Curriculum Policy Statement

The School Vision

To support the development of a truly outstanding, creative and inclusive community at Manor Green Primary School we will:

Learn, enjoy and achieve together

Our moral purpose:

Every child is unique and will have the opportunity to succeed in their community

Our core values:

  • respect and value
  • unlock potential
  • inspire a love of learning
  • Equality and inclusion for all

The National context:

2.1 ‘Every state-funded school must offer a curriculum which is balanced and broadly based and which:

  • Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society and
  • Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

2.2. The school curriculum comprises all learning and other experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum.

2.3 All state schools are also required to make provision for a daily act of collective worship and must teach RE to pupils at every key stage

2.4 Maintained schools in England are legally required to follow the statutory national curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that should be taught to all pupils. All schools must publish their school curriculum by subject and academic year online.

2.5 All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are free to include other subjects or topics of their choice in planning and designing their own programme of education.

“Education’s starting point should not be about us. It should be about them, their needs, their aspirations and goals.”
(Dr Maggie Atkinson, Children’s Commissioner For England September 2013)

At Manor Green we recognise the importance and value of providing a curriculum which is:

  • Broad, balanced and develops the knowledge and skills of pupils as appropriate to their age and stage of development
  • Prepares pupils for future life
  • Promotes spiritual, moral, cultural, mental and physical development of pupils

The National Curriculum forms part of the whole school curriculum. The National Curriculum Programmes of study for each subject are followed where they are relevant and accessible. However, the suggested Programs of studies may be implemented to different Key stages due the needs of our pupils. Some sections of the National Curriculum are not accessible to the pupils attending Manor Green Primary School.
The whole curriculum at Manor Green includes a much broader offer for pupils in terms of supporting and developing our pupils in areas of attention and communication, physical development, self- care and independence and specific therapy the pupils may need.

Our Curriculum

At Manor Green we have three curricular

  • Informal curriculum
  • Semi-formal curriculum
  • Formal curriculum

These levels take into account pupils’ learning needs and stages of development; pupils may therefore move from one level to the next at any point in their school career. Our curriculum is based on two factors: communication and cognition. These are the fundamental structure underpinning the informal, semi-formal and formal curricula.

Social, Moral, Spiritual and Cultural Curriculum and British Values

At Manor Green Primary, we recognise that social, moral, spiritual and cultural development is central to the education of all pupils and permeates the whole curriculum and ethos of the school. It is reflected in the behaviours of individuals and in their interactions and also in the provision of teaching, resources and learning environments.

We promote ‘British Values’ through our spiritual, moral, social and cultural education which permeates through the school’s curriculum and supports the development of the ‘whole child’.

We recognise that such development is most successful when those values and attitudes are promoted by all the staff and provide a model of behaviour for our pupils.

See SMSC Policy for further information

Early Years Foundation Stage (EYFS)

The curriculum for the youngest children in the school is based on the Early Years Foundation Stage statutory framework.

Informal Curriculum

Our informal curriculum is for children with additional or complex special educational needs and disabilities. All activities and interactions throughout the school day are structured around a highly individual and personalised timetable which is child led and tailored to the child’s needs and interests.

The informal curriculum focuses on six key areas as outlined below:

  1. Communication
  2. Sensory and visual
  3. Attention and Anticipation
  4. Knowledge and understanding of the world (Computing and PSHE)
  5. Independence and experience
  6. Movement

These key areas are taught as part of a thematic approach to the curriculum, adopted by the whole school.

Semi-formal Curriculum

Our Semi-formal curriculum is for children with ASC, Complex needs and SLD. Our semi- formal curriculum also follows a Thematic Long Term Planner very similar to our Formal Curriculum. However, our focus is very child led and leans heavily on the need for personalised learning. Our Semi – formal long term planners have been divided into essential learning and desirable learning.

At our Semi- formal stage our pupils are supported to learn and generalise key skills. Personalised Learning and PSHE targets allow pupils to work on the skills they need to become as independent as possible. Pupils at Manor Green are supported in all areas of personal development and are given sufficient time to learn to become as independent as possible.

Formal curriculum

Our Formal curriculum is for children working in our generic classes. Our Formal Curriculum is a thematic curriculum which follows our three yearly Long Term Planners. The National Curriculum Programmes of study for each subject are followed where they are relevant and accessible.
The formal curriculum stage is broader than the requirements of the National Curriculum as teaching also focuses on pupils’ individual targets. These targets are used to teach pupils to become independent learners. The targets cover areas of attention and communication, physical development, self- care and independence and specific therapy that the pupil may need.

