Subjects – Normand Croft Community School

Click on the tab to read our curriculum overviews at subject level, taught at our school.

Art & DesignGuided ReadingPromoting Reading for PleasureWritingPhonics and Early ReadingComputingScienceGeographyHistoryMathsMusicREFrenchPEOutdoor Learning

Art & Design at Normand Croft

Why we teach Art & Design at Normand Croft

Art and Design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a special way of understanding and responding to the world.

At Normand Croft School we believe that a high-quality Art and Design curriculum should engage, inspire and challenge pupils to invent and create their own works of art, craft and design, equipping them with the knowledge and skills to experiment through the use of colour, texture, form, pattern and different materials and processes,

Aims

To enable children to become visually literate and understand that art is a form of communication and expression.
To enable children to use a wide range of media to communicate ideas and feelings.
To nurture and harness creativity and acquire and develop a range of skills and techniques.
To enable children, through observation, to learn about the world around them.
To help children learn about the role of art, craft and design in their environment and take inspiration from it.
To enable children to become independent in the planning and reviewing of their work
To enable children to develop their full potential confidently and independently.

How we teach Art & Design at Normand Croft

At Normand Croft School, Art and Design is taught through a variety of teaching and learning styles ensuring that the act of investigating and making something, includes exploring and developing ideas, and evaluating and developing work.

Teachers may draw attention to good examples of individual work as models for the other children. They also encourage children to evaluate their own ideas and methods, and the work of others, and say what they think and feel about them. Children also have the opportunity to use a wide range of materials and resources, including ICT.

The teacher is directly involved with the children in the lesson to set the task, to impart knowledge, to lead activities, to monitor and develop the children’s progress, to encourage development and to ensure that each child reaches an appropriate standard through:

Using a variety of approaches that are matched to the activity and cater for the range of ability of the children.
Having the opportunity to examine natural objects, everyday artefacts, historical artefacts. Developing clear links between Art and Design and I.C.T. opportunities.
Encouraging children to work individually, in pairs, small groups and as a whole class when required.
Encouraging the development of personal and social skills, being fully inclusive and giving pupils equal access to learning opportunities.
Ensuring that issues of Health and Safety are addressed in the planning and delivery of the Art and Design curriculum.

We have used the best research to create a well sequenced and progressive curriculum map containing the key concepts children need to be procedurally fluent in to work and think like professional artists.

The key concepts in Art and Design we plan a progression for, are as follows:

Drawing
Painting
Printing
3D
Collage
Use of ICT
Knowledge

The Early Years Foundation Stage

At Normand Croft School we encourage creative work in the Nursery and Reception class as this is part of the foundation stage. We relate the creative development of the children to the objectives set out in the early learning goals, which underpin the curriculum planning for children aged three to five.

The children’s learning includes art, music, dance, role-play and imaginative play. The range of experience encourages children to make connections between one area of learning and another and so extends their understanding.

We strive to provide a rich environment in which we encourage and value creativity. Children experience a wide range of activities that they respond to, using the various senses and the activities that they take part in are imaginative and enjoyable.

At Normand Croft we run continuous provision in our Foundation Stage, where children have free access to all resources and opportunities, allowing them to develop their knowledge, skills and understanding at their own pace and interest.

We relate the creative development of the children to the points set out in the Foundation Stage Profile, as well as the age-related expectations in development matters which underpin the curriculum planning for children from birth to five. The children’s learning includes art, music, dance, role-play and imaginative play. The range of experiences encourages children to make connections between one area of learning and another and so extends their understanding

Key Stage One & Two

Art and Design in these stages is about developing children’s creativity and imagination through providing art, craft and design activities that relate to children’s own identity and experiences, the natural and made objects and materials with which they are familiar and the locality in which they live.

As they progress through the year groups, children are provided with a curriculum that builds on their knowledge, skills and understanding of materials and processes through providing more complex activities.

During each year, children are introduced to a number of different notable artists from a range of time periods, countries and cultures, some chosen specifically to reflect the diverse community of the school, and their work, which they use to inspire their own pieces.

The Art curriculum at Normand Croft has been designed to ensure coverage of a range of skills and processes mentioned above and ensure that children build on these as they move up through their education. Topics are linked, where possible, to the wider curriculum to ensure Art and Design lessons are meaningful and help develop pupils’ knowledge and understanding in other areas.

Each topic has a knowledge organiser which outlines some key questions to help develop the pupils thinking, key vocabulary covered, background information on the artist or art process/technique and the key skills covered in the topic. These are introduced at the beginning of a new topic and revisited throughout to help develop pupils working and long term memory.

Differentiation/Responsive Teaching

At Normand Croft we recognise the fact that we have children of differing abilities in all our classes, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies

Setting common tasks that are open-ended and can have a variety of responses;
Setting tasks of increasing difficulty where not all children complete all tasks;
Grouping children by ability and setting different tasks for each group;
Providing a range of challenges with different resources;
Using additional adults to support the work of individual children or small groups.

Health and Safety

We are responsible for teaching art, craft and design in a healthy and safe environment, with reference to appropriate risk assessments for activities likely to incur possible risk. The teaching staff and art leader are responsible for the supervision of activities such as cutting with scissors or a paper-cutter and using glue guns safely.

All art equipment is subject to maintenance and safety checks and any faulty equipment is to be reported to the art leader.

Resources

At Normand Croft there is a wide range of resources available to support the teaching of Art and DT across the school. All resources and equipment are stored in the stock-cupboard in labelled areas and should be returned after use. Teachers are encouraged to report to the subject leader if these are running low or missing.

Teacher resources and reference materials such as books and artefacts are kept in the resource room. Pupils are taught to treat school equipment with care and respect and are given responsibilities to help tidy and maintain equipment.

Role of the Subject Leader

To purchase and organise the appropriate art resources.
To support colleagues in the teaching of Art and DT, including modelling high quality lessons, guidance with planning and team teaching.
To keep up to date on the use of Art and DT in the curriculum, and regularly attend training for subject leaders held by the LA and feedback new information and ideas to staff.
To monitor teaching and learning and the standards of children’s work.
To regularly review and update the Art and DT Policy and contribute to the school’s self-evaluation programme.

Impact

Art and Design assessment is carried out in accordance with our assessment policy. On-going teacher assessment ensures that skills are developed and progress is made. At the end of each term, children from Y1-Y6 are assessed against the end points identified on the art curriculum assessment grids.

The class teacher evaluates each child’s skills by monitoring their draft and planning outcomes as well as their final produced pieces. The class teacher can use pupils work to assess the skills learnt, and identify potential next steps to further develop ideas, skills and understanding.

It is important to extend children’s skills, and allow them to practise regularly.

At Normand Croft, displaying children’s work well also plays a positive part in the appraisal of the Art and Design work in the school; this gives it value and reminds the children what has been achieved. This also enables them to share and talk about their work with others.

As a form of real assessment, this gives the class teacher opportunities to focus on the different ways the children may have responded to the theme or starting point. Thus, the public display of Art and Design (and other curriculum areas) of each year group is much more than just a way of making the school look attractive; it also demonstrates the sequence and development of what has been learnt throughout the Key Stages.

Each term, the School’s Art Gallery is updated to celebrate and reflect the work and skills covered in both Key Stages.

Equal Opportunities and Inclusion

Our curriculum for Art and Design aims to develop enjoyment of and commitment to stimulating the best possible progress and the highest attainment for all our pupils, irrespective of social background, culture, race, gender, differences in ability and disabilities.

All of our pupils have a secured entitlement to participate in the Art and Design Curriculum, and our teaching approaches ensure the avoidance of stereotyping when planning work or organising groups.

All the teaching staff agree that when using reference materials, they should reflect the social and cultural diversity of our school and provide positive images of race, gender and disability.

Monitoring and Evaluation

The Art and Design subject leader monitors planning and assessments – evaluating medium term plans and taking note of annotations, amendments and suggestions made by class teachers. They ensure that the curriculum has been covered and that there are no gaps.

Photographs of completed work and displays are kept digitally by the subject leader as a portfolio, in order to monitor and support the raising of standards in art within the school. The coordinators take responsibility for addressing any needs or concerns that arise as a result of this monitoring.

Disability Equality Impact Assessment

This policy has been written with reference to and in consideration of the school’s Disability Equality Scheme. Assessment will include consideration of issues identified by the involvement of disabled children, staff and parents and any information the school holds on disabled children, staff and parents.

Any questions or concerns regarding this policy should be made to Art and Design Lead.

Guided Reading at Normand Croft

Why we teach Guided Reading at Normand Croft

English is integral to lifelong learning. At Normand Croft, we believe a high quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others. Through their reading and listening, others can communicate with them. We promote a lifelong love of reading through high quality texts that reflect the diverse backgrounds of the children at our school, whilst enhancing the wider curriculum.

We believe that embedding English into our curriculum in this way, children will be prepared and feel confident in a range of situations that they will find themselves in now and throughout their lifetime.

Intent (Aims and Objectives)

The aim of every guided reading session is to encourage and extend independent reading skills
In most classes children are grouped on the basis of their reading ability. In years 4, 5 and 6 there may be whole class guided reading.
Each child has his or her own copy of the text, chosen to match the group’s reading level
Texts need to be at ‘instructional level’ (90-94% accuracy) i.e. children should only mis-read one in every ten words
Before each session, the teacher will have selected specific reading strategies and key vocabulary on which to focus, based on the needs of the children and evidence from previous sessions
The teacher leads the session, preparing children for reading, reinforcing reading strategies and giving focused attention to individuals as they read independently.
Guided reading sessions will generally take place outside the English session as part of additional English teaching. Children will have at least 1 guided reading session a week. Early readers and children reading below age related expectations should benefit from at least 3 weekly sessions.
Guided reading should be planned, before each session, in order for effective learning to take place, however it is not realistic to produce detailed written plans on a regular basis.
Observations and running records will inform teacher assessment alongside observations of children during shared and independent reading both in English sessions and across the curriculum.
Developing children’s understanding of key vocabulary and ability to answer questions relating to specific reading targets needs careful thought and planning. Whole school, group and individual curricular targets will be set based on data analysis and reviewed in termly progress review meetings.
Guided reading sets are kept in class store room/cupboards and the central guided reading room. All staff and children need to take responsibility for ensuring resources are kept in good condition.

