Curriculum areas

EYFS

Communication and Language+
EYFS

Communication and Language is one of the Prime areas of the Early Years Foundation Stage

Listening, Attention and Understanding

As an Early Learning Goal we want our children to listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.

Make comments about what they have heard and ask questions to clarify their understanding.

Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

Speaking

We Aim for our children to participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.

Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.

Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Environment

Our indoor environment reflects the high need for communication and language development.

We have prioritised opportunities to use spoken language throughout the day as children make decisions on where they would like to play, what they would like to choose and are encouraged to communicate their ideas.

We include rhyme time, music and movement and opportunities to share thoughts and feelings throughout our daily structure. Our snack time provides us with a language rich opportunity to develop communication skills through the use of communication boards and snack monitors.

We use a range of visuals to help with communication, transition and following a routine, we use PECS, communication boards, Now and Next boards and clearly labelled resources.

We provide a range of books, story and role play puppets and materials, pretend phones, ‘walkie talkies’ and opportunities for children to record themselves and watch their performances. We have a range of open ended resources included in our block, sand and small world areas as well as a cosy reading den.

Our outdoor environment provide the same language rich opportunities while helping to develop physical gross motor skills through the use of our construction, investigation and water areas.

Role of Support staff

Our support staff observe our children interacting with the environment, noticing interests and play schemas. They use knowledge of the children to plan play experiences that will enhance communication and provide opportunities to progress towards each individual child’s next step.

Our support staff have been trained in using Blank level questioning to pitch questions at an appropriate level for the child and to assess each child’s level throughout their journey.

Our support staff have been trained in the use of ‘Chatta’ as a communication tool. This tool provides our children with the opportunity to hear language, practise and listen back, developing their ability to verbally communicate.

Our support staff work closely with our Speech and language therapists, internal and external where appropriate to deliver specific interventions.

Assessment

To guide our planning and identify where each child is at in their developmental journey, we use the new Development matters. For smaller steps of progress within the three prime areas we use an EYFS Developmental Journal.

Each student has their individual ‘next steps’ within the seven areas of learning. We use one next step, for Literacy reading, writing and Maths along with next steps for their support and development of life skills. These targets create their bespoke ‘My Plan’ which is reviewed termly in collaboration with families.

Some students may have specific Speech and Language targets and strategies advised by their SALT therapist. In this case we review their progress towards communication regularly with their therapist and highlight progress in their EHCP’s during the annual review.

Upon entry as an EYFS student, we baseline their starting points according to the new Statutory Reception Baseline Assessment.

Following our assessment, we analyse the data to show us the gaps and strengths of our cohort of children. From this we redevelop and enhance our learning environments in order to support and challenge our students based on where their gaps and strengths lie.

Observations

We observe child led interactions and communication throughout the day as well as assessing our adult led activities, enabling us to reflect on the learning and develop next steps.

All observations are recorded on our Evidence for Learning assessment tool, providing a learning journey for each pupil within this area. This is also shared with our families, giving them an important insight into their child’s learning and progress.

 

Awareness Days

Through our celebrations and marking of awareness days, we promote communication and language opportunities according to the event. Eg; learning a new word, learning a greeting in a new language, requesting items relating to the event, performing for others etc.

 

 

 

 

Literacy+
EYFS

Literacy is one of the Specific areas of the Early Years Foundation Stage

Comprehension

Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.

Anticipate (where appropriate) key events in stories.

Use and understand recently introduced vocabulary during discussions about stories, nonfiction, rhymes and poems and during role play.

Word Reading

Say a sound for each letter in the alphabet and at least 10 digraphs.

Read words consistent with their phonic knowledge by sound-blending.

Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

Writing

Write recognisable letters, most of which are correctly formed.

Spell words by identifying sounds in them and representing the sounds with a letter or letters.

 

Environment

Developing our children’s ability to write stems from physical development with fine and gross motor skills development opportunities.

Our indoor and outdoor environment provides opportunities for our children to express themselves through mark making and creating as well as developing their reading skills

We use visuals to clearly label resources and areas of the space

We use a mixture of pupil names and photographs to develop their text association, eg their picture and name for their coat pegs, their names for our lining up chart, their pictures for our self registration and emotional check in.

