Intent, Implementation and Impact

Stoneferry Primary Curriculum

Our school vision states:

At Stoneferry Primary School we will:

  • Promote positivity, happiness and self-esteem amongst the children we teach.
  • Meet the needs of every child.
  • Provide a caring and supportive environment in which children will flourish.
  • Provide a broad, engaging and relevant curriculum.
  • Be a prominent and active part of our local community.

Our curriculum seeks to address this vision by:

  • providing a broad and balanced range of learning topics
  • setting high expectations of presentation and pride in all aspects of school life
  • providing opportunities to develop independence
  • giving purpose to learning through linking outcomes wherever possible
  • organising a range of high quality visits to enhance learning
  • using members of the wider community to inspire and inform children of the opportunities available to them in life
  • providing a sense of belonging to the city of Hull
  • engaging with the local community and local business
  • engaging our parents within school frequently to link learning with home
  • providing ample opportunity for independent research

In planning a curriculum which meets the needs of the children at Stoneferry Primary School, we have considered always the 3 I’s of Intention, Implementation and Impact.

The following is an overview of these areas.

Intention

All staff within the school work towards a common goal and that at clear end points in the children’s end points, we take account of the progress that each child has made in all subjects. These end points are: the end of EYFS, end of Key Stage 1 and the end of Key Stage 2.

We wish that pupils are confident, independent learners, who are adaptable to the needs of the world once they leave the school, but who also have a passion for learning. Staff desire that pupils are aware of their strengths, and see success regularly, but also are resilient and rounded people who possess the necessary attributes to cope when they are not successful. We believe that creating children who can learn for themselves and who want to find out more is an essential part in the work we do, and that behaviour for learning is fundamental.

This commitment is seen through the curriculum we seek to provide for the children. At Stoneferry, our desire is to provide the children with knowledge and skills which will equip them for later life and future employment. We recognise the need to improve a worldly understanding, however, also believe that we must also make the children fully aware of what exists in their local communities, so that they become proud of who they are and where they are from. Developing children who are independent and resilient learners is also crucial to the work carried out in school. To do this, children require the freedom in which to express themselves, but also a desire to succeed and not to be affected by failure.

We desire that our curriculum is an experience, so that children reflect on their primary years as a time when they learnt, discovered and enjoyed coming to coming to school.  We desire that learning is deep and meaningful and that the experiences and knowledge that children gain in lessons has a lasting impact on the children. We value creativity, but also recognise importance of basic skills such as cutting and sticking accurately, and taking pride in presentation, as these are the building blocks upon which children establish their own standards of performance for life. In addition, we understand the need to have a progressive skills approach and look to build on skills across year groups. Subject leaders are responsible for ensuring progression between all year groups is clear and seamless.

At Stoneferry, we want the children to learn with their “heads up”. Aware of the what the local community has to offer and understanding their position in its future success. For this reason, drawing on the expertise, knowledge and industry which surrounds the school also plays an important part in the planning of activities and opportunities we are offering the children.

 

Implementation

In order to achieve our intention, at Stoneferry, we have used the National Curriculum alongside specific year group topics. We recognise that the curriculum encompasses all areas of learning and we provide learning which makes links across all subjects to give children a clear rationale for completing their work. We also look to equip the children with the knowledge required on a local, national and international level. This is important for our children who need exposure to the wider world as much as the streets on which they live.

Wherever possible, Reading, Writing and Maths activities are linked to topic themes. We do not see these as stand alone subjects. Reading is used continuously to discover and explore, and the same quality of writing is expected across all work and wherever possible outcomes are linked to topics which enthuses the children and improves quality.

The long term plan is devised over a 2 year rolling programme to allow for collaboration amongst staff across 3 phases, Year 1 and 2, Year 3 and 4 and Year 5 and 6, and therefore the joint responsibility for planning. Each year children have at least one topic which can be related to Hull, and local business is involved wherever possible within other topics.

Topics are planned into two week blocks which provide children with the time and opportunities to deepen their understanding of new learning, and also to create a finished product of high quality, which they can be proud of. Objectives taken from the National Curriculum are linked to the block theme, and then activities are planned which will accomplish these objectives building on progression of skills and knowledge at each year group. This is monitored and tracked through the school so children have a toolkit for life. To facilitate this, staff work together in pairs to plan the learning opportunities the children will have so they deepen and extend their learning within 2 week blocks and as they move through the school. Subject leaders are responsible for ensuring that children are developing the necessary skills within year groups and within particular subjects.

Outcomes are recorded through large topic presentation books. These are books, which represent the children’s best work but also demonstrate the independence of learning which the school desires. These best books act as a hook and give learning purpose ensuring the work carried out is memorable.

Staff work in phases and consider carefully what will be taught, how it will be taught and how it will be presented at the planning stage too. Mock sketches are created of what the final outcome will look like which enable staff to then start considering in more depth the types of resources they will require. In phases, staff are then responsible for gathering templates and resources ahead of completing blocks, which are discussed before they are finally used and changed if necessary.