How we teach Guided Reading at Normand Croft

Book introduction: prepare the children, providing support through:
– Reading the title
– Talking about the type of the book and looking at the pictures
– Locating difficult new words and unfamiliar concepts or new names

Strategy check: review specific reading strategies that the children have been taught and remind them to use them. Key reading strategies for early readers include:
– Locating known words
– Blending sounds together
– Developing fluency and expression
– Self-correcting
– Monitoring – expecting their own reading to make sense
– Using knowledge of context
– Cross-checking one reading strategy against another to avoid or correct errors

Independent reading: children read the book at their own pace. Monitor individuals and use appropriate prompts to encourage problem-solving. Praise correct use of reading strategies
Returning to the text: briefly talk about what has been read to check children’s understanding. Praise problem solving and use of reading strategies.
Response to text: encourage children to respond to the book either through a short discussion where they express opinions, or through providing follow up activities.
Re-reading guided texts: children can re-read texts to themselves or with a partner as an independent activity to give them opportunities to develop fluency and expression and to build up reading stamina.

As children become confident and fluent readers, the focus of guided reading sessions should be on developing their understanding of, and response to texts, through higher level questioning and effective dialogic teaching strategies.

Impact

Teachers will use information from ongoing teacher assessment, pira tests and PM benchmarking running records to ensure children are grouped appropriately according to their reading level.
During a guided reading session, teachers will observe, listen and note (where appropriate) children’s significant achievements/next steps to contribute to ongoing assessment.
Movement of children between groups will be decided by the teacher, based on this continual assessment.
Guided reading book sets are stored centrally and are levelled using book bands for guided reading.
Each set contains a minimum of six copies of the text.

The colour bands relate to benchmark levels and year group expectations as follows:

Band/RR level	Colour	Year group
1) 1- 2	Pink	Rec
2) 3-5	Red	Rec
3) 6-8	Yellow	Rec/Y1
4) 9-11	Blue	Y1
5) 12-14	Green	Y1
6) 15-16	Orange	Y1
7) 17-18	Turquoise	Y1 /Y2
8) 19-20	Purple	Y2
9) 21-22	Gold	Y2
10) 23-24	White	Y2
11) 25 – 30	Lime	Y3
	Ruby	Y4
	Grey	Y5 & Y6

The English subject lead will be responsible for:

raising standards of attainment and achievement in reading
auditing and ordering resources
giving guidance on planning and teaching guided reading
modelling guided reading sessions
monitoring the impact of guided reading on teaching and learning

Promoting Reading for Pleasure at Normand Croft

[based on guidance from Booktrust & Primary National Strategy]

Why we teach Promoting Reading for Pleasure at Normand Croft

Intent (Aims and Objectives)

At Normand Croft Community School we believe that children are never too young to start loving books.

We believe that through promoting a love for, and enjoyment of, reading, we will support children to:

develop a rich imagination through which they can explore other worlds safely
enrich their vocabulary and enjoy the sheer pleasure of language
develop an inner sense of pattern and rhythm
enter into the lives of others, face their fears, understand feelings and grow up to be strong human beings
be aware, curious, resourceful and visually aware
become life-long readers

How we teach Promoting Reading for Pleasure at Normand Croft

All adults in our school are responsible for promoting positive attitudes to reading. It is expected that children have daily opportunities to listen to good quality texts as well as read a range of texts themselves.

Reading aloud to children will take place in assemblies, in English lessons and across the curriculum.

In EYFS and KS1 the expectation is that children listen to 3 good quality texts a day and in KS2 the children should experience a range of texts which are read aloud each day, including picture books and longer stories read over a period of weeks.

All children have access to high quality texts in their class book areas as well as being able to access the library.

Children are also encouraged to read at home and will regularly take home books to read for enjoyment from Reception through to Year 6.

Reading for enjoyment is also promoted through whole school displays and events such as Dahlicious Day, World Book day, visits to the Library and visits from poets, authors and storytellers.

Impact

Our ‘Promoting Reading for Pleasure’ policy has been written to ensure our day to day practice promotes a positive attitude and raises children’s achievement and attainment in speaking, listening reading and writing.

By providing children with time and space to read alone, with peers etc. and listen to high quality texts being read aloud, we aim to enable them to develop the following specific skills, whilst recognising many other skills across the curriculum will also be developing.

EYFS:

Listen attentively to stories, songs, rhymes and poems
Anticipate, and join in, repeated patterns in stories and rhymes
Make relevant comments and ask questions about texts heard
Use language from reading in role play and in relating experiences

Year 1:

Use patterns and repetition to support oral retelling
Make personal reading choices and explain reasons for choices
Make links between events and ideas in texts and personal experience
Recognise the differences between fiction and non‐fiction texts and their purposes
Begins to make links between different texts

Year 2:

Choose and read whole books at appropriate levels
Talk about reasons for book choices
Use books and stories as a stimuli for role play
Talk about their reactions to books and stories
Identify and comment on the most important aspects of texts

Year 3:

Choose to read a widening range of books
Make comparisons between books
Empathise with characters
Debate moral dilemmas in texts
Identify techniques authors use to affect the reader
Compare and evaluates different non‐fiction texts

Year 4:

Willingly read a wide range of authors and genres
Tease out clues and ideas from texts to clarify understanding
Makes connections between fiction and nonfiction texts and the real world
Navigate web sites

Year 5:

Understand own reading habits and set personal goals
Explore themes through poetry, prose and other media
Articulate a personal response and find evidence to support this

Year 6:

Read extensively for pleasure
Read longer texts with sustained stamina and interest
Compare texts written in different periods

Writing at Normand Croft

Why we teach Writing at Normand Croft

Intent (Aims and Objectives)

ensure progression of writing skills across the school.
provide meaningful writing experiences using the contexts inspired by quality core texts and the wider curriculum
inspire children to write through exciting shared experiences.
model high standard writing to secure high expectations and inspire writers.
ensure children are taught and recognise the range of social functions that writing can perform e.g. persuade, instruct, inform, and entertain.
develop a clear understanding of the structure and language features associated with different genres of writing.
enable children to demonstrate the ability to choose the appropriate form and content to suit the purpose and audience.IHow we teach

High quality texts are used to challenge, enthuse and engage children.
Core texts, where possible, link to wider curriculum themes to enhance learning.
There is a clear progression in the teaching of writing based on the talk for writing sequence which includes the familiarisation of the text type through reading, the identification of structure and language features, modelled writing, shared writing, supported composition, guided writing and independent writing (see further explanation below).
Progression of teaching writing includes exploring features, planning, drafting, assessing and editing.
A form of modelled or shared and guided writing should take place in every session.
Use wider curriculum themes to provide meaningful writing experiences through contexts.
Drama in English sessions is used within lessons to improve speaking and listening skills and build confidence and self-esteem.

Modelled Writing

The teacher talks aloud the thought processes as a writer. They have complete control over the writing and make explicit the structure, language features, spelling and punctuation of the text type as appropriate.

Shared Writing

This is a collaborative approach; children contribute their ideas and thoughts for the teacher to select the most appropriate. The teacher needs to give reasons for the choices made, particularly thinking about the impact of the choice on the reader.

Guided Writing

Grouping is flexible. At times children are paired/grouped according to their targets/ needs; at others grouping may be mixed.

The task is carefully selected to provide an appropriate level of challenge and will focus on a particular aspect of the writing process as opposed to writing a complete piece.
Tasks may include the processes of planning, drafting and editing pieces of writing.

Teachers choose a target for each group to work on based on an assessment of their individual needs and previous writing. LSAs are also expected to take guided writing groups when appropriate.

Independent Writing

All children are given opportunities to apply their understanding of the text type in their own writing. This is vitally important if children are to develop their skills as writers within different genres.
Learning should show the planning, drafting, editing process leading up to ‘Big Writing’ and should be recorded in English books (at least weekly).
This should be marked according to our feedback and marking policy.

In their ‘Big Writing’ books, children should only work on the left hand side and teachers’ comments should be on the right hand side if feedback and next step marking is given.
Children should make improvements on the right hand side so that they are clear.

Children’s written work should meet the presentation standards stuck in to the front of English/Big Writing books. Handwriting should be fluent, neat and cursive (age appropriate).

Spelling

Children in EYFS and Key Stage One learn to spell through phonics sessions following Little Wandle Letters and Sounds Revised. From Year 2 (when assessed as ready) onwards the No Nonsense Spelling program is followed.

This is based on proven strategies of teacher modelling followed by partner work, to embed learning. The programme covers all the word structures and spelling requirements for Years 2 to 6.

Handwriting

The whole school follows the Letter Join handwriting scheme. Pupils are encouraged to develop a neat, legible, speedy handwriting style using continuous cursive letters that leads to producing letters and words automatically in independent writing.

Handwriting is a cross-curriculum task and is taken into consideration during all lessons.

In Foundation Stage and KS1 handwriting is addressed during ‘funky fingers’ and ‘dough/pen disco’ sessions and daily phonics sessions. It is essential that children develop an effective tripod grip by the end of Year 1 and are forming their letters correctly.