We ensure rhyme and music activities throughout the day using our vocal sounds, body percussion and instruments. We play listening games go on listening walks to enhance our phase 1 phonics knowledge.

We provide a range of books in our book area as well as in our block and mark making area to inspire creations.

We display number formations and the alphabet to allow pupils to develop their ability to recognise and also create those forms.

In our creative area we ensure a range of resources to suit all of our children at their different stages of development, these include, chunky chalks, dabbers and crayons as well as thick and thin felt tips and pencils.

We provide scissor cutting skills and other fine motor skills activities to develop finger strength and coordination.

Our outdoor environment provides the same opportunities but on a bigger scale. We encourage our children to use their upper body to make large marks, to do ‘heavy lifting’ to use a range of rollers, floor brushes and mops to make marks as well as using a range of buckets, spoons and scoops in the sand and water areas.

Role of Support staff

Our support staff observe our children interacting with the environment, noticing interests and play schemas. They use knowledge of the children to plan play experiences that will enhance reading and writing skills and provide opportunities to progress towards each individual child’s next step.

Our support staff have ongoing training relating to early child development to equip them with the knowledge needed to understand appropriate strategies and activities for our children who are not yet ready for write.

Our support staff set up our learning areas with exciting enhancements to engage our children in mark making and exploring resources. They lead on fine motors skills activities such as play dough time, threading and sensory exploration trays.

Our support staff have the knowledge of each student’s phonics level and engage in appropriate activities with each child to develop their skills from pre phonics to fluent readers.

Assessment

To guide our planning and identify where each child is at in their developmental journey, we use the new Development matters. For smaller steps of progress within the three prime areas we use an EYFS Developmental Journal.

Each student has their individual ‘next steps’ within the seven areas of learning. We use one next step, for Literacy reading, writing and Maths along with next steps for their support and development of life skills. These targets create their bespoke ‘My Plan’ which is reviewed termly in collaboration with families.

Following our assessment, we analyse the data to show us the gaps and strengths of our cohort of children. From this we redevelop and enhance our learning environments in order to support and challenge our students based on where their gaps and strengths lie.

Some students may have specific Occupation Therapy targets and strategies advised by our internal Occupation Therapist in order for them to develop their dexterity and coordination. In this case we review their progress with their therapist and highlight progress in their EHCP’s during the annual review.

Upon entry as an EYFS student, we baseline their starting points according to the new Statutory Reception Baseline Assessment.

Observations

We observe child led play throughout the day as well as assessing our adult led activities, enabling us to reflect on the learning and develop next steps.

All observations are recorded on our Evidence for Learning assessment tool, providing a learning journey for each pupil within this area. This is also shared with our families, giving them an important insight into their child’s learning and progress.

 

Awareness Days

Through our celebrations and marking of awareness days, we promote literacy opportunities according to the event. Eg; making cards, banners, signing our names, reading out words and singing songs and rhymes.

 

 

 

 

Maths+
EYFS

Maths is one of the Specific areas of the Early Years Foundation Stage

There are Early Learning Goals (ELG) within each area, we follow smaller steps for each pupil to support them onto their individual goals.

Number

Have a deep understanding of number to 10, including the composition of each number.

Subitise (recognise quantities without counting) up to 5.

Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns

Verbally count beyond 20, recognising the pattern of the counting system.

Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.

Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Environment

Our environment has different area of learning in the class, eg construction, creative, role play, and within each area there are opportunities to develop math skills and language.

We have;

Big and small items

Scales

Numicon

Numerals in the environment

Opportunities to match, collect, form numbers

Books with math language are available in the different areas as well as our reading area.

During our daily snack and lunch time we use math language, cutting food in half, quarters, asking for more, noticing how many are left etc

Outside we have maths opportunities on a bigger scale, eg large scales, big construction, investigative area to mix or make, large scale water area, with buckets, guttering, pipes, funnels etc to develop maths language and skills or pouring, measuring, weighing, matching etc.

Role of Support staff

 

Our support staff are familiar with each area of the environment and the maths focus for the week. They observe our children interacting with the environment, noticing interests and play schemas. They use knowledge of the children to play alongside in order to support and challenge them based on their next step and the intended maths experience the area is providing.

Our support staff have ongoing training relating to early child development to equip them with the knowledge needed to understand appropriate strategies and activities for our children to learn in the Concrete, Pictoral, abstract (CPA) approach.

