schemes of work.

We measure the impact of our curriculum through several means:

• Outcomes for students in national examinations;
• Progress data for current year groups;
• Student and parent voice;
• Lesson observations and Work Scrutiny;
• Attendance data;
• Positive and negative behaviour data;
• Engagement in enrichment activities;

Our governing body is responsible for monitoring the way the school curriculum is implemented. The governors monitor the way the school teaches these subjects. The Head teacher is responsible for the day to day organisation of the curriculum. The Head teacher monitors the curriculum through planning, classroom observation, liaising with the Subject Leads and School Leadership Team (SLT). Subject leaders monitor the way their subject is taught throughout the school. They examine long-term and medium-term planning, and ensure that appropriate teaching strategies are used. Subject leaders have responsibility for monitoring standards and ensuring that teachers have the skills and resources they need.

The Governing Body will review this policy statement annually and update, modify or amend it as it considers necessary to ensure the policy meets the needs of Aston Hall.

Further information can be found in our accessibility plan within the policies section of our website. The curriculum is implemented to meet the specific needs of individuals and groups of children. When planning work, the staff consider the abilities and needs of all the children and provide work accordingly which is adapted to need. Learning objectives, teaching styles are modified and access arrangements are deployed. We respond to children’s diverse learning needs, overcoming potential barriers to learning for individuals and groups of pupils, including those with disabilities, by accessing adult support, intervention programmes, tailored speech and language therapy programmes, using auxiliary aids effectively to ensure children and young people can be included in the curriculum. Entitlement and enrichment activities and trips are made as inclusive as possible and available to all children. Risk assessments are carried out prior to a trip and reasonable adjustments will be made where necessary to ensure all children can access the enrichment opportunities fully. Where necessary, individual risk assessments are carried out and procedures put in place to enable all children to participate. This may require 1:1 support from a teacher or teaching assistant. Classroom teachers have access to individual student profiles and are trained regularly on how to support and include all students.