Teachers need to teach the letters in families using the jingles to reinforce correct formation. Parent workshops will take place so that parents/carers can feel confident in supporting their child’s fine motor skills and handwriting development at home.

In KS2, children should have at least one focused handwriting session each week. Teachers need to ensure they know who the left handed children are.

Writing within the wider curriculum

Writing should be a regular mode of recording wider curriculum experiences.

Children are encouraged to write about their learning experience in the wider curriculum Writing is a form of outcome and content should be assessed against the learning targeted Children can select a form of writing to record their learning throughout the wider curriculum thus encouraging writing enjoyment and writing for pleasure.

Developing vocabulary

explicit modelling by adults and oral rehearsal by children
discrete Mrs Wordsmith sessions and opportunities to apply vocabulary in their own writing in a range of subject areas
grab a definition
using new vocabulary orally in context
children to record unfamiliar or new vocabulary
easy access to dictionaries & thesauruses (used efficiently & effectively)
word games to extend and challenge understanding of vocabulary, e.g. exploring words in other curriculum areas or identifying and focusing on words which act as more than one part of speech

Effective grammar teaching in context

Provision

Early Years Foundation Stage (EYFS): Communication, language and literacy

Each classroom has a well organised writing area that includes a variety of different resources for mark making and writing such as large sheets of paper, coloured paper, notebooks, diaries, postcards, clipboards, whiteboards, pens, pencils, high-frequency word cards, alphabet cards, interactive displays, messages and examples of children’s writing. These resources should all be available for the children to use independently.

A listening centre provides opportunity for the children to listen to stories and rhymes.

Puppets, props and small world should be available for role-play. The outside area also provides opportunities for reading, writing and role-play.

Activities to develop children’s fine and gross motor skills are provided e.g. building wrist strength by twirling ribbon sticks, practising writing patterns with big brushes and water, making letters in the sand.

Children are able to access a computer which has suitable reading and writing software in use.

The interactive whiteboard is accessible to the children.

Inviting book corners/library areas have a good variety well organised quality books – hard cover, soft cover, fiction, non-fiction and rhymes.

Displays celebrate children’s achievements and support children’s future learning, being interactive where appropriate. They also include typed and handwritten text and captions from adults and children.

In the Reception there must be a daily whole class phonics session and a regular literacy based session. These should be supported by linked independent and adult directed activities. These are to be clearly described on planning with the use of learning intentions and key questions, along with details of differentiation. Core texts should be used and links to the learning theme made where possible.

In Oak class children each have a writing workbook in which directed literacy activities are recorded.

In Reception each child has a guided writing book in which directed literacy activities are recorded book.

Self-initiated learning is recorded in the children’s learning journeys.

Key Stage 1 & Key Stage 2

All Key Stage 1 classes have a 1 hour English lesson a day and KS2 have 4 1 hour English sessions and one 1.5 hour English session a week.
These extended sessions allow more time for looking at effective pieces of writing, practising, specific grammar, spelling or punctuation which will then be applied in an independent piece of extended writing.

Additional shorter editing and redrafting sessions or Mrs Wordsmith based lessons will also take place. Each classroom has a working wall that should support learning with models, published examples and key vocabulary.

Planning

The Foundation Stage uses the EYFS Framework to inform planning.

Each class plans around a core text that should be linked to the current theme for learning; where possible, mark making and writing experiences are linked to these learning themes.
Within the EYFS the planning for self-initiated learning takes place on a daily basis as it is dependent on and informed by the children’s interests and progress.

Whole class teaching and small group adult directed activities (adult led and independent) should be planned by the Thursday previous to the week the plan is for.

The EYFS and Key Stage One follow Letters and Sounds and this should be used where necessary in Key Stage Two. Both Key Stage 1 and Key Stage 2 follow the schools core text curriculum when planning English.

Texts are identified across KS1 and KS2 that are high quality and often link to wider curriculum themes. The core text allows daily reading as well as providing a meaningful context for writing.
Across each week, children are given opportunities to explore features and examples, writing sections or versions of a text before planning, drafting and editing their own written text.
The publications Talk for writing across the curriculum by Pie Corbett, the Jumpstart literacy series by Pie Corbett and The Art of Teaching Writing by Mark Hartley provide reference and planning guidance for the core curriculum.

As well as this the Year Group Overviews (outlined using the New National Curriculum) provide further support when planning.

Teachers are required to set high expectations during each English session to ensure children are being challenged. This means that children are required to write at length on a regular basis and for an extended period at least once a week. If a shorter writing activity is planned, the teacher will provide an extension activity. The extension should provide a learning experience that builds on learning and helps children progress towards their targets. It may be a form of self or peer assessment. Planning should show where each adult is placed within the class.
Learning intentions are shared with the class.

Success criteria; these are either shared with the children or created with the children depending on age.

Impact

Assessment, Monitoring and Moderation

Children in the EYFS are assessed on an ongoing basis through observation, 1:1 interaction, small group activities and whole class teaching. Parents are strongly encouraged to contribute to these assessments. Baseline assessments of the children will take place during the first six weeks of the autumn term, these will be used to inform planning and the organisation of interventions and activities designed to support the children’s individual needs.

Each child will have an Early Years Outcomes profile in which their progress will be recorded. Their attainment will be entered onto the School Information Management System (SIMS) termly.
Moderation of teacher assessment will take place internally along with externally between local schools.

In Key Stage One and Key Stage Two assessment codes or each child are put on SIMS at the end of each term and teachers report to the SLT the writing code of every child in the class.
Children from Year 1 to 6 are assessed against the new curriculum objectives for each year group. Teachers are expected to update excel sheets for their year groups termly, stating if the child has achieved an objective in Autumn, Spring or Summer.

These will then indicate if a child is emerging, developing or secure. These are then used to input data on SIMS. At least termly progress meetings identify strategies addressing any concerns. On a half termly basis , teachers evaluate the progress of PPG children and Quick graspers in order to track their progress and highlight any concerns.
Teachers use the Year Group Overview Document to target learning.

Targets are selected from the Year Group Overview Document as a basis to every guided writing focus group. Children also have individual targets which are referred to during extended writing sessions. Teachers are expected to use AFL strategies that are agreed and reviewed on a yearly basis, in all English lessons.

Strategic leaders and SLT will moderate writing, ensuring the whole school is moderated across a term. Moderation for the following term responds to the school needs identified at the end of the previous term. Oral feedback within a lesson will be given regularly and whole class feedback with verbal or written will be given before the next English lesson on the following day.
See feedback policy for further clarification of the expectations of marking within English.

Equal opportunities and Special needs

All children must have the opportunity and the encouragement to reach their full potential regardless of race, creed or sex. Interventions are put in place where needed, e.g. pre-teaching and EAL or SEND support.

Resources

High quality texts and resources are continually purchased to enable meaningful writing experiences. Resources for story writing etc. are stored in appropriate classrooms. Planning guidance documents are stored in each year group as well as the PPA room.

There is a great deal of resources which can be accessed on the school network. These can be found in the Staff drive within the English folder

Use of ICT

ICT is used to support and enhance children’s learning on a regular basis. There are a range of high quality resources available that should be used regularly to support and develop children as writers, these include:

Laptops provide opportunities for children to edit, redraft and present their writing in a variety of ways. Word processing is an important skill for each writer.
A computing suite is available to support teaching and learning.

Home learning

English will be given as part of the general home learning policy. This will generally be reinforcement of class based work or preparation for class based work.

Monitoring and Evaluation

This policy will be monitored by the English leader and the SLT through learning walks, work scrutiny and data analysis.

Phonics and Early Reading

The context of our school

Normand Croft Community School is a one form entry primary school. Our numbers of pupil premium, EAL and SEND children are above the national average, whilst attendance is an area for development.

Pupil Premium: 65.47%
EAL: 70%
SEND: 24.6%
Mobility from sept 22: 13 leavers & 11 arrivals
Attendance from sept 22: 90.5%
Late arrivals from sept 22: 3%

It is essential that our approach to teaching phonics and reading is accessible to all learners, regardless of background.

Why we teach Phonics and Early Reading

Phonics (reading and spelling)

At Normand Croft, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery/Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.

As a result, all our children are able to tackle any unfamiliar words as they read. At Normand Croft, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

Comprehension

At Normand Croft, we value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose.

Because we believe teaching every child to read is so important, we have a Reading Leader who drives the early reading programme in our school. This person is highly skilled at teaching phonics and reading, and they monitor and support our reading team, so everyone teaches with fidelity to the Little Wandle Letters and Sounds Revised programme.

How we teach Phonics and Early Reading

Foundations for phonics in Nursery

We provide a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for ‘Communication and language’ and ‘Literacy’. These include:

sharing high-quality stories and poems
learning a range of nursery rhymes and action rhymes
activities that develop focused listening and attention, including oral blending
attention to high-quality language.

We ensure Nursery children are well prepared to begin learning grapheme-phoneme correspondences (GPCs) and blending in Reception.

Daily phonics lessons in Reception and Year 1

We teach phonics for 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.
Children make a strong start in Reception: teaching begins in Week 2 of the Autumn term.
We follow the Little Wandle Letters and Sounds Revised expectations of progress:

– Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy.
– Children in Year 1 review Phase 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy.

Daily Keep-up lessons ensure every child learns to read

Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning.
We timetable daily phonics lessons for any child in Year 2 or 3 who is not fully fluent at reading or has not passed the Phonics screening check. These children urgently need to catch up, so the gap between themselves and their peers does not widen. We use the Little Wandle Letters and Sounds Revised assessments to identify the gaps in their phonic knowledge and teach to these using the Keep-up resources – at pace.
If any child in Year 3 to 6 has gaps in their phonic knowledge when reading or writing, we plan interventions to address specific reading/writing gaps.

