We believe that literacy holds the key to a successful future for our pupils, therefore we aim to develop confidence in reading, writing and communication skills. Creating a love for reading and writing is at the heart of our literacy curriculum and we strive to teach lessons that are motivating, fun and inspiring for all pupils because this means they will make greater progress.
The topics we explore are exciting and draw on stories, outdoor learning, real life scenarios and a multitude of other cross curricular learning opportunities. We use focussed targets to ensure children know what they need to do to develop their reading and writing. We celebrate success and encourage all children that they are capable of succeeding.
We believe all children should succeed to their full potential and we provide intervention for children who need extra support as well as opportunities for children with particular skills in writing or reading to develop in particular areas such as creative writing.
At Sneinton C of E Primary School, we strive to embed a love of maths in the children we teach right from Foundation through to Year 6. We teach maths in creative and exciting ways, to prepare children with skills for life. Our curriculum follows a ‘mastery’ approach, which means children are taught about how to solve real-life problems and why numbers work, right from an early age, and children are encouraged to explore maths in the world outside school. Lessons are often discussion-based, with opportunities to explore and test ideas. Children throughout the school are encouraged to use objects and pictures to help them to understand mathematical problems, enabling them to tackle bigger problems and go deeper in their learning. A positive mindset is key to the way we teach, and we often celebrate mistakes, using these to further the children’s learning. As part of this, we have developed a ‘Challenge’ culture, where children are encouraged to stretch their own mind and that of others, by using probing questioning. As part of our creative ‘mastery’ curriculum, often children will be taught maths through an engaging topic, for example using money to help out a pirate who doesn’t know how to use it, explaining to a Viking how to calculate the shortest distance to sail a longship, or teaching the Ancient Egyptians how to use fractions. We often use iPads or computers in our maths lessons, accessing a variety of apps which support mathematical understanding. Maths at Sneinton C of E Primary School is exciting, engaging and prepares children for positive experiences as they move to the next stage of their education.
At Sneinton C of E (Aided) Primary School, in accordance with the 1988 Education Reform Act, we provide Religious Education for all the children in our school. As RE is not part of the National Curriculum, its syllabus is decided locally.
We strive to educate the children in a Christian environment which embodies Christian values. We have defined these as: Peace, Love, Respect, Kindness, Trust, Patience, Forgiveness, Joy, Generosity and Truth. These values are at the heart of everything we do, and enable the children to fulfil their potential and have an understanding of Christian values and morals in their lives.
We are a multicultural/multi-faith school that values and respects all people equally within our school community. We therefore aim to foster an understanding of the diversity of religious belief in Sneinton and beyond, drawing parallels between Christians values and those of other faiths or none.
The aims of Religious Education at Sneinton C of E are:
- To enable pupils to encounter Christianity as the religion that shaped British culture and heritage and influences the lives of millions of people today.
- To enable pupils to learn about the other major religions, their impact on culture and politics, art and history, and on the lives of their adherents.
- To develop understanding of religious faith as the search for and expression of truth.
- To contribute to the development of pupils’ own spiritual / philosophical convictions, exploring and enriching their own faith and beliefs.
The outcomes for pupils at the end of their education in church schools are that they are able to:
- Think theologically and explore ultimate questions.
- Reflect critically on the truth claims of Christian belief.
- Develop the skills to analyse, interpret and apply the Bible text.
- Recognise that faith is a particular way of understanding and responding to God and the world.
- Analyse and explain the varied nature and traditions of the Christian community.
- Make a well informed response to Christianity.
- Respect those of all faiths in their search for God.
- Reflect critically on areas of shared belief and practice between different faiths.
- Enrich and expand their understanding of truth.
