Learning, Teaching & Curriculum Policy

Springfield Aim

Increase the Quality of Teaching across school to GOOD and better and accelerate progress of pupils in Reading, Writing and Maths

School Improvement Priorities

  • set high quality and challenging learning opportunities
  • develop more independent learning opportunities with time for reflection and improvement
  • develop questioning skills that moves learning on
  • increase overall attendance figures

The curriculum for Springfield School has been devised in order to meet the requirements of the National Curriculum as of September 2014.It is relevant to our school and the local community that we serve. It is a creative curriculum that has been personalised by our ‘Curriculum Drivers’; aspects of learning that are vital for the children of Springfield.

Curriculum Drivers:

To provide children from Springfield with the opportunities to

  • have ‘hands on’ real life experiences
  • be effective communicators
  • be successful
  • be members of our community

The Curriculum:

  • is based on Good and Outstanding teaching
  • is inspired by and for the children
  • develops lifelong learning skills
  • is cross curricular, with a clear focus on talk for writing, structured talk frames and talk
  • partners to develop a wide range of writing
  • promotes multiple intelligences
  • supports children’s understanding of their role in the local, national and global community
  • builds on skills and concepts as well as knowledge

We believe that children learn best when they:

  • know what they are learning and why they are learning
  • are set clear expectations and success criteria
  • are challenged
  • are in a stimulating environment
  • are valued, praised and encouraged
  • feel happy, safe and secure
  • they know they can learn from mistakes
  • parents support their learning
  • resources are easy to access and relevant

Curriculum Planning

  • a half term overview is produced with skills and content identified
  • there is a consistent format for Literacy and Numeracy
  • I am Learning/Success Criteria/ Talk Frames/Target Children/ Additional Adults are included on plans

Assessment for Learning including Marking

  •  It is expected that planning will be adjusted in light of Assessment
  •  Planning will be annotated
  •  Children need to know their end of year expectation
  •  Springfield implemented the Sheffield School Tracking and Assessment Tool (STAT) from September 2014. This requires all children to have individual records for Reading, Writing, Maths and Spelling, Punctuation and Grammar (SPAG).
  •  Y2 and Y6 will continue with APP and National Curriculum Levels for the year 2014-15 as per Government policy.

See Marking Policy

  • Appendix 1 Assessment Procedures
  • Appendix 2 Non negotiables devised and agreed by staffRevised September 2014. To be reviewed annually.

Revised September 2014. To be reviewed annually.

Appendix 1

Assessment Procedures September 2014

Class Profiles

Appendix 1

Assessment Procedures September 2014

From Reception to Y6, class profiles are kept up to date in Green Planning Files .Class profiles identify every group that a child is in from ethnicity, SEN, most able to attendance issues and supports the complex analysis of progress for different children and groups across a class and school.

Target ChildrenThese are identified through Pupil Attainment Reviews and data analysis by Inclusion Team and SLT. Provision for these children is made clear in planning files through notes on planning, Class Provision Maps or Individual Education plans

Foundation Stage and Key Stage 1 Assessment Procedures.

On entry to Nursery: children will be assessed using Ages and Stages.

Nursery children will be monitored through the year for progress using Ages and Stages

End of Nursery: Ages and Stages data will be moderated and transferred onto the EYFS tracker.

Ages & Stages will be used to assess all children, including those with SEND.

On entry to Reception: Typical behaviours at Ages & Stages from nursery to be used as on entry to Reception and recorded on EYFS Tracker within the first three weeks.

Sheffield EYFS Tracker is used to track progress over the Foundation Stage and will be updated in line with school and Local Authority deadlines.

Key Stage 1: In the Autumn Term, if it is necessary children will continue to be assessed using Ages & Stages. They will then transfer to the Sheffield School Tracking and Assessment Tool (STAT)

Any child in Y1 that has not completed the Early Learning Goals by Spring 2 will be discussed with Inclusion Leader/ SENCO in order to decide next steps.

There will be ongoing assessment using STAT.
Assessments will be updated each half term on the Sheffield Tracker.

Progress will be monitored using the tracker and evidence of judgments will be discussed in half termly Pupil Attainment Reviews (PARS). At this point, any required intervention will be established.

Y2: For the year 2014-15 children will continue to be assessed using National Curriculum Levels as per Government policy. There will be ongoing assessment using APP. Assessments will be updated each half term on the Sheffield Tracker.
At the end of Y2 children will be assessed and this data submitted to the Local Authority.

KS1 EAL children new to English, SS levels must be used to assess Reading, Writing and Maths until they are at STAT Step 1.