Teaching reading: Reading practice sessions three times a week

We teach children to read through reading practice sessions three times a week. These:

are taught by a fully trained adult to small groups of approximately six children
use books matched to the children’s secure phonic knowledge using the Little Wandle Letters and Sounds Revised assessments and book matching grids on pages 11–20 of ‘Application of phonics to reading’
are monitored by the class teacher, who rotates and works with each group on a regular basis.

Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills:

decoding
prosody: teaching children to read with understanding and expression

comprehension: teaching children to understand the text.

In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books.

In Year 2 and 3, we continue to teach reading in this way for any children who still need to practise reading with decodable books.

Home reading

The decodable reading practice book is taken home to ensure success is shared with the family.

Reading for pleasure books also go home for parents to share and read to children.
We use the Little Wandle Letters and Sounds Revised parents’ resources to engage our families and share information about phonics, the benefits of sharing books, how children learn to blend and other aspects of our provision, both online and through workshops.

Additional reading support for vulnerable children

Children in Reception and Year 1 who are receiving additional phonics Keep-up sessions read their reading practice book to an adult daily.

Ensuring consistency and pace of progress

Every teacher in our school has been trained to teach reading, so we have the same expectations of progress. We all use the same language, routines and resources to teach children to read so that we lower children’s cognitive load.

Weekly content grids map each element of new learning to each day, week and term for the duration of the programme.

Lesson templates, Prompt cards and How to videos ensure teachers all have a consistent approach and structure for each lesson.

The Reading Leader uses the Audit to monitor and observe teaching; they use the summative data to identify children who need additional support and gaps in learning.

Ensuring reading for pleasure

Reading for pleasure is the single most important indicator of a child’s success.(OECD 2002)
The will influences the skill and vice versa. (OECD 2010)

We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.

We read to children every day. We choose these books carefully as we want children to experience a wide range of books, including books that reflect the children at Normand Croft and our local community as well as books that open windows into other worlds and cultures.

Every classroom has an inviting book corner that encourages a love for reading. We curate these books and talk about them to entice children to read a wide range of books.
In Nursery/Reception, children have access to the reading corner every day in their free flow time and the books are continually refreshed.

Children from Reception onwards have a home reading record. The parent/carer records comments to share with the adults in school and the adults will write in this on a regular basis to ensure communication between home and school.

As the children progress through the school, they are encouraged to write their own comments and keep a list of the books/authors that they have read.

Through the school newsletter and social media, families are encouraged to visit the local library every half term.

The school library is made available for classes to use at protected times. It must be booked via the school booking system. Children across the school have regular opportunities to engage with a wide range of Reading for Pleasure events (book fairs, author visits and workshops, national events etc).

Impact

Assessment

Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.
Assessment for learning is used:

daily within class to identify children needing Keep-up support
weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.

Summative assessment is used:

every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need.
by the reading lead and scrutinised through the Little Wandle Letters and Sounds Revised assessment tracker, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.

The Little Wandle Letters and Sounds Revised placement assessment is used:

with any child new to the school to quickly identify any gaps in their phonic knowledge and plan provide appropriate extra teaching.

Statutory assessment

Children in Year 1 sit the Phonics screening check. Any child not passing the check re-sits it in Year 2.

Ongoing assessment for catch-up

Children in Year 2 to 6 are assessed through:

their teacher’s ongoing formative assessment
the Little Wandle Letters and Sounds placement assessment
the appropriate half-termly assessments.

Computing at Normand Croft

Why we teach Computing at Normand Croft

At Normand Croft Community School, we believe computing is a crucial aspect of daily life that children must be taught to participate effectively and safely in a digital world. Children must be taught to use computational thinking and creativity to understand and change the world. Computing is taught with cross-curricular links such as through mathematics, science and design and technology.

We aim to enable our children to become digitally literate, resilient and independent learners. Furthermore, we introduce the children to a range of forms of technology such as interactive whiteboards, computers, tablets and bee-bots.

Internet safety is an imperative area of computing which we take seriously here at Normand Croft. We ensure that all children have been taught throughout each academic year about online safety and understand the purpose of its importance.

The children have to sign a user agreement at the beginning of each academic year. We ensure children are continuously reminded throughout the curriculum about who their trusted adults are throughout school and within the home.

Intent (Aims and Objectives)

The aims of computing teaching at Normand Croft Community School are as follows:

to develop computing capability in finding, selecting and using information;
to use computing for effective and appropriate communication;
to monitor and control events both real and imaginary;
to apply hardware and software to creative and appropriate uses of information;
to apply their computing skills and knowledge to their learning in other areas;
to use their computing skills to develop their language and communication skills;
to explore their attitudes towards computing and its value to them and society in general;
to prevent unauthorised use of the internet and the accidental or intentional viewing of inappropriate websites;
can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation;
can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems;
can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems;
are responsible, competent, confident and creative users of information and communication technology to become digitally literate, being able to express themselves and develop their ideas through technology

How we teach Computing at Normand Croft

To teach computing, teachers follow a long-term plan which shows how teaching units are distributed across the year groups and it shows how progression of skills are taught throughout the school.

The topics studied in computing are planned to build upon prior learning. We offer opportunities for children of all abilities to develop their skills and knowledge in each unit so that the children are increasingly challenged as they move up through the school.

long-term planning is designed and based on the National Curriculum;
teachers follow long-term plan for computing for each year group;
teachers follow lesson plans for each core topic of digital literacy, computer science and information technology;
there is a clear progression of computing knowledge and skills used from Early Years to Year 6;
children and teachers will refer to their knowledge organisers for digital literacy, computer science and information technology;
it is teachers duty to ensure that children are safe users online

Inclusion

computing activities are planned in such a way as to encourage the full and active participation of all pupils
scaffolds are provided as appropriate to support the needs of individual children to enable them to access the same computing content
clear progression from Early Years to Year 6 builds on the children’s prior learning
some children will receive pre-teaching of key vocabulary as noted on the knowledge organisers

Early Years Foundation Stage (EYFS)

We teach computing in Early Years as an integral part of the topic work covered during the year. As part of the Early Years Foundation Stage, we relate the computing aspects of the children’s work to the objectives set out in the Birth to Five Matters Goals which underpin the curriculum planning for children aged three to five.

Teachers and practitioners follow the progression of ranges in ‘Understanding the world: Technology’.

Impact

Monitoring progress and assessing attainment

teachers use formative assessment each lesson to assess wherechildren are and what their next steps should be
children’s progress will be assessed using class assessment grids based on statements from the National Curriculum throughout the year and the assessment grid must be completed formally by the end of the academic year

we also report children’s achievement in computing in each child’s end of year report

Monitoring and review

monitoring of the standards of children’s learning and the quality of teaching in computing is the responsibility of the curriculum leader, supported by the SLT
the work of the curriculum leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for computing in the school
the curriculum leader may have specially allocated time in which to undertake learning walks/observations of computing learning and teaching across the school and to speak to children about their learning

Science at Normand Croft

Why we teach Science at Normand Croft

Science has changed the world as we know it and will continue to have a huge impact on our understanding of the world around us. At Normand Croft we aspire for each child to develop a deep interest in science so they are equipped with the knowledge and skills they will require to be successful in life.

We offer an ambitious Science curriculum, which is shaped to reflect the unique needs of our pupils and promote how careers in science are open to all, regardless of age, gender, race or ability.

Intent (Aims and Objectives)

The aims of Science teaching at Normand Croft Community School are as follows:

to challenge the stigma of the traditional ‘scientist’ and show children who real scientists are through a focus on STEM (science, technology, engineering and maths).
to build on children’s prior scientific knowledge and understanding.
to enable child-led enquiry, allowing children to develop at their own pace and discover new skills in a practical manner
to provide opportunities for ‘real life’ encounters in Science, through first-hand experiences
to foster a rich and board curriculum that encompasses many angles, building their cultural capital by taking advantage of the abundance of opportunities we have, in our local area, for learning outside the classroom.
to provide stretch and challenge for all abilities ensuring progressive development of scientific concepts, knowledge and skills.
to inspire curiosity and interest in pupils though challenging and exciting activities
to ensure learning is regularly rehearsed and reinforced, providing ALL pupils with chances
to revisit key skills and concepts until they become embedded
to develop an ability to use scientific enquiry, asking questions to find out specific information.
to use scientific vocabulary accurately
to foster a positive mindset and resilience so that our children attain their best and leave Normand Croft ready for their secondary education and beyond.

