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Quality of Education

Quality of Education

How our curriculum sets out the knowledge and skills that pupils will gain at each stage of their learning journey

Our curriculum model is designed to cover the National Curriculum by providing pupils with an explosion of experiences through the considered use of Prime Learning Challenge questions which are centred on the interests of pupils. Each Prime Learning Challenge not only takes pupils on a learning journey – acquiring skills and knowledge as they learn – but also provides opportunities for pupils to develop knowledge incrementally throughout their time in school because teaching is carefully planned to build upon prior learning. The use of Prime Learning Challenges enables class teachers to provide pupils with a rich curriculum focussing on a broad range of subject areas as part of each individual learning journey; this generates purposeful opportunities for cross-curricular learning and incorporates opportunities for the application of skills developed within the core curriculum.

How our curriculum is taught and assessed in order to support pupils to build their knowledge and apply that knowledge as skills

Our core curriculum is designed to be both challenging and incremental, with pupils revisiting skills throughout the year to both consolidate and build upon their prior understanding. The use of progression documents in both writing and mathematics ensure pupils acquire knowledge in an appropriate order without unnecessary repetition.

Long term planning is populated with Prime Learning Challenge questions to which teachers assign appropriate text-types and foundation subjects within the National Curriculum. In order to ensure coverage of the National Curriculum, medium term planning is produced for each individual Prime Learning Challenge which details the specific subject areas covered and how knowledge, skills and understanding are developed progressively over series of lessons.

Progression across our Early Childhood Education Centre is ensured through the use of our Being Me document, which informs teachers’ planning of learning opportunities. These include both teacher-led activities and the use of carefully constructed areas for independent exploration within the learning environment. Teachers continue the incremental approach to learning within lessons by imparting knowledge and tackling misconceptions through the school’s episodic lesson style. Verbal feedback is a key approach taken by class teachers and centres on higher order questioning. Teachers model for pupils using a range of methods, but this is predominantly achieved through use of a visualiser so both teachers and pupils can share work which directly reflects planned learning tasks; thus maximising the impact of this practice on pupil progress.

Assessment is an ongoing process used within classes to identify next steps in learning so planning can be adapted. Teachers frequently move around the classroom to provide feedback at tables whilst pupils are working; however, where necessary, guided group work may be used to tackle a particular area of difficulty for targeted pupils. Teaching and learning support staff form an integral part of formative assessment and assist teachers in identifying what is working within lessons and what needs addressing to secure pupil progress. Additionally, across our Early Childhood Education Centre, observations of learning witnessed by teaching and learning staff are recorded against the outlined development milestones contained in our Being Me document to produce a developing picture of the whole child as a learner.

The outcomes that pupils achieve as a result of the education they receive at Someries Infant School and Early Childhood Education Centre

Our pupils are well-rounded individuals who live the values championed by the school. Assured and confident, pupils undergo formative and summative assessments throughout the year using both our Being Me approach and the National Curriculum and perform to a high standard in statutory assessments. Throughout their learning journey in school, pupils develop the independence and resilience to tackle new learning and experiences and are equipped with the academic skills and strategies to seek answers to their own questions. Resultantly, pupils are ready for their next step in their educational journey. They are articulate and able to use shared vocabulary and that which they have read correctly in context to form both oral and written sentences.

Someries Poster - Quality of Education
OUR MISSION

All children deserve the best – the best education, the best pastoral care and the best learning environment. Someries Infant School and Early Childhood Education Centre exists to provide the best possible early years and key stage one education available. Everything we do is in the interests of children. We have high expectations for every child.

OUR APPROACH

Drawing from extensive educational research into high quality teaching and learning, our curriculum intends to provide an education for the whole child and is informed by strong values which emphasise equality, equity, compassion and community in which everyone’s voice is welcome and valued. We have established these child-led introductions to help give parents and carers a flavour of the experiences their child will be involved in if they attend our school.

OUR VALUES

Everything we do as an organisation is underpinned by our twelve core values. We continually challenge thinking about teaching so that we inspire learning through the principles of discovery, exploration and creativity and we are respected and admired because our pupils live our values and embody our two simple rules: work hard, and be nice to people.