As a school community, we believe our children possess unique gifts and qualities; as such they have the right to succeed, recognise their own greatness, and develop into the best versions of themselves in a respectful and nurturing environment. Our school ethos is firmly rooted in our values with a ‘love of learning’ being the foundation of everything we do…so that ‘safe in knowledge, together we grow…‘
At Allington Primary School we believe that learning is a journey and as such our curriculum is designed to be broad, balanced, inspiring and purposeful and is one that meets the needs of all pupils. It is designed to promote learning and personal growth and development. It includes not only the formal requirements of the National Curriculum (DfE,2014) and Early Years Foundation Stage (DfE,2012), but also the additional elements that we provide to enrich their learning experiences.
The curriculum allows children to develop effective interpersonal skills, build resilience and become creative, critical thinkers. It provides opportunities for children to develop as confident and successful learners, with high aspirations and a sense of personal responsibility. Our values underpin all that we do in school, fostering independence and thirst for learning. High expectations in speech, language and communication strengthen children’s ability to learn at a deeper level, allowing them to articulate their learning; demonstrate quality thinking and application of skills and knowledge.
Physical and mental wellbeing are prioritised within our curriculum allowing children opportunities to develop their spiritual, moral, social and cultural understanding, thus preparing them to make a positive contribution to their community and the wider society. Every child is recognised as a unique individual and we celebrate and welcome differences within our school community.
Our curriculum enables teachers to drive the highest standards from learners so that they are well prepared for the next stage in their educational journey and the future beyond. Our curriculum is relevant to children growing up in the Allington community but also broadens children’s experiences to enable them to become well rounded individuals. The curriculum is cohesive and progressive, where both knowledge and skills are built upon year on year; but flexible enough to ensure that it evolves to remain relevant and stimulating. We aspire to provide an engaging learning experience for all our pupils and believe that childhood should be a happy, investigative and enquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge. As such, teachers ensure pupils are inspired to have a thirst for learning; and through high levels of enjoyment, engagement and fun, children leave our school with a sense of belonging to a tightly knit community and a solid foundation for the continuation of their learning journey in secondary school.
The curriculum incorporates the statutory requirements of the National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the children in our school, allowing them to flourish. The curriculum provides children with memorable experiences, in addition to diverse and rich opportunities from which they can learn and develop a range of transferable skills.
Age-related expectations combine the acquisition of knowledge and development of skills to create a purposeful and exciting learning journey for every child. The curriculum has high expectations to combine transferable skills, demonstrate a breadth of vocabulary and develop strong, meaningful cross-curricular links. Inviting classroom environments stimulate learners and engage them in quality thinking and reasoning. Explicit weekly and medium-term planning is responsive to children’s needs; incorporating holistic approaches to teaching and learning.
The school takes pride in providing a highly inclusive environment, where learners of all abilities demonstrate high levels of enjoyment in their education and most make very good progress in most subjects and areas of learning. Children at all levels are helped to achieve their potential. Those who are most able are challenged and supported through being offered tasks which provide opportunities for greater depth and those who present with a barrier to learning are encouraged and given targeted support to embed skills, to develop at their own pace or simply to learn in a style that best suits their individual needs.
Our detailed marking policy is implemented consistently and provides opportunities for children to reflect on their learning and think deeply and carefully about their feedback.
Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review and the celebration of good practice contributes to the ongoing commitment to evolve and improve further. Subject leaders are given the opportunity to develop their own subject knowledge, skills and understanding, so they can support curriculum development and their colleagues throughout the school.
Our children are very well-prepared for each stage of their learning journey. Practice across the school provides a strong foundation and opportunities for children to collaborate and develop social skills both indoors and out. The curriculum design ensures that the needs of individual and small groups of children can be met within the environment of Quality First teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a positive way on children’s outcomes.
Enjoyment of the curriculum promotes achievement, self-confidence and good behaviour. Children feel safe to try new things and present excellent behaviour for learning. High quality visits and visitors to the school enhance the curriculum and provide opportunities for enriching the learning experience.
Subject leaders monitor individual subjects: reviewing learning, evaluating pupil voice, providing individual feedback to move practice forward, celebrating positives and highlighting areas of development that can be addressed collaboratively. Our whole school team strengthens our ethos and vision as we work together to reflect upon our curriculum and revise it according to the needs of our school community. We don’t confuse coverage with progress when assessing. Learning is measured through the analysis of learners’ application of skills across the curriculum and through showing how the acquisition of knowledge is reflected in quality thinking and the demonstration of individual understanding.
Class teachers and subject leaders will be able to provided additional information about the curriculum if you cannot find it on this page.
Reading and Phonics at Allington
Reading is at the heart of the curriculum at Allington. Throughout the school, a love for reading is nurtured through our use of the CLPE Power of Reading scheme, whereby high quality texts are used to develop language and writing skills, alongside reading skills. Children are provided with opportunities to develop their reading skills in directed Guided Reading sessions, as well as using opportunities across other curriculum areas. As early readers in Key Stage 1, we closely match home reading books to the phonics sounds being taught. The children are exposed to a wide variety of genres to develop reading skills. Year 1 particularly focus on Oxford Reading Tree books and these also continue into Year 2 as appropriate. Reading for pleasure is promoted in our Early Years and KS1 and children also enjoy choosing high quality picture books from our library to share at home. From Key Stage 2, children are encouraged to develop as independent readers, discovering favourite authors amongst the well-stocked shelves in the school library.
Phonics is taught using a wide variety of resources, broadly following the Letters and Sounds programme (guidance below).
Maths at Allington
The teaching of Maths at Allington Primary School follows the programmes of study and objectives set out in the 2014 National Curriculum. The objectives are grouped into units of study and the mathematical skills of fluency, reasoning and problem-solving are taught throughout each unit. Please see below for the calculation guidance. Further information about the maths curriculum can also be found in our curriculum document. Please see the link below.
Swimming at Allington
Swimming lessons at Allington are targeted at one year group and take place during the summer terms. The table below details the proportion of children in Year 6 who met the national curriculum requirement for swimming in the academic year 2018-19:
|Meeting national curriculum requirements for swimming and water safety||% of cohort|
|What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at least 25 metres?||87 %|
|What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke?||80 %|
|What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations?||67 %|
|Schools can choose to use the Primary PE and Sport Premium to provide additional provision for swimming but this must be for activity over and above the national curriculum requirements. Has it been used in this way?||No|