How we teach Science at Normand Croft

The Science curriculum is structured to be progressive in knowledge and skills across all phases and is closely aligned to the National Curriculum programmes of study. The curriculum is mapped out into specific units, which incorporate the knowledge and skills children will gain by the end of each half term; these are sequenced to build on prior learning progressively through year groups.
Each unit has a clear learning focus in the form of 3 key questions which all children, regardless of ability or attitude, should be able to answer by the end of the unit. The sequencing of units is planned across the year to ensure the maximum amount of learning is achieved, for example ‘Living Things and their Habitats’ is taught in the Summer term, to ensure children have maximum access to outdoor learning facilities.
Scientific knowledge and skills are taught creatively; children work towards clearly defined end points, creating opportunities to make connections within and across their learning.We begin each unit gaining a good understanding of what the children already know, giving the teachers a clear direction of how their lessons will progress. We then revisit the ‘What do you know’ question at the end of each unit to gain a clear picture of how the children have progressed with their learning.
Children have frequent opportunities to write at length
We promote a strong emphasis on talk throughout the Science curriculum.
While children work through differentiated activities, teachers conduct regular mini plenaries in order to assess understanding as a form of formative assessment (hinge questions).
Teachers employ various strategies to keep children engaged and enthusiastic, including:

– low-stakes memorial retrieval activities
– interactive whiteboards (modelling)
– lesson presentations/slides (visual)
– discussion tasks – odd one out, what’s going on? the big question (prompt to promote talk and discussion)
– individual whiteboards (quick practice and assessment)
– talk partner discussions (scientific discussion)
– science experiments (predictions and conclusions)

Children can progress in their learning through systematic trial and error, embracing our ‘Mr Bounce, growth mindset’. Rather than being deterred by ‘mistakes’, children learn to recognise that they are in fact a useful, positive part of the learning process.
We strive to embed a strong cultural capital within Science. Real-life experiences enhance learning and enable children to gain knowledge and skills not just in the classroom, but also through engaging activities such as:

– Visits to Wildfowl and Wetlands Trust WWT (Barnes)
-Trips to the Science Museum (South Kensington)
– Trips to the Natural History Museum (South Kensington)
– Outdoor learning activities linked with other school (The Thomas’ Foundation)
– Smugglers Way Household Waste and Recycling Centre

We strive to provide a wealth of ‘real life scientists’ to visit our school, talking about their experiences and expertise, enhancing the children’s knowledge of how science is used beyond schooling.
There are regular opportunities for retrieval practice embedded into our curriculum, giving opportunity to recall prior knowledge at the start of lessons and rehearse newly acquired skills. This also allows the teacher an opportunity to identify gaps in their learning and address any misconceptions.

Inclusion

science activities are planned in such a way as to encourage the full and active participation of all pupils
scaffolds are provided as appropriate to support the needs of individual children to enable them to access the same science content
pairs and groups for collaborative work may be made up in different ways, depending on the task
some children will receive pre-teaching of key vocabulary as noted on the knowledge organisers

Early Years Foundation Stage (EYFS)

We teach science in Early Years as an integral part of the topic work covered during the year and through the Understanding the World as set out in Birth to Five Matters.

Children provided to opportunities to explore the natural world around them, making observations and drawing pictures of animals and plants.

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

Observations are made relating to the processes and changes in the natural world around them, including the seasons and changing states of matter.

Impact

Monitoring progress and assessing attainment

teachers use formative assessment each lesson to assess where children are and what their next steps should be
each half term, children’s progress will be assessed using class assessment grids based on statements from the National Curriculum. Teachers will use this assessment to inform the planning of their next science unit. The teachers will assess their classes against the knowledge based statements related to their unit. They will also monitor the working scientifically statements that span over the whole academic year, ensuring coverage of all learning intentions.
judgements are based upon a triangulation of different monitoring and evaluation activities within school such as work scrutiny, Pupil Voice discussions, outcomes of assessments and quality of teaching and learning.
we collect attainment data in the summer term each year
we also report children’s achievement in science in each child’s end of year report

Monitoring and review

monitoring of the standards of children’s learning and the quality of teaching in science is the responsibility of the curriculum leader, supported by the SLT
the work of the curriculum leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for science in the school
the curriculum leader may have specially allocated time in which to undertake learning walks/observations of science learning and teaching across the school and to speak to children about their learning
opportunities to hold professional development sessions (CDP) are spread throughout the year and used to maintain high standards of teaching in science

Geography at Normand Croft

Why we teach Geography at Normand Croft

At Normand Croft Community School, our Geography curriculum is designed to develop children’s curiosity and fascination about the world and its people that will remain with them for the rest of their lives. We also encourage respect for our natural environment so that children will become responsible citizens who understand the importance of caring for the planet.

Aims and Objectives

The aims of Geography teaching at Normand Croft Community School are as follows:

develop contextual knowledge of the location of globally significant places and take opportunities within the curriculum for children to engage with aerial photographs, maps, globes and atlases.;
encourage geographical enquiry and deepen children’s understanding of geographical processes through experiences of outdoor learning and fieldwork;
allow for children to present geographical information in a variety of ways, including through use of maps, numerical and quantitative skills and writing at length;
promote a sense of global citizenship, so the children are aware of their values and their responsibilities to other people, to the environment and to the sustainability of the planet

Children investigate a range of places – both in Britain and abroad – to help develop their knowledge and understanding of the Earth’s physical and human processes. We are committed to providing children with opportunities to investigate and make enquiries about their local area as well as make comparisons with different areas of the UK, Europe and the rest of the world.

It is particularly important that children explore the globe so that we can celebrate our international family of learners. Children will develop their ability to apply geographical skills and confidently communicate their findings and geographical understanding to a range of audiences.

Through high quality teaching, we aim to develop the following essential characteristics of geographer:

a genuine interest in the subject and a real sense of curiosity about the world and the people
an excellent knowledge of where places are and what they are like, both in Britain and the wider world;
an understanding of the ways in which places are interconnected;
an extensive base of geographical knowledge and vocabulary;
the ability to reach clear conclusions and explain their findings;
excellent fieldwork skills
the ability to express well-balanced opinions, rooted in very good knowledge and understanding about current issues in society and the environment;

How we teach Geography at Normand Croft

Throughout the year teachers will plan for geography based units of work as well as making cross curricular links where appropriate. There will also be whole school geography focus days based on fieldwork.

geography content has been taken from the National Curriculum. Teachers will follow the long term plan for geography for each year group which may also have links to science, history or English units of work
children and teachers will use knowledge organisers to learn specific geographical vocabulary and ideas for each topic;
there is a clear progression of geographical knowledge, skills and vocabulary from Early Years to Year 6;
whole school fieldwork days will be held each year;
teachers will provide outdoor learning opportunities to enhance learning and teaching of geography;
all classes will start each year with ‘Where in the world are we from?’ developing skills with atlases, maps and globes
each half term one class will be given an Eco-challenge which they will lead, encouraging the rest of the school to participate
geography links with other subjects have been identified on a whole school geography long term plan
teachers will also have access to the Geography Association resources from their website to support with planning

Early Years Foundation Stage (EYFS)

We teach geography in Early Years as an integral part of the topic work covered during the year and through the Understanding the World as set out in the Framework for EYFS.

Inclusion

geography activities are planned in such a way as to encourage the full and active participation of all pupils
scaffolds are provided as appropriate to support the needs of
individual children to enable them to access the same geography content
pairs and groups for collaborative work may be made up in different ways, depending on the task
some children will receive pre-teaching of key vocabulary as noted on the knowledge organisers

Impact

Monitoring progress and assessing attainment

teachers use formative assessment each lesson to assess where children are and what their next steps should be
each half term, children’s progress will be assessed using class assessment grids based on statements from the National Curriculum
we also report children’s achievement in geography in each child’s end of year report

Monitoring and review

monitoring of the standards of children’s learning and the quality of teaching in geography is the responsibility of the curriculum leader, supported by the SLT
the work of the curriculum leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for geography in the school
the curriculum leader may have specially allocated time in which to undertake learning walks/observations of geography learning and teaching across the school and to speak to children about their learning.

History at Normand Croft

Why we teach History at Normand Croft

At Normand Croft Community School, our History curriculum is designed to stimulate the children’s interest and understanding about the life of people who lived in the past in our local area, in Britain and in the wider world. Children should see themselves reflected in the history that they study and have an understanding of the diversity of experiences and influences that have an impact on how we live today.

We will also take advantage of the history on our doorstep and the experiences that living in London can offer to bring history to life for the children at Normand Croft.

Intent (Aims and Objectives)

The aims of History teaching at Normand Croft Community School are as follows:

to foster in children an interest in the past and to develop an understanding that enables them to enjoy all that history has to offer;
to enable children to know about significant events in British history and to appreciate how Britain has influenced and been influence by the wider world;
to develop a sense of chronology;
to understand key historical concepts such as continuity and change, cause and consequence, similarity, difference and significance
to understand how Britain is part of a wider European culture and to study some aspects of European history;
to have some knowledge and understanding of historical development in the wider world;
to help children understand society and their place within it, so that they develop a sense of their cultural heritage;
to develop in children the skills of enquiry, investigation, analysis, evaluation and presentation.
to understand the diversity of societies and communities and see themselves reflected in the history they study
to understand the history that has shaped their local area and community
to appreciate the contributions of significant individuals and how their achievements have an impact today

How we teach History at Normand Croft

history content has been taken from the National Curriculum. Teachers will follow the long term plan for history for each year group which may also have links to art, geography or English units of work
we recognise and value the importance of stories in history teaching and we regard this as an important way of stimulating interest in the past.
children and teachers will use knowledge organisers to learn specific historical vocabulary and ideas for each topic;
there is a clear progression of historical knowledge, skills and vocabulary from Early Years to Year 6;
we focus on helping children understand that historical events can be interpreted in different ways and that they are encouraged to ask searching questions.
children will be given the opportunity to visit sites of historical significance and museums to further deepen their historical knowledge and understanding.
teachers will also have access to the History Association resources from their website to support with planning
we prioritise English and always include the use of quality texts in our teaching of history and plan for and extended writing opportunity in each history unit of work
to help secure learning, we practice retrieval of historical knowledge and key concepts through quick quizzes throughout the year

Inclusion

history activities are planned in such a way as to encourage the full and active participation of all pupils
scaffolds are provided as appropriate to support the needs of individual children to enable them to access the same history content
pairs and groups for collaborative work may be made up in different ways, depending on the task
some children will receive pre-teaching of key vocabulary as noted on the knowledge organisers

Early Years Foundation Stage (EYFS)

We teach history in Early Years as an integral part of the topic work covered during the year and through the Understanding the World as set out in Birth to Five Matters. Their understanding of the past may be through talking about family members or listening to stories about people from the past.