Most Able Pupils

For all subjects in Key Stage 1 and 2 our teachers included more challenging activities and broaden skills for our gifted and talented pupils. We work hard to ensure that we extend our Gifted and Talented pupils knowledge and understanding and that we cultivate an atmosphere of challenge.

Sharing the curriculum with families

We recognise the importance of sharing what we are teaching with parents but acknowledge that the curriculum offered to a child will vary depending on their needs and abilities rather than just their Year group. Parents are given a detailed class weekly overview, outlining what will be taught. Parents also receive a thematic topic web each half-term. See our homework policy for details of how parents can support their child’s learning. The report sent to parents at the end of the year provides an overview of their child’s achievements across the curriculum.

Planning

At Manor Green pupils are based in class arranged both by need and by age: therefore classes have pupils in a range on National Curriculum Year groups. Taking account of their SEND, pupils may need to be offered a range of activities related to the area of work in order for it to be accessible.

Long Term Plans, Topic Webs and Short Term Plans

Long Term plan have been drawn up for the following subjects based on the programmes of study in the National Curriculum: all planning is being updated as part of a rolling programme to take account of the new Curriculum (From September 2014.) Long Term plans provide the distribution of the subject content over a one or three-year cycle, depending on the subject.
Topic Webs are drawn up from the Long term planner. At the end of each term teachers review if the plans have been accessible to pupils and make relevant changes for the future.

Subject Leaders review Long term planning and topic webs as a part of their subject monitoring.

Our Short Term plans are drawn up by the Class Teacher, in order to implement the topic webs and long term planner. Teachers identify the planned Learning Outcomes for each session these may relate directly to the curriculum subject or may address an individual target.

Early Years Foundation Stage (EYFS)

The curriculum for the youngest children in the school is based on the Early Years Foundation Stage statutory framework.

There are three prime areas of learning:

  • communication and language
  • physical development
  • personal, social and emotional development

and four ‘specific areas of learning’:

  • literacy
  • mathematics
  • understanding the world
  • expressive arts and design

Curriculum Autonomy

In order to provide the best curriculum which will meet the needs of each pupil in the school, there is flexibility in terms of:

  • Curriculum content
  • School organisation/ provision
  • Strategies to deliver the curriculum

Curriculum Content

  • There is a planning meeting each term to look at the next term’s planning
  • Teachers plan in groups for their classes to work together. Our Curriculum topics begin with a Stunning start, marvellous middle and fantastic finish. These engage the pupils with the learning and inspire imagination.
  • Some subjects are taught through special days/ events rather than sessions each week so they are more accessible e.g. creating a ‘Seaside’ and ‘Jungle’ to provide contrasting environments as part of the Geography planning
  • Areas are included on some children’s timetables which would not be taught in mainstream schools e.g. Attention
  • Purposeful Play and independent learning is timetabled throughout the school, not just in the EYFS as this is considered so important to pupils’ development and learning

Leading the Curriculum

Each teacher (apart from NQTs) is responsible for planning one or more subjects of the curriculum. Subject Leaders identify the plan for their subject which needs to go in the School Improvement Plan (SIP) in agreement with the Curriculum Leader and Headteacher.

As Subject Leaders teachers take responsibility for:

  • drawing up a Policy and regularly reviewing that Policy with teachers
  • writing parts of the Long Term Plans and monitoring its implementation
  • Supporting teams with Topic web ideas and monitoring these
  • monitoring delivery of their subject
  • ensuring appropriate recording systems are in place and used by teachers
  • collating evidence of work in their subject
  • providing support for colleagues and arranging training as appropriate.
  • drawing up an action plan for the SDP and providing updates of progress

Subject Monitoring

Subject leadership –
Monitoring impact through self-review
TermYear 1Year 2Year 3
Through a robust and thorough monitoring and evaluation of the content and delivery of the curriculum and by examining achievement; leaders will determine areas for improvement which lead to outstanding teaching and learningAutEnglish (Reading)English
writing
Phonics
SpringMa 2Ma1(3)Ma(1)2
Summer SC(1)SC(2)SC(3-4)
Term as discussed with the curriculum lead. Computing
R.E
Music
History
Geography
PE
D.T (Aut)
Art (Spring)
PSHE (Summer)