 

 

 

 

Assessment

To guide our planning and identify where each child is at in their developmental journey, we use the new Development matters. For smaller steps of progress within the three prime areas we use an EYFS Developmental Journal.

Each student has their individual ‘next steps’ within the seven areas of learning. We use one next step, for Literacy reading, writing and Maths along with next steps for their support and development of life skills. These targets create their bespoke ‘My Plan’ which is reviewed termly in collaboration with families.

Following our assessment, we analyse the data to show us the gaps and strengths of our cohort of children. From this we redevelop and enhance our learning environments in order to support and challenge our students based on where their gaps and strengths lie.

 

Upon entry as an EYFS student, we baseline their starting points according to the new Statutory Reception Baseline Assessment.

Observations

 

We observe child led play throughout the day as well as assessing our adult led activities, enabling us to reflect on the learning and develop next steps.

 

All observations are recorded on our Evidence for Learning assessment tool, providing a learning journey for each pupil within this area. This is also shared with our families, giving them an important insight into their child’s learning and progress.

 

Awareness Days

 

Through our celebrations and marking of awareness days, we promote maths opportunities according to the event. Eg; celebrating birthdays, making cards with numbers on, celebrating our favourite numbers.

 

 

 

 

Expressive Arts and Design+
EYFS

Expressive Arts and Design is one of the Specific areas of the Early Years Foundation Stage

There are Early Learning Goals (ELG) within each area, we follow smaller steps for each pupil to support them onto their individual goals.

Creating with Materials

Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Share their creations, explaining the process they have used.

Make use of props and materials when role playing characters in narratives and stories.

Being Imaginative and Expressive

Invent, adapt and recount narratives and stories with peers and their teacher.

Sing a range of well-known nursery rhymes and songs.

Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music.

Environment

Within our indoor and outdoor environment, we have various activities and opportunities to develop our skills within expressive arts and design.

We have opportunities in our construction and small world area using blocks, natural materials, people and creatures to create scenes and story lines.

A range of resources I our creative area including clip boards, accessible pens, pencils etc a place to display our drawing and creations

Role play area

Reading area with puppets

Each day we have rhyme time and introduce a new rhyme each week, giving the children a chance to revisit rhymes from their past or to learn something new, and the chance to perform to others.

We have music and movement each day, dancing to a beat, expressing ourselves through song, movement and using fabric and props.

Role of Support staff

Our support staff encourage each pupil to engage within the expressive art activities and support and challenge them where appropriate.

Our support staff revisit rhymes and stories with children throughout the day, incorporating them into play, helping children to develop their language and knowledge of rhymes, songs and stories.

During creative time, our adults encourage the children to try activities for themselves, promoting independence in drawing shapes, using tools and resources.

Assessment

To guide our planning and identify where each child is at in their developmental journey, we use the new Development matters. For smaller steps of progress within the three prime areas we use an EYFS Developmental Journal.

Each student has their individual ‘next steps’ within the seven areas of learning. We use one next step, for Literacy reading, writing and Maths along with next steps for their support and development of life skills. These targets create their bespoke ‘My Plan’ which is reviewed termly in collaboration with families.

Following our assessment, we analyse the data to show us the gaps and strengths of our cohort of children. From this we redevelop and enhance our learning environments in order to support and challenge our students based on where their gaps and strengths lie.

Upon entry as an EYFS student, we baseline their starting points according to the new Statutory Reception Baseline Assessment.

Observations

We observe child led play throughout the day as well as assessing our adult led activities, enabling us to reflect on the learning and develop next steps.

All observations are recorded on our Evidence for Learning assessment tool, providing a learning journey for each pupil within this area. This is also shared with our families, giving them an important insight into their child’s learning and progress.

Awareness Days

Through our celebrations and marking of awareness days, we promote expressive arts and design opportunities according to the event. Eg; world rhyme week, poetry week, talent shows, world music day..

Understanding the World+
EYFS

Understanding the World (UTW)  is one of the Specific areas of the Early Years Foundation Stage

There are Early Learning Goals (ELG) within each area, we follow smaller steps for each pupil to support them onto their individual goals.

Past and Present

Talk about the lives of the people around them and their roles in society.

Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.

Understand the past through settings, characters and events encountered in books read in class and storytelling.