Impact

Monitoring progress and assessing attainment

teachers use formative assessment each lesson to assess where children are and what their next steps should be
each half term, children’s progress will be assessed using class assessment grids based on statements from the National Curriculum. Teachers will use this assessment to inform the planning of their next history unit
we collect attainment data in the summer term each year
we also report children’s achievement in history in each child’s end of year report

Monitoring and review

monitoring of the standards of children’s learning and the quality of teaching in history is the responsibility of the curriculum leader, supported by the SLT
the work of the curriculum leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for history in the school
the curriculum leader may have specially allocated time in which to undertake learning walks/observations of history learning and teaching across the school and to speak to children about their learning

Maths at Normand Croft

Why we teach Maths at Normand Croft

At Normand Croft our mathematics curriculum is designed to give children the knowledge, skills and understanding they need to be confident, fluent and flexible mathematicians. Our aim is to provide a high-quality maths education that enthuses children to see the value of maths and its importance in the wider world, to develop a way of thinking and a way of finding solutions to problems we encounter every day.

We will always have STEM with us. Some things will drop out of the public eye and go away, but there will always be science, engineering and technology. And there will always, always be mathematics.
Katherine Johnson, American Mathematician.

Intent (Aims and Objectives)

The aims of Mathematics teaching at Normand Croft Community School are as follows:

enable all children to develop a positive attitude to mathematics and succeed with no limits put on their learning
provide children with deep, secure learning that is kept and can be applied and built on as the children move through school and through later life
develop children’s fluency, problem solving and reasoning
help children to become independent, resilient learners with a growth-mindset
help children to become confident, clear explainers of mathematics

Through high quality maths mastery teaching, we aim to develop the following essential characteristics of mathematicians.

To become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
To reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
To solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

How we teach Maths at Normand Croft

At Normand Croft we have adopted a mastery approach to the teaching of mathematics using content from the White Rose and NCETM schemes. We believe that with high quality teaching, appropriate resources, effort and a growth mindset, all children can achieve in and enjoy mathematics. The breadth and depth of the curriculum provides stretch and challenge for all abilities and is sequenced to ensure the progressive development of mathematical concepts, knowledge and skills.

What is a mastery approach to teaching mathematics?

future mathematical learning is built on solid foundations which do not need to be re-taught meaning that a longer amount of time may be spent on one topic
teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics
the large majority of pupils progress through the curriculum content at broadly the same pace. Differentiation is achieved by emphasising deep knowledge for quick graspers and through individual support and timely intervention before the next lesson
all children are provided with models and images to support their understanding, moving to abstract representations when they are ready
pupils who progress through learning rapidly are challenged to deepen their understanding through reasoning and problem solving

Maths mastery means being able to use knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations in maths and other areas of the curriculum.

How we teach Maths at Normand Croft is as follows: ( also see calculation guidance)

Systematic small steps of the appropriate learning objective to be seen in every lesson : Our mathematics curriculum enables children learn in sequenced ‘blocks’. Teachers ensure that each lesson will have ‘small steps’ that carefully build on children’s prior learning at each step. The curriculum also ensures that skills that have been learnt are then used in different contexts, ensuring that children’s understanding is strengthened. During daily lessons, adults constantly assess next steps and diagnose misconceptions ready for future planning and teaching.
Reasoning & problem solving: Links are made to mathematics in everyday situations to make learning more purposeful, relatable and engaging. They are also given problems to discuss such as : the answer is… sometimes/always/never, true or false, odd one out, Why, What happens if.. etc.
Mathematical critical thinking: We believe it is important for children to not only be able to find the answers to problems, but to be able to explain the reasoning behind their understanding using accurate mathematical vocabulary. Opportunities for this is seen in each lesson.
Mixed ability pairings/groupings so that all children have the opportunity to succeed. Pairings should also support speaking and listening and should be fluid, changing regularly.
Differentiation: Differentiation is achieved by emphasising deep knowledge for quick graspers and through individual support and timely intervention before the next lesson. Children are provided support through scaffolding/questioning/use of concrete resources and visual representations. For differentiation through outcome, pupils are given opportunities to describe concepts in his or her own words; represent it in a variety of ways (e.g. using concrete materials, pictures and symbols – the CPA) explain it to someone else; make up his or her own examples (and non-examples) of it; see connections between it and other facts or ideas; recognise it in new situations and contexts; make use of it in various ways, including in new situations. to deepen and master understanding. Quick Graspers are allowed to practise independently more quickly where appropriate. They should then be given deepening tasks and problems of greater complexity
Fluency: is designed to committing key facts, such as number bonds and times tables, to memory. Lessons are planned to teach fluency, spot patterns and develop a range of efficient mental calculation strategies for all four operations These skills are practiced daily to enable children to recall key number facts with speed and accuracy and use them to calculate and work out unknown facts. Key stage 1 and Reception follow the Mathematics number mastery scheme and KS2 to complete fluency number bonds and multiplication booklets.
Concrete-Pictorial –Abstract (CPA): all children should have access to resources every lesson as well as visual representations (seeing things in different ways to support the variation theory). Concrete and pictorial representations are used to explain concepts before children move to the abstract (CPA). Children have access to resources in every lesson as well as visual representations (seeing things in different ways to support variation theory). Some children will spend longer using concrete resources than others.
Stem sentences: Precise mathematical language is to be used by adults and children. Use of talking frames to support reasoning and an expectation that children talk in full sentences.
Lesson time used purposefully: minimise teacher talk. Allow children to practise or apply a skill when they are ready. Small tasks to be completed throughout the lesson so that sequenced steps can be practiced. Provide Challenges for quick graspers are provided through out the lesson eg dive deeper challenges
All children engaged and reaching their full potential: opportunities to work collaboratively and independently. Small steps skills enable all children to challenge themselves and access the skills that are being practiced. They recognise the importance of mastering the new skills and expectations are given to those children who need support.
Interventions OUTSIDE of the maths lessons: to both support and deepen understanding. These groups of children should be identified within the mathematics lesson and interventions should be immediate in order for children to progress together as a whole group (through guided mathematics or morning pre teaching intervention groups).
Opportunities for children to independently ‘show what they know’ after and during a unit of work. Regular formative assessment should be seen during the course of a lesson to aid teacher and inform them of future lessons and planning. Adjustments to the lesson should be made if prior ‘steps’ have not been mastered or to address misconceptions. Regular summative assessment, designed to measure ‘how much’ a pupil has learned will be given at the end of a term.
Learning should be recorded in Maths books. Children should be confident when recording and using written calculation methods for all four operations. – this includes presenting equations independently in order to solve problems efficiently. Children’s recording should meet the presentation standards of Normand Croft and stuck in to the front of maths books. Ensure that digits are being formed correctly including mixed number fractions.
Maths jottings books can be used for children to show their working out during problem solving or for exercises to build fluency (self or peer marked).

We aspire for each child to develop a deep interest in, and love for learning maths so that they are equipped with the knowledge and skills they will require to be successful, both now, as children, and in the future.

Music at Normand Croft

Why we teach Music at Normand Croft

At Normand Croft Community School, we believe that it is crucial to develop a love of music and to increase their self-confidence, creativity and sense of achievement. Within music lessons, we expose our children to a diverse range of high-quality music from a range of composers and musicians across historical periods. Our curriculum is enriched with a range of opportunities for all children to engage with music through instrumental lessons, assemblies, external workshops and performances. We ensure each child is stretched and challenged, no matter their ability.

Intent (Aims and Objectives)

The aims of computing teaching at Normand Croft Community School are as follows:

learn to sing and use their voices, to create and compose music on their own and with others;
have the opportunity to learn a musical instrument;
perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians;
understand and explore how music is created, produced and communicated;
understand key musical language such as pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations;

How we teach Music at Normand Croft

Our teaching of music ensures that it builds on the children’s prior understanding and musical experiences. It is taught weekly by specialist music teachers from the Tri-Borough Music Hub. Knowledge and skills are taught creatively and children are taught to understand and identify key language such as pitch, temp, dynamics, whilst being exposed to a variety of genres.

We offer opportunities for children of all abilities to develop their skills and knowledge in each unit so that the children are increasingly challenged as they move up through the school. Furthermore, we have music assemblies for Reception once a week and KS1.

We have linked with Piano Fun Club, who have a mission to ensure that every child gets the chance to experience learning a musical instrument. We have offered the opportunity of learning piano, violin and guitar lessons to all students on a one-to-one basis during school hours, in addition to learning instruments in music lessons.

Inclusion

music activities are planned in such a way as to encourage the full and active participation of all pupils
scaffolds are provided as appropriate to support the needs of individual children to enable them to access the same music content
clear progression from Early Years to Year 6 builds on the children’s prior learning

Early Years Foundation Stage (EYFS)

We teach music in Early Years as an integral part of the topic work covered during the year. As part of the Early Years Foundation Stage, we relate the music aspects of the children’s work to the objectives set out in the Birth to Five Matters Goals which underpin the curriculum planning for children aged three to five.

Teachers and practitioners follow the progression of ranges in ‘Expressive arts and design: Being imaginative and expressive’. In addition, the KS1 music teacher provided by the borough, does a singing assembly with Reception once a week for half an hour.