- Reflect critically and express their views on the human quest and destiny
At Sneinton C of E Primary School, we want to equip children with the skills they need to access the amazing opportunities afforded by 21st-century digital life. We focus on three main strands in our teaching of computing: e-safety, coding and computer skills. Throughout their school life, children are taught how to use the internet safely for learning, and how to access brilliant learning resources. We facilitate this across the whole curriculum, and children will use technology to research, explore the world, present work, record ideas and aid them in lesson time. Coding is taught from the early years, and children are encouraged to explore this both on and off the devices. We have a class set of iPads at school which all classes have access to in lesson time. We use a variety of apps to support learning across the curriculum, for example Class Dojo to communicate with parents and celebrate children’s behaviour, as well as Showbie which helps us to see exactly where children need help with their learning, and even continue it at home. Children are also taught the potential dangers of online life, and a clear message is driven throughout school that children must be aware of these in order to stay safe online. We are excited about our pupils’ future, and strive to enable them to access the digital world safely and by taking advantage of its many benefits.
The new Government’s proposal tells schools that children will learn dates about English history.
History, when appropriate, shall be taught for one session a week but, again, I believe it will have a greater impact on the children if taught during a topic week.(see Geography below)
Children learn and achieve better when they are active learners, are in charge of their learning and see a reason for learning.
Each child should be encouraged to learn about the world they live in and take charge of their own learning.
Currently we are still following the schemes of work as stated in the archived curriculum. The schemes of work can be found in the subject leaders classroom.
In the new curriculum PE has taken a more important role. To overcome obesity in children and to get them more active at least 2 hours a week of physical activities per week are required. This incl. PE, playtimes, lunchtimes and after school provision.
During a normal school week we have 2 hours PE.
In the Autumn term Gymnastics is being taught across the FS,KS 1&2. In the Spring term dance is being taught followed by invasion games in the Summer term (which invasion games has yet t.b.c.).
The teachers as well as their LSAs are responsible to provide excellent teaching provision throughout. Equipment can be found in the PE shed and should always be returned in its appropriate place. During the year 1013/2014 CPD opportunities for teachers and LSAs are planned.
LTP and MTP should be given to the subject leader to ensure progress across the KS. Effective assessment is important and can be done by using photographs, occasional ‘drop in’ by the subject leader and by way of questioning children.
Design and technology prepares pupils to participate in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve quality of life. The subject calls for pupils to become autonomous and creative problem solvers, as individuals and members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Through design and technology, all pupils can become discriminating and informed users of products, and become innovators.
Current year 4 pupils with healthy fruit drinks they designed, made and evaluated in summer 2013
- To provide a range of structured and differentiated activities which develop breadth and progression. Where possible these will relate to the interest and everyday experiences of our children
- To develop knowledge and teach skills in order to design and make products successfully.
- To help children become aware of and investigate simple products by disassembly and evaluation.
- To provide adequate time, access to information, skills and resources to make a good quality product.
There will be DT taught every other half term. Classes will have weekly lessons or more focused and lengthy project work.
Pupils will have opportunities to:
- Develop realistic outcomes to assignments.
- Take increasing responsibility for their own work.
- Critically evaluate their work and the work of others and suggest improvements.
- Work individually and in teams, groups, partners or pairs.
- Work with a range of materials and to use them appropriately.
- Use a variety of tools safely and correctly.
- Communicate ideas in a variety of ways.
- Develop skills and apply knowledge and experience when working on an assignment.
- Develop the ability to solve problems.
- Research and record relevant information where appropriate.
- Examine and evaluate design features in simple products including their historical development.
How teachers plan
Teachers plan in detail every week on an agreed format. Objectives are clear and assessment for learning is integral in driving the teaching. Teachers differentiate for HA MA LA and SEN and where appropriate gifted and talented pupils. In every lesson children are clearly shown the expected and outstanding progress they should be making. Teachers clearly show how additional support is used. Our plans reflect the global diversity of the pupils we teach. Work will be displayed around the classroom and school.