People, Culture and Communities

Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.

Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.

 

Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.

The Natural World

Explore the natural world around them, making observations and drawing pictures of animals and plants.

Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.

Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Environment

Within our indoor and outdoor environment, we have a range of resources available to help us develop our skills within understanding the world..

We have;

A range of people representing different cultures and abilities within our construction area

Books to show a range of people, countries, cultures and celebrations

Images of our children from home to help build a sense of family and similarities and differences between others

A range of animals to explore in small world activities

Natural and found objects collected by the children on nature walks, developing awareness of change and contrasting environments

Time to celebrate birthdays and family events, sharing our home photos and weekend news

Within our outside area we experience the elements of the weather, learning to dress appropriately for the conditions. We learn how the seasons change and notice our trees in our environment changing throughout the year.

We experience other areas of our community through trips into the environment such as the park, the shop, churches etc this gives our children opportunities they may not have experienced before, helping them to develop their awareness of others and their environment.

Role of Support staff

Our support staff encourage each pupil to engage in their surroundings and observe their interactions.

Support staff encourage pupils to look at objects in detail, draw, write down or verbalise their findings. They read stories to the children and ask appropriate questions, encouraging them to notice similarities and differences between their environments, lives and the lives of others.

Assessment

To guide our planning and identify where each child is at in their developmental journey, we use the new Development matters. For smaller steps of progress within the three prime areas we use an EYFS Developmental Journal.

Each student has their individual ‘next steps’ within the seven areas of learning. We use one next step, for Literacy reading, writing and Maths along with next steps for their support and development of life skills. These targets create their bespoke ‘My Plan’ which is reviewed termly in collaboration with families.

Following our assessment, we analyse the data to show us the gaps and strengths of our cohort of children. From this we redevelop and enhance our learning environments in order to support and challenge our students based on where their gaps and strengths lie.

Upon entry as an EYFS student, we baseline their starting points according to the new Statutory Reception Baseline Assessment.

Observations

We observe child led play throughout the day as well as assessing our adult led activities, enabling us to reflect on the learning and develop next steps.

All observations are recorded on our Evidence for Learning assessment tool, providing a learning journey for each pupil within this area. This is also shared with our families, giving them an important insight into their child’s learning and progress.

 

Awareness Days

Through our celebrations and marking of awareness days, we promote understanding the world opportunities according to the event. Eg; festive celebrations, memorials, religious events, celebration of birthdays and family events

 

 

 

 

Personal, Social, Emotional Development+
EYFS

Personal, Social, Emotional development (PSED)  is one of the Prime areas of the Early Years Foundation Stage

Self-Regulation

Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.

Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.

Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Managing Self

Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.

Explain the reasons for rules, know right from wrong and try to behave accordingly.

Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Building Relationships

Work and play cooperatively and take turns with others. Form positive attachments to adults and friendships with peers.

Show sensitivity to their own and to others’ needs.

Environment

Our indoor environment reflects the high need for PSED.

 

Within each indoor area, we have ensured there are opportunities to develop and promote self regulation, self management and building relationships with others, adults and children.

Our resources include;

‘Zones of Regulation’ board to promote awareness of emotions and activities to try to manage them.

Self registration board and pupil faces alongside names for labelling.

Smaller areas to promote sharing and turn taking, enhanced with turn taking visuals and charts.

Continuous opportunities for sensory circuits throughout the day, using trampette, stepping stones, cones, opportunities to throw and catch with an adult or peer.

A ‘discovery time choice board’ to promote decision making

Toilet area accessible to promote independence in hygiene.

Oral health has been built into our day to recognise the importance of brushing our teeth and keeping healthy.

 

 

Role of Support staff

Our HLTA is responsible for leading the focus session for each week, eg turn taking. These opportunities will be evident in the environment in the coming week and will be assessed by our HLTA

Support staff observe our children interacting with the environment resources and other children, noticing successes and areas to develop.

 

 

 

Assessment

To guide our planning and identify where each child is at in their developmental journey, we use the new Development matters. For smaller steps of progress within the three prime areas we use an EYFS Developmental Journal.

Each student has their individual ‘next steps’ within the seven areas of learning. We use one next step, for Literacy reading, writing and Maths along with next steps for their support and development of life skills. These targets create their bespoke ‘My Plan’ which is reviewed termly in collaboration with families.