Impact

Monitoring progress and assessing attainment

teachers use formative assessment each lesson to assess where children are and what their next steps should be
children’s progress will be assessed using class assessment grids based on statements from the National Curriculum throughout the year and the assessment grid must be completed formally by the end of the academic year
we also report children’s achievement in music in each child’s end of year report

Monitoring and review

monitoring of the standards of children’s learning and the quality of teaching in music is the responsibility of the curriculum leader, supported by the SLT
the work of the curriculum leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for music in the school
the curriculum leader may have specially allocated time in which to undertake learning walks/observations of music learning and teaching across the school and to speak to children about their learning

Religious Education at Normand Croft

Whether one believes in a religion or not and whether one believes in rebirth or not, there isn’t anyone who doesn’t appreciate kindness and compassion.
Dalai Lama

Why we teach Religious Education at Normand Croft

We believe that it is vital for all our children to learn from and about religion, so that they can understand the world around them. Through religious education, children develop their knowledge and understanding of all major world religions. Children will ask questions about the world and reflect on their own beliefs, values and experiences. Children will reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding.

Our Religious Education curriculum is aligned with our school vision: be safe, be kind, be the best that you can be:

feeling safe and having courage to ask difficult or impossible questions about other faiths.
showing kindness, tolerance and respect for the traditions, views and beliefs of other individuals, societies, communities and cultures.
celebrating our similarities as well as having the courage to take risks and to work collaboratively together, no matter what our differences are.
reflecting on our own beliefs, values and experiences so we can be the best that we can be

Our Religious Education curriculum is underpinned by our shared values excellence; responsibility; respect; determination; independence; unity and trust. We believe the children in our school need to develop these core values in order to thrive at home and school as well as later in life in the wider world. In doing so our children will grow into adults who have respect for other peoples’ views and celebrate the diversity in society.

Our curriculum is inclusive and creative. It encourages and provides children with opportunities to explore the ‘big questions’ that life brings up (with regards to believing in both religious and non-religious moral and social concepts); develop an awareness of spiritual and moral issues and develop an understanding of religious traditions and to appreciate cultural differences.

How we teach Religious Education at Normand Croft

The legal position of religious education

Our school curriculum for religious education meets all legal requirements.
Parents can withdraw their child(ren) from religious education classes if they wish, although this should only be done once the parents have given written notice to the Head teacher. When a pupil is withdrawn the school will provide alternative arrangements.
Teachers can refuse to teach religious education, but only after they have given due notice of their intention to the Head teacher.
The religious education curriculum forms an important part of our school’s spiritual, moral and social and cultural teaching. It also promotes British Values and education for citizenship. Our school RE curriculum is based on Discovery RE and the LA Agreed Syllabus and it meets all the requirements set out in that document.

Implementation (planning, learning and teaching)

Our belief is that through using an enquiry-based model, children’s critical thinking skills will be developed; their motivation to learn increased, and their knowledge and understanding of, and empathy with people and their beliefs, religious or otherwise, will be enhanced. This approach takes very seriously the philosophy that children are free to make their own choices and decisions concerning religion and belief. Religious Education does not try to persuade but rather to inform and develop the skills with which evaluation can take place

The cycles of enquiry, forming our curriculum, encourage children to use their own experiences and the experiences of others to develop a deeper understanding of the world around them. It is helpful for the children to be exposed to many of the similarities between religious beliefs and the concepts they have in common. This is vital in a world where views are becoming more polarised and extremist ideologies are so accessible on the internet.

We use Discovery RE and the London Borough of Hammersmith and Fulham’s Religious Education Agreed Syllabus, Living Difference. Hammersmith and Fulham is an increasingly diverse Borough. The Agreed Syllabus was written by experts who brought together representatives of the major world faiths and humanism to adopt a syllabus to be used as a basis for teaching children and young people of all ages and abilities.

For further information about the RE syllabus please click on the link.

Teachers also use materials from ‘Discovery RE’ to support the delivery of the curriculum. Every unit (enquiry) is based around a key question. Each unit focuses on critical thinking skills, on personal reflection into the child’s own thoughts and feelings, on growing subject knowledge and nurturing spiritual development.

The units are planned to build upon prior learning to develop future learning. Deep learning is promoted within the Religious Education curriculum, making cross-curricular links with other subjects wherever possible. It gives children opportunities to apply these developing skills and concepts in their work and reach a high standard. RE planning gives our teachers the freedom to plan with detail and attention to their individual children. Learning will be scaffolded, and any individual needs can be supported where necessary. Greater depth children will be challenged to ensure that they are being given the opportunities to enrich their learning further.

In EYFS, children start to develop the dispositions and skills for learning that they will use throughout their lives. Children engage with festivals reflecting the beliefs and traditions of our school and wider community.

These concepts provide a basis to the development of understanding in the Key Stages One and Two and are readily accessible in the context of children’s experiences. There will be additional opportunities to explore concepts further during child-initiated learning.

In Years 1 and 2, children learn about concepts that are common to all people e.g. special people; remembering; belonging; storytelling, celebration and authority – through Christianity, Islam, Buddhism, Sikhism, Hinduism and Judaism.

In Years 3 and 4, children learn about concepts that are shared by many – holiness; God; ritual; worship; community and symbol – through Christianity, Islam, Buddhism, Sikhism, Hinduism and Judaism.

In Year 5, children learn about concepts that are shared by many religions – wisdom; justice and pilgrimage – through Christianity, Islam, Buddhism, Sikhism, Hinduism, Judaism and Humanism.

In Year 6, children learn about concepts that are distinctive to particular religions – Christianity (sacrifice), Judaism (freedom), Sikhism (sewa), Islam (khalifah), Buddhism (dukkha) and Hinduism (devotion), with some comparisons to Humanism and other worldviews.

We use the children’s experiences of religious festivals to develop their religious thinking. We organise visits to local places of worship and invite representatives of local religious groups to come into school and talk to the children.

Children may also carry out research into religious topics. They study particular religious faiths and also compare the similarities and differences of different faith groups.

Children discuss religious and moral issues in various group situations, sometimes using ICT to support this. Sometimes they prepare presentations and share these with other members of the school in assemblies.

Teaching religious education to children with SEND

All pupils have access to the full range of activities involved in learning religious education. Where necessary, scaffolding is used to support children to access curriculum content and higher order questions are used to provide a further level of challenge for our quick graspers.

Impact

Children’s progress in RE is based on the expected outcomes and assessment criteria outlined in Living Difference and Discovery RE. These outcomes form the basis of our school assessment. Children’s learning is assessed by making informal judgements as we observe them during lessons, through class discussions and in the learning in their books and class floor books.

Our children learn to respect those with different beliefs and celebrate diversity whilst finding common ground on important values, which guide religious and non-religious people.

The RE Subject Leader is responsible for monitoring the standards of the children’s work and the quality of the teaching in religious education. They are also responsible for supporting colleagues in the teaching of religious education and being informed about the latest initiatives in the subject.

French at Normand Croft

Why we teach French at Normand Croft

At Normand Croft we believe that learning a second language offers children the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them, thus expanding their awareness of cultural similarities and differences.

At Normand Croft, we believe that learning a foreign language is a liberation from insularity, as it provides pupils with an open door to other cultures and deepens their understanding of the world. We believe that through the delivery of high quality teaching, all pupils should be able to understand and respond to spoken and written language, providing them with a foundation for learning further languages in the future.

Intent (Aims and Objectives)

The aims of French teaching at Normand Croft Community School are as follows:

to foster an interest in language learning by introducing children to other languages in a way that is enjoyable and accessible to all pupils;
to stimulate and encourage children’s curiosity about language and creativity in experimenting with it;
to develop children’s speaking and listening skills;
to help children explore their own cultural identity and their awareness of others’ cultural similarities and differences;
to enable children to gain enjoyment, pride and a sense of achievement
to lay the foundations for future language study by pupils;

How we teach French at Normand Croft

Our teaching of French is supported by the Culturethèque scheme. This provides a high level of challenge for pupils whilst supporting teachers who may not be as confident in delivering MFL. The resources include French spoken dialogue to support pronunciation.

The four key language learning skills; listening, speaking, reading and writing build on prior understanding and are taught in a way that enables children to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning and also helping the children improve overall attainment in other subject areas.

At Normand Croft Community School, we try to integrate language learning into everyday school life, with adults and children using and experimenting with their knowledge of different languages whenever the opportunity arises.
We foster a problem-solving approach, giving children opportunities to work out language use for themselves in a supportive context where risk-taking and creativity are encouraged, and there is an emphasis on having fun with the new language.
ICT is used regularly to enhance teaching and learning.
There are two main contexts in which language teaching and learning take place:

French lessons (30 minutes in KS2)
Children are taught specific skills, concepts and vocabulary in a weekly dedicated lesson with the class teacher.

MFL in EYFS and KS1
Children in Early Years have many opportunities to explore different languages through reading and song. In KS1, children learn French Songs and key French phrases, with a taster session in Year 2, further developing their understanding and engagement with the topic.

At Normand Croft the importance of children being given opportunities for ‘real life’ experiences in the subject is recognised, in order to develop their cultural capital, for example, linking learning to local and wider localities. We use a range of activities to reinforce learning in MFL and embed the language into everyday school life through weekly songs and phrases. Links are also made to different areas of the curriculum, including outdoor learning opportunities.

Each year, an afternoon is dedicated to French, giving children the chance to use vocabulary they have learnt and experience aspects of living in France.

Inclusion

Language learning activities are planned in such a way as to encourage the full and active participation of all pupils.
Work is differentiated as appropriate to the needs of individual children.
Pairs and groups for collaborative work may be made up in different ways, depending on the task.
Children for whom French is their first language will be used as expert speakers and will be challenged to use their French in a variety of ways e.g. reading French stories, translating from French to English etc.