Lesson may take various formats. These may include:

  • Independent research, information gathering and summarising
  • Direct teacher led lessons, teaching new skills and knowledge
  • Presentation lessons, where children apply their basic skills, such as cutting, sticking, measuring, handwriting, underlining to produce final outcomes for presentation
  • Challenge and deepening activities which add depth to learning. The children recognise these as Stoneferry Stretchers.

Over a two-week block, the children will complete tasks, using their own research, as well as through direct teaching and will develop a portfolio of work. At the end of the two-week block, children will be given time and independence to create their final two-page spread which will represent all of the learning they have covered.

As children progress through the school the quality of presentation skills will develop, but must be allowed chance to improve through regular practice in the lower years. We value the importance of these skills which need to be fostered and improved.

High standards are expected of these books at all times, and pride and care are key factors in success.

On each two-page spread, children are encouraged to self-assess themselves against the learning they have completed and teachers, assess whether they have achieved objectives in the same way that they would assess core subjects.

At this point, pupil voice is conducted which allows children to have their say in the how the topic has progressed and what they would change if they were to study the same topic again.

At the end of a block of work, opportunities for assessment are taken through the use of “Big Questions” which demonstrate what has been learnt and can be applied.

The start and end points for each topic are essential parts of the learning journey and are named “Launch” and “Landing” days.

On the first day of a new topic, each class has a “Launch” day. these are intended to hook the children into their new topics and can take the form of dressing up, a visit, a visitor combined with engaging classroom activities to invigorate the children’s curiosity about what is to come.

Towards the end of a topic, staff plan “Landing” days for the children which look to engage the parents and local community. This could take the form of an exhibition, a sale of items made during a topic to link with enterprise, or a performance. These are an opportunity for the children to show pride in what they have achieved and to reflect and consolidate on their learning through discussion of what they have learnt and achieved.

Trips booked for the children will be of high quality. The intention of such trips is to provide the children with experiences which are memorable and which enhance their learning experiences. Trips are to be through of in advance and learning outcomes maximised as a result through writing, maths and other cross curricular work.

In addition, throughout the year, each class is expected to produce a class assembly for parents, during which they will have the opportunity to develop their self-confidence and self-esteem through speaking in front of others.

It is our belief at Stoneferry, that learning should be enjoyable and memorable. With this in mind, staff complete a self-reflection form following each topic to allow them to consider what has worked well and what needs adapting for the next time around.

Impact

The outcomes of our curriculum can be seen around the school. Children in classrooms are engaged in their learning, enjoy their learning and want to find out more. They show pride in their performance and develop understanding and learning to a deeper level. Work is completed to high standards and children become rounded and interested individuals.

Throughout the school progression of skill is evident and as they move through the school children improve in all subjects. Every strand of the curriculum is tracked and planned to ensure teachers from every year group build on existing skills, not just in Reading, Writing and Maths, but across the wider curriculum. We value the whole curriculum and this is reflected in all we do. Curriculum areas are not favoured over others and children have opportunities to identify what they shine at and enjoy success in. Likewise they show the right attitudes to areas of development and work hard to improve.

Everything we do is with the child at mind, and strong relationships are built between pupils and staff which create an atmosphere for learning which is conducive to success.

 

What is your favourite subject and why? –
“I love P.E. because I am a real sports person and enjoy being creative.”

Pupil Voice

What is your favourite subject and why? –
“Maths because I love numbers and adding.”

Pupil Voice

What is your favourite subject and why?
“Art because it calms me down and it’s great fun.”

Pupil Voice

What is your favourite subject and why?
“English because I love writing stories and poems.”

Pupil Voice

What is your favourite subject and why?
“Topic and Art are my favourite lessons because they push me to my limits and are fun.”

Pupil Voice

What is your favourite subject and why?
“Art because I like drawing and sometimes my work goes on the wall.”

Pupil Voice

What is the best thing you have done in school?
“I love the school trips and when we go to the church to sing.”

Pupil Voice

What is the best thing you have done in school?
“I enjoy the school trips to the museum so I can learn.”

Pupil Voice

What is the best thing you have done in school?
“I really enjoy playing for the school football team.”

Pupil Voice

What is the best thing you have done in school?
“Everything. I enjoy every single second of school.”

Pupil Voice

What is the best thing you have done in school?
“The best thing I’ve done at school was going to William’s Den and building my own den.”

Pupil Voice

What do you like about the teachers?
“They tell jokes and help us learn.”

Pupil Voice

What do you like about the teachers?
“They are helpful and kind.”

Pupil Voice

What do you like about the teachers?
“They make me feel safe.”

Pupil Voice

What would you say to a child who is worried about joining this school?
“We will look after you and help you.”

Pupil Voice

What would you say to a child who is worried about joining this school?
“Be yourself. It’s a great school and you’ll fit in.”

Pupil Voice

What would you say to a child who is worried about joining this school?
“Stoneferry is a friendly school.”

Pupil Voice