Key Stage 2:

There will be on going assessment using STAT.
Assessments will be updated each half term on the Sheffield Tracker.

Progress will be monitored using the tracker and evidence of judgments will be discussed in half termly Pupil Attainment Reviews (PARS). At this point, any required intervention will be established.

KS2 EAL children new to English, SS levels must be used to assess Reading, Writing and Maths until they are at STAT Step 1.

Y6: For the year 2014-15 children will continue to be assessed using National Curriculum Levels as per Government policy. There will be ongoing assessment. This will consist of g APP as well as previous SATS papers used in test conditions to add further evidence of the level a child is working at. Assessments will be updated each half term on the Sheffield Tracker. At the end of Y6, children will sit their SATs tests which are externally marked.

Moderation

Moderation for all phases will take place regularly in school as well as through the Triad. In addition the school will follow LA recommended programmes such as Countdown to Success.

New Arrivers Procedure

New arrivals are children who are new to the country and new to English.

Week 1/2

On arrival First Encounters
At end of week1 if teacher wants to speak to parent with Muna’s support about routines and how children have settled etc.

Relevant advanced lesson prep this will depend on individual needs. Eg Some children go into Foundation Stage for ‘hands on experiences’.

Week 2/3

Academic Assessment with Muna.

In terms of New to English on entry assessment needs to be SS levels. Any child that is new to English will be recorded on data for trackers as S1or S2. In some cases they may even be pre S levels depending on previous experiences.

Week 4

In response to assessment outcomes class teacher referral eg Possible beginning of survival programme or other interventions. eg letters and sounds, additional literacy support,

 

Teaching styles and organisation is ongoing.

  • Grouping.
  • Modelling
  • Share Heritage Language.
  • Key Vocabulary.
  • Talk.
  • Questioning.

Reading: Reading assessment with Muna or T.A. followed by appropriate books sent home from week 3.
Revised September 2014

NON-NEGOTIABLES FOR LEARNING & LEARNING ENVIRONMENT

TEACHING & LEARNING
LEARNING ENVIRONMENT
supporting children in their learning and progress
Shared and displayed learning objectives –
I am learning…so children know what they are learning referred to at the beginning, throughout the lesson and at the end
Learning walls:
Literacy- yellow Maths- Green
High quality examples of learning at Age Related Expectations on display
Children are encouraged to use the walls- take things down, return when finished etc.Well organised resources to support children are on display eg: connective mats, punctuation pyramids etc
Shared and displayed Success Criteria –
this helps children know they have achieved the I am learnigand supports self and peer assessment – it can be co-constructed or given
Spellings/ Phonics
High frequency/ tricky words/ Spelling patterns as appropriate The environment will reflect the importance of phonics. Resources within the Early Years and KS1 classrooms will support and reinforce phonics skills.
Writing in all areas of curriculum
has high expectations, relates to individual writing targets, shows an awareness of the audience
Reading
An inviting / cosy area to encourage reading
Reading Team displayed and record of children’s reading for the weekly trophy
We have high expectations
Teach to the top
Reading Books
Those used for Guided session will be available in familiar reading provision for children to revisit and practise skills taught.
We deliver lessons with pace
that moves learning on
Visual /Physical resources
including visual timetables for the class as well as individual children if required..
Resources to include vocabulary, pictures and physical objects displayed to support current learning across all areas of the curriculum.Children to be able to access to resources and know how to use them First Hand experiences to be used to enhance abstract concepts whenever possible
Use of Talk Frames
leading to more complex writing
Use of Response Partners
Opportunity for to respond to comments in marking
Green Pen work/ edit and improve work
Literacy embedded through cross- curricular learning
Opportunities to extend language
Talk Frames displayed
Consistent format for Literacy , Guided Reading & Maths plans
National Curriculum (Sept 2014) to form the basis of planning,
including the national framework todeliver high quality discrete systematic phonics lessons at appropriate stages in Foundation Stage/Y1/ Y2.
Children in KS2 who are struggling with reading will be assessed and targeted depending on need.
Diverse global community
reflected in dual and multi-language displays, drawer labels, books and photographs
Lessons to include VAK aspects of learning
Guided Reading
All children from REC – Y6 will be in a GR group and will receive a minimum of one guided reading lesson each week.
FS/KS1
displays that have signs and labels that can be read by young, small children
Homework
Spellings, reading and Mental Maths to be sent home weekly. Other tasks as set in the Homework grid to be sent out each half term.
Celebration Board
from all areas of the curriculum. Can be in shared areas also
Newsletter
Each class sends a newsletter at the start of half term, informing parents of the forthcoming learning

 

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