Impact

Monitoring progress and assessing attainment

Opportunities to monitor the children’s progress in French are built into our programmes of study.
Assessments are based on observation of children working on different oral activities and (where appropriate) written product.
The children are informally assessed each week or whenever possible during their French lessons so future planning can take account of their needs.
We assess children’s progress throughout KS2 using class assessment grids.
We also report children’s achievements in French in each child’s end of year report.

Monitoring and review

Monitoring of the standards of children’s learning and the quality of teaching in MFL is the responsibility of the curriculum leader, supported by the SLT
The work of the curriculum leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for MFL in the school.
The curriculum leader may have specially-allocated time in which to undertake learning walks/observations of MFL learning and teaching across the school and to speak to children about their learning.
At Normand Croft we promote growth mindset so that our children can ‘be the best that they can be.’ Having the confidence to ‘take risks’ is valued and ‘having a go’ encouraged in all areas of the MFL curriculum.

PE at Normand Croft

Why we teach PE at Normand Croft

We aspire for each child to develop a deep interest in, and love for learning so they are equipped with the knowledge and skills they will require to be successful, both now, as children, and in the future. We want our children to have a passion for physical activity and to recognise and experience the benefits for their physical and mental health.

We offer an ambitious PE curriculum, which is shaped to reflect the unique needs of our pupils. We believe that physical education is an important part of a child’s all-round development and teaches them key life skills. We give children the opportunity to explore a variety of different sports, discuss sporting careers and consider the influence certain sporting heroes have had, regardless of their age, gender, race or ability.

We promote positive mindset and resilience so that our children attain their best, are challenged to achieve their best and leave Normand Croft ready for their secondary education and beyond. The curriculum helps build resilience and determination to succeed through teaching a range of skills in different activities. We encourage effort, independence, and ambition as well as teaching the importance of team work.

How we teach PE at Normand Croft

The PE curriculum is structured to be progressive in knowledge and skills across all phases and is closely aligned to the National Curriculum Programmes of Study. Knowledge and skills are sequenced to build on prior learning and the subject is taught through a half-termly topic focus. We follow the Get Set 4 PE scheme of work which offers all children the opportunities to develop their physical fundamental movement skills, as well as achieving whole child objectives through gaining a knowledge of rules, strategies and tactics and building an understanding of healthy participation.

Each lesson plan has progressive activities that are designed to inspire and engage our pupils; they have clear learning objectives with key success criteria, which provides information to help pupils develop their skill level and to consider how successful they have been within a lesson. Teaching points appear throughout to help teachers with their subject knowledge and modelling and to ensure misconceptions are addressed at the earliest point. Differentiation tasks provide activities with simple changes to appropriately challenge/support to ensure all pupils are successful and feel included.

Children learn a range of skills needed to play a broad range of sports and physical activities, including:

Handball
Football
Tag rugby
Rounders
Athletics
Cricket
Dance
Gymnastics
Swimming
Outdoor Adventure
Basketball

The breadth and depth of the curriculum provides stretch and challenge for all abilities and it is sequenced to ensure the progressive development of PE skills. The curriculum is adapted to meet the needs of all children though differentiation and each lesson is sequenced to build on prior learning and skills. Medium term plans set out the skills and understanding to be achieved at the end of each lesson and by the end of the half-termly sequence of lessons. Concepts and skills are taught in a logical order, with an increasing level of challenge. Links are made to other subject areas, such as Science, to allow for diagonal sequencing.

Children are encouraged to develop their own ideas and initiative and to challenge themselves. We aim to ensure that our delivery of physical education allows all children to have the skills and mindset to leave primary school with the capabilities to be successful in their sporting challenges and active lifestyles at secondary school and beyond. They are taught skills to play a variety of sports and games they may not have tried before. All children during PE are taught to be positive, fair and strive to do their best.

We encourage and nurture children’s independence and give all children an equal opportunity to take part in all sporting activities. Every child has the opportunity to play a variety of sports competitively against other classes, other local schools, in tournaments and matches throughout the year (boccia, football, athletics and tag rugby). As members of the Schools’ Partnership and Youth Sports Trust, there are a number of tournaments and festivals of sport that we attend throughout the year within the borough.

In addition to curriculum sport, we have an extensive list of sports clubs (after school and during playtimes); We listen to our children’s wants and needs and provide them with a range of active experiences, clubs and chances to compete. Sports Day (whole school) is held in the borough athletics stadium (KS2) and playground (KS1). We promote the importance of exercise outside of the school day by advertising local community clubs and sporting opportunities through flyers, school newsletters and on the PE notice board.

Impact

The impact of our curriculum is the measure of how well our intent has been realised. It is demonstrated through the success of our learners and their confidence to demonstrate the physical skills and knowledge that will prepare them for life as a healthy adult in the wider world. We enable every child to shine giving them opportunities and responsibility to learn for themselves – to celebrate and respect the success of others as well as modestly celebrating their own successes.

Children’s achievements in PE are assessed through a variety of ways. We set high standards with high expectations of, and aspirations for, all children. Verbal feedback provides ongoing assessment information which is used to shape future teaching; at the end of each term and phase children are assessed formally in their understanding of the key knowledge and skills covered. We use feedback from Pupil Voice questionnaires and encourage discussion as a way of shaping the curriculum to the needs and interests of our pupils.

We constantly evaluate the impact of the PE curriculum implementation by assessing evidence that defines a high-quality education, through:

interactive lesson observations
review of pupil outputs
question and answer sessions

Outdoor Learning

Why we teach Outdoor Learning

The best classroom and richest cupboard is roofed only by the sky.
(Margaret McMillan)

Without continuous hands-on experience, it is impossible for children to acquire a deep, intuitive understanding of the natural world that is the foundation of sustainable development.
(Robin C. Moore and Herb H. Wong)

At Normand Croft Community School we view outdoor learning as an important and integral part of the curriculum. We value the importance of enjoyable and memorable first-hand experiences which outdoor learning can provide. We want our children to develop a thorough understanding, respect and appreciation for the natural world that feels relevant to them in their lives.

We believe that promoting an appreciation of the environment through outdoor learning will inspire the children to look after the planet throughout their lives.

Intent (Aims and Objectives)

The aims of Outdoor Learning at Normand Croft Community School are as follows:

To develop their vocabulary of the natural world eg naming flowers, trees, insects and birds.
To provide exciting, enjoyable meaningful and challenging learning experiences, gaining practical experience of the natural world.
To enhance learning in other curriculum areas through outdoor learning.
To learn to manage risk safely, think about hazards and how to manage them with support.
To develop their skills from EYFS to upper Key Stage Two in four key areas identified in our outdoor learning curriculum, using our school site. These are outlined in the progression of skills document.
To understand the importance of taking care of the environment. Understand and implement some sustainable practices such as recycling.

How we teach Outdoor Learning

From Years One to Six opportunities to enhance the curriculum units taught with outdoor learning have been identified and shared with teachers. Teachers are also encouraged to make their own links to teach through outdoor learning.
In the summer term there is an outdoor learning week where the area is promoted and all children from Nursery to Year 6 take part in outdoor learning lessons. This is photographed and displayed to showcase outdoor learning across the school.
The school has an eco-committee who work with our outdoor learning teacher. They work as ambassadors for recycling, composting, and energy saving practices. Their work is made visible to the rest of the schools through displays, posters and whole school assemblies.
A weekly gardening club for children is run by the outdoor learning teacher.
Children in Year Six can attend a week long residential at PGL Marchant’s Hill adventure centre, where they are immersed in a range of challenging outdoor learning experiences which would not be possible on our school site.

At Normand Croft Community School we have an outdoor learning curriculum which focusses on four key areas of fire, the pond, minibeasts/ Insects and planting/ gardening. The skills we want children to develop in EYFS, Key Stage One, Lower Key Stage 2 and upper Key Stage 2 are clearly set out and build upon the skills learnt in the previous stage.

The skills expected are linked to Birth to 5 matters curriculum for the EYFS and National curriculum statements for Key Stages one and two. These National Curriculum statements are mostly taken from the areas of Science, Geography, Art and Design and Design and Technology.

Early Years Foundation Stage (EYFS)

In the EYFS children learn a free flow environment with daily opportunities for sustained outdoor learning. The outdoor area provides as many natural elements as possible for learning through play, for example, a mud kitchen, digging area and a large sandpit.

Children in the EYFS also regularly access the wider school site using outdoor learning areas such as the school pond and firepit for adult led sessions. The EYFS are included in the school progression of skills for outdoor learning and the outdoor learning teacher works weekly with groups of children in EYFS on gardening projects.

Inclusion

“Outside, quiet children start to talk more and children who find it hard to be constrained begin to relax”
(Emma Shaw)

Outdoor learning is often an area where children who may struggle with the traditional academic subjects can excel. We expect all our pupils to be able to access outdoor learning lessons and participate fully. Raised planting beds and a decked pond area provide an accessible environment for outdoor learning.

Some children may require a higher level of adult support to fully access activities such as fire safely. This is written into the individual risk assessments. Some children will need more support to learn and use new vocabulary in context.

Impact

Monitoring progress and assessing attainment

Outdoor learning will be evident in floor books and displays around the school. Teachers are encouraged to photograph outdoor learning experiences wherever possible.

Monitoring and review

The outdoor learning lead teacher regularly collects the children’s views on their experiences of outdoor learning.
The outdoor learning lead teacher advocates for teaching using outdoor learning in the school and regularly discusses the use of outdoor learning across the school with class teachers.
The work of the curriculum leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for outdoor learning in the school
On occasion the lead teacher may team teach when this is desired and cover can be organized.
The curriculum leader may have specially allocated time in which to undertake learning walks/observations of outdoor learning and teaching across the school.

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