Assessment and Target Setting
Pupils will be assessed against the current national curriculum levels.
|Year Group||Expected National Curriculum Level|
Creative thought and action are central to art. At Sneinton C of E Primary School all children will have the opportunity to experiment and explore things for themselves as well as being taught skills and techniques in a structured format. The key elements of our art curriculum are drawing, painting, 3D work, collage, printing, photography and textile work. We work with a variety of artists both locally and internationally and Arts related visits are a planned part of the curriculum.
From September 2014, the government has stated that teaching a modern foreign language will be compulsory in KS2. At Sneinton C of E Primary we believe that it is very important for children to gain an understanding of the skills involved in learning a new language, therefore all of our children aged 7 – 11 are already learning to speak French.
The lessons are taught in a fun, practical way using a variety of songs and games to help the children to learn new language. The language taught is also displayed in each classroom and around the school.
French lessons are timetabled for each KS2 class on a weekly basis and during these lesson children learn to speak, read and write basic French. Recently we have established a link with a school in Nantes, France and this helps to provide opportunities children to learn about France and French culture.
Our music curriculum and tuition is based around all children learning, not only about, but through music. Therefore music is used not only in a music lessons but during playtime, assemblies, in lessons where we use song and rhythm to help teach and inspire children.
The aim of music at Sneinton C of E Primary is for all children to go to secondary school with a knowledge and set of skills to know how to learn to play an instrument. All lessons are structured to include listening, performing, composing and evaluating skills; they have an overall goal of being fun and achievable!
In KS1 children focus on control of percussion instruments both tuned and unturned, they begin to understand how music can be recorded and changed using different musical elements.
In lower KS2 children are taught to play the ocarina and recorder; whilst learning the ocarina they are introduced to written rhythmic notation and begin to read and record rhythms.
In upper KS2 they learn to play a woodwind instrument, the flute, and whilst doing so learn to read some traditional melodic notation which incorporates the rhythmic notation they learnt the previous year. In year 6 children are given opportunities to compose and perform using their skills on the instruments learnt incorporating the use of musical elements studied throughout.
Children at the end of the Key Stages take part in Big Sings as a celebration of their achievements and the whole school work together to produce three Christmas productions; foundation 1 and 2, years 1, 2 and 3, and years 4, 5 and 6. Since 2013 we are also including whole school concerts where all of the children showcase what they have been learning that term.
The PSHE (Personal, Social and Health Education) scheme of work at Sneinton C of E School has been developed using guidelines and advice from Healthy Schools Nottingham and PSE Association.
PSHE is delivered through a range of teaching styles which include group discussions (whole class or small groups), circle time, drama, problem solving and stories.
We cover three main areas:
Health and Wellbeing;
- Relationship and Sex education (RSE)
- Staying Safe (including Drugs Education)
- Keeping Healthy.
- E – Safety
- SEAL (Social and emotional aspects of learning)
Living in the Wider World;
- Financial Education
The school’s aims are to:
- Develop knowledge and understanding of important PSE ideas, processes and skills and relate these to everyday experiences, with progression for each year group.
- Encourage children to be curious about the things they see and experience and explore the world around them.
- Provide opportunities where our children can apply key skills to enhance their understanding of PSE concepts, positive attitudes and values.
- Use and understand appropriate social, emotional and behavioural vocabulary to communicate ideas; enabling pupils to manage different emotions and develop strategies to resolve conflict.
- Develop the attitudes of critical reflection, enjoyment, curiosity, perseverance, co-operation, turn taking, creativity, inventiveness, open mindedness and willingness to tolerate uncertainty.
- Develop learners’ self-esteem and a sense of personal responsibility and awareness of their rights.
- Promote self-respect, respect for others and celebrate diversity.
- Equip learners to live safe, healthy lives.
- Prepare learners for the choices and opportunities of lifelong learning.
- Empower learners to participate in their schools and communities as active responsible citizens locally, nationally and globally.
- Prepare learners for the challenges, choices and responsibilities of work and adult life.
