SCHOOL IMPROVEMENT PLAN - Key Priorities 2019/20 and Curriculum Intent
Our Curriculum Statement of Intent
Our aim is to provide our children with an engaging, exciting and empowering curriculum that equips them for today and tomorrow.
At Banks Methodist Primary School the curriculum is designed to recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers. Our curriculum is designed with children at the heart and pupil voice is paramount.
Every child is recognised as unique – we celebrate and welcome diversity and individuality. The ability to learn is underpinned by the teaching of skills, knowledge, concepts and values with a vision to prepare them for life, beyond primary school. We constantly provide enrichment opportunities to engage learning. We 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.
We use our Christian Values of: thankfulness, love, truthfulness, forgiveness, friendship and trust alongside British Values to promote positive attitudes to learning which reflect the skills needed to promote responsibility for learning and future success. Community involvement is an integral part of our curriculum, inviting families and visitors to facilitate learning new skills and sharing experiences such as assemblies, collective worships and whole school events ensures links are fostered and nurtured.
Our intention is that children leave Banks Methodist with a strong sense of personal identity and belonging to a tightly knit family where they aspire to make decisions, self-evaluate and become lifelong learners.
A number of children arrive at our school with a poverty of ambition and aspiration and therefore we know we have to challenge and overcome this by adopting an appropriate curriculum that addresses the gaps in children’s basic skill.
We intend to develop pupils who are articulate in both written and spoken forms, who have the knowledge and skills needed to allow them to achieve highly in the next stage of their education. All children, including those with SEND, are taught through an enquiry-based curriculum. A progression of expected skills for the end of year in each subject has been created. Class teachers are aware of the expected coverage and important key skills through various training sessions.
Extra-curricular clubs also form an important part of the school’s provision, especially in sports and the arts. As a Methodist school, RE is a core part of our curriculum.
The teaching of reading is based on the desire that children will read widely, read fluently, fully understand what they are reading and develop good reading habits, based on a love of books.
Statement of Intent for EYFS:
Within the Early Years our curriculum is designed to provide all children with the opportunities and experiences that they need in order to develop positive dispositions and attitudes to be able to succeed as learners and in life. We take into account the challenging backgrounds that many of our pupils come from and, as a result, within FS1 planned learning opportunities are heavily weighted around Personal, Social and Emotional Development and upon developing pupils’ ability to communicate effectively and interact positively. Once these foundations to learning are embedded then other areas will be focused upon. We aim to foster excellent attitudes to learning by providing effective and timely adult interactions to ensure that learning is instantly captured and enhanced. All staff have high expectations and the enhancement of skills for learning is achieved through a well-resourced, stimulating environment that allows children to repeat and consolidate their own learning. Children are encouraged to take an active part in their learning and become independent learners. We foster a love of learning by ensuring that we capture and learn through the children’s interests as much as possible. Every opportunity is a learning opportunity!
The aim within Reception is to ensure that children are ready for the next phase of school life and we focus in particular in ensuring that all have developed a sound base of early reading skills and phonics.
School Improvement Priorities for 2019-2020 are:
1. Quality of Education
1.1 To continue the review of the foundation curriculum to ensure effective skills progression is in place, using Chris Quigley Essentials skills document assign skills and knowledge to medium term plans for each mixed year group.
1.2 Improve the progress measure in writing for both boys and girls in all year groups, Initially tackling depth of reading experiences/opportunities
1.3 To develop acquisition and implementation of language across the curriculum.
1.4 Improve the quality of phonics and early reading and its transition into reading for pleasure
2. Behaviours and Attitudes
2.1 Raising whole school attendance in line with national average and reduce persistent, authorised and unauthorised absence.
2.2 Improve the Quality of Lunchtime & playtime, focussing on KS2 behaviour & KS2 lunchtime hall.
2.3 Ensure pupils and parents feel bullying is consistently & effectively addressed
3. Personal Development
3.1 To ensure the new RSE guidance is integrated into the curriculum through effective use of the ‘Jigsaw’ scheme of work to overall improve the teaching of PSHE.
3.2 Ensure all our pupils are aware of how to keep physically healthy, including our more vulnerable children
3.3 To develop effective provision for children with Social, Emotional and Mental Health needs
3.4 Children to take a lead role in leading Worship
4. Leadership and Management
4.1 To ensure that the progress of disadvantaged children is in line with that of non-disadvantaged children in all year groups, especially in writing
4.2 Teachers to have a deep an accurate understanding of their subject area and their extended impact in raising standards and contributing towards whole school development.
4.3 To ensure an effective safeguarding culture: culture of vigilance and listening to pupils, protecting them from harm and extremism
5. Quality of EYFS Education
5.1 Ensure the provision and delivery is targeted to meet the needs of 2, 3, 4 and 5 year olds