Upon entry as an EYFS student, we baseline their starting points according to the new Statutory Reception Baseline Assessment.

Following our assessment, we analyse the data to show us the gaps and strengths of our cohort of children. From this we redevelop and enhance our learning environments in order to support and challenge our students based on where their gaps and strengths lie.

Observations

We observe child led interactions throughout the day as well as assessing our adult led activities, enabling us to reflect on the learning and develop next steps.

All observations are recorded on our Evidence for Learning assessment tool, providing a learning journey for each pupil within this area. This is also shared with our families, giving them an important insight into their child’s learning and progress.

 

Awareness Days

Through safe guarding in the curriculum we celebrate and mark awareness days that help us to develop our personal social and emotional development. We ensure opportunities to lean about firework safety, stranger danger, internet safety, road safety, handwashing, developing friendships  etc

Physical Development+
EYFS

Physical development is one of the Prime areas of the Early Years Foundation Stage

There are Early Learning Goals (ELG) within each area, we follow smaller steps for each pupil to support them onto their individual goals.

Gross Motor Skills

Negotiate space and obstacles safely, with consideration for themselves and others.

Demonstrate strength, balance and coordination when playing.

Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

Fine Motor Skills

Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.

 

Use a range of small tools, including scissors, paintbrushes and cutlery.

Begin to show accuracy and care when drawing

Environment

Within our indoor and outdoor environment, we have various activities and opportunities to develop our physical ability focusing on Gross and Fine motor skills.

We have

Mark making area, equipped with thick and thin resources eg, felt tips, chunky pencils, crayons, a range of brushes

Play dough activities

Scissor skills activities using ‘squeezy scissors’, adult support scissors and standard scissors.

Threading

Collecting

Sensory tuff trays to explore textures and develop grasps and pincer grips

Role play area with fabrics, clothing to try

We take time each day before going outside to put on coats, shoes, wellies or overalls depending on the weather and activity. This gives our children much needed practise with buttons, zips and hand eye coordination.

We have heavy lifting opportunities outside, with big tyres to move, buckets to fill and empty, wood, guttering etc to use to construct in a variety of ways. We have a range or large and small balls to develop coordination, throwing to each other or aiming for a target.

We take part in a ‘daily mile’ outside to develop our fitness

Each week we have a specific PE lesson developing our coordination, agility, climbing, rolling, throwing, catching, dance skills.

Role of Support staff

Our support staff are familiar with each area of the environment and the physical develop opportunities that are intended for it.

They observe our children interacting with the environment, noticing interests and play schemas. They use knowledge of the children to play alongside in order to support and challenge them based on their next step and the intended maths experience the area is providing.

Assessment

To guide our planning and identify where each child is at in their developmental journey, we use the new Development matters. For smaller steps of progress within the three prime areas we use an EYFS Developmental Journal.

Each student has their individual ‘next steps’ within the seven areas of learning. We use one next step, for Literacy reading, writing and Maths along with next steps for their support and development of life skills. These targets create their bespoke ‘My Plan’ which is reviewed termly in collaboration with families.

Following our assessment, we analyse the data to show us the gaps and strengths of our cohort of children. From this we redevelop and enhance our learning environments in order to support and challenge our students based on where their gaps and strengths lie.

Upon entry as an EYFS student, we baseline their starting points according to the new Statutory Reception Baseline Assessment.

Observations

We observe child led play throughout the day as well as assessing our adult led activities, enabling us to reflect on the learning and develop next steps. Observing physical development also helps us to highlight any areas of concern and we consult with our Occupational Therapist in school who may advise specific strategies for particular students.

All observations are recorded on our Evidence for Learning assessment tool, providing a learning journey for each pupil within this area. This is also shared with our families, giving them an important insight into their child’s learning and progress.

 

Awareness Days

Through our celebrations and marking of awareness days, we promote physical opportunities according to the event. Eg; fitness day, Sports day, Olympics or world cup celebrations. We also take part in competitions and celebrations within school that allow us to show case our drawing and writing talents.

 

 

 

 

Key Stage 1-5

Art and Design+
Computing+
Design Technology (without Food Technology)+
Food Technology+
English+
French+
Geography+
History+
Life Skills - Citenzenship and RSE+
Maths+
Music+
PE+
RE+
Science+
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