We aim to inspire every pupil to be a highly motivated, independent learner who actively participates in a balanced, relevant and well matched curriculum, which affords equal opportunities for all.
Religious Education is a statutory element of the curriculum and we follow the Bradford Agreed Syllabus, which reflects the fact that the religious traditions in Great Britain are mainly Christian while taking into account other beliefs and customs of other faiths. Each day we have an assembly where children join together either as a whole school, in Key Stages or as an individual class. Parents have the right to withdraw children from religious education and assemblies by notifying the Headteacher in writing.
We have improved our PE provision by using sports coaches from SportsUK to deliver PE lessons and run after school clubs. Attending sports festivals and tournaments allow our children to participate in events as well as compete in competitions.
Homework is set regularly for all children. For children in Reception and KS1, homework is centred around reading, spelling and basic maths skills. For all other children, homework is set regularly. Our homework policy sets out our expectations.
At Thorpe Primary School we are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. We believe every pupil should be able to participate in all school activities in an enjoyable and safe environment and be protected from harm. This is the responsibility of every adult employed by, or invited to deliver services at, Thorpe Primary School. We recognise our responsibility to safeguard and promote the welfare of all our pupils by protecting them from physical, sexual or emotional abuse, neglect and bullying.
1 Aims and objectives
1.1 We aim to stimulate creativity and imagination.
2 Teaching and learning styles
- 2.1 The school provides a variety of teaching and learning styles in lessons. Our principal aim is to develop the children’s knowledge, skills and understanding. We ensure that the act of investigating and making something includes exploring and developing ideas, and evaluating and developing work. We do this best through a mixture of whole-class teaching and individual/group activities. Teachers draw attention to good examples of individual performance as models for the other children. They encourage children to evaluate their own ideas and methods, and the work of others, and say what they think and feel about them. We give children the opportunity within lessons to work on their own and collaborate with others, on projects. Children also have the opportunity to use a wide range of materials and resources, including ICT.
- 2.2 We recognise the fact that we have children of differing ability in all our classes, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies:
- setting common tasks that are open-ended and can have a variety of responses;
- setting tasks of increasing difficulty where not all children complete all tasks;
- grouping children by ability and setting different tasks for each group;
- Common Curriculum Policy
- providing a range of challenges with different resources;
- using additional adults to support the work of individual children or small groups.
3 Curriculum planning
- 3.1 We follow the National Curriculum and have adapted the national scheme to the local circumstances of our school.
- 3.2 We carry out the curriculum planning in three phases: long-term, medium- term and short-term. Our long-term plan maps out the themes/topics/areas covered in each term during the key stage.
- 3.3 Our medium-term plans are tailored to our children’s interests and needs and detail the topic of work for each term. These plans define what we will teach and ensure an appropriate balance and distribution of work across each term.
- 3.4 Class teachers have a weekly/day plan for each lesson. These list the specific learning objectives for each lesson and give details of how to teach the lessons. The class teacher keeps these individual plans, and the class teacher and subject leader may discuss them on an informal basis.
- 3.5 We plan work so that it builds upon the prior learning of the children. While we give children of all abilities opportunity to develop their skills, knowledge and understanding, we also build planned progression into the scheme of work, so that there is an increasing challenge for the children as they move up through the school
4 Cross Curricular Approaches
4.1 Cross-Curricular opportunities for each subject are identified in subject policies.
5 Including all children
5.1 We follow the Inclusion Policy and Guidance. Teachers provide learning opportunities that are matched to the needs of children with learning difficulties or who are more able and talented. We identify areas for extra support for individual pupils as well as identifying pupils who show particular talent in any area against national expectations.
6 Assessment and Recording
- 6.1 We assess the children’s work in line with the Assessment Policy.
- 6.2 Subject leaders keep evidence of the children’s work. This demonstrates what the level of achievement is for each year group throughout the school and enables teachers to review individual evidence of children’s work against the national exemplification material produced by the DfE.
Common Curriculum Policy
7.1 Subject Leaders maintain Audits of Resources. Resources can generally be located in the labelled area of the resource room.
8 Monitoring and review
8.1 The monitoring of the standards of teaching and learning is the responsibility of the subject leader under the direction of the Senior Leadership Team. The work of the subject leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. The subject leader gives an annual summary report in which s/he evaluates the strengths and weaknesses in the subject, and indicates areas for further improvement. These are reflected in the subject action plan.