- Promote our children’s social, moral, spiritual and cultural development.
At Sneinton C of E School we follow the Communication, Language and Literacy Development programme, which is available to all Schools and Academies within Nottingham City. The programme develops communication, language and literacy skills in a systematic and structured way.
At Sneinton C of E School we believe that teaching phonics is the best way for children to become confident readers and writers. During Foundation and Key stage 1, pupils receive a phonics lesson every day where they learn which sound each letter makes and how to build these into words.
To write unknown words, pupils stretch out the word (segmenting) so they can write a letter for each sound. To read an unknown word children learn to say each sound they can see and then blend them together (blending) to read to whole word.
In Year 1 we take part in the National Phonics Screening where we check that children can rely on their phonics knowledge to read unknown words. As children’s confidence in phonics grows, so does their love of reading and writing.
In Key stage 2, pupils have daily spelling and grammar lessons.
If you would like to find out more about how to support your child with their reading and writing then please speak to your child’s teacher.
- Dfe – Early years foundation stage: www.education.gov.uk/schools/toolsandinitiatives/nationalstrategies
- National Literacy Trust – Talk to your baby: www.literacytrust.org.uk/talk_to_your_baby
- I CAN – The children’s communication charity: www.ican.org.uk
- Hello: www.thecommunicationtrust.org.uk
Reading Recovery is a research-based intervention with the prime goals of accelerating literacy learning and reducing reading and writing difficulties. This is done by targeting those students in Year One who may be at risk of developing issues in literacy as time goes on and falling behind their peers.
The programme identifies students experiencing reading and writing difficulties after their first year of school and provides an intensive, individually designed and individually delivered series of lessons for 30 minutes each day. These lessons are in addition to the ongoing literacy activities in the classroom. Reading Recovery was developed in the 1980s and is used all over the world as an effective literacy intervention. The programme is delivered by a specially trained teacher in a dedicated environment and involves reading, letter and word work and writing. The teacher aims to develop the child into a reader and writer and to give them skills and strategies to become confident and independent in the classroom.
Through intensive daily lessons, Reading Recovery generally brings the lowest literacy performers up to average classroom levels within as short a time as possible. Reading Recovery’s goal is for students to fully participate in classroom activities with their average peers.
The lesson series finishes when the child is as able to read and write without help, at the appropriate level for their age. Most children who complete Reading Recovery have gone from text Level 0 to Level 17. These children have learned four-to-five times faster than their classmates to catch up and after the intervention their progress continues in line with their peers. Children who reach this level at the end of their programme are expected to achieve a National Curriculum Level 2 at the end of Key Stage 1.
For more details about Reading Recovery visit http://readingrecovery.ioe.ac.uk/about.html
At Sneinton St Stephen’s C of E Primary we encourage pupils, parents and staff to travel to school by cycling, scooting and walking wherever possible. To help with this we are working with UK charity Sustrans and Nottingham City Council to deliver a wide range of activities that help to promote sustainable and active travel and make sustainable and active travel choices more accessible to all. The school is committed to raising awareness of Road Safety and provide regular learning opportunities through the curriculum.
Travelling actively to school by cycling, scooting or walking has many benefits; it’s good for our health and the environment, it saves money and it also helps to keep the streets outside our school traffic free and pedestrian friendly.
Our school Travel Plan explains how we will be encouraging active travel to school. You can request a copy from the school office, or find it here on our school website www.sneintoncofeprimaryschool.co.uk
Opportunities and local events across Nottingham are promoted within our school community. Children, family members and staff are encouraged to participate.
We aim to involve staff, parents and pupils in the development of our policy; reviewing it periodically to ensure it is kept relevant and up to date. If you have any ideas to improve things at or around school for pedestrians and cyclists, or questions about travelling to school, please get in touch with;
School Travel Champion: Marcia Hoffman Marcia.firstname.lastname@example.org
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