Woodlands Primary School
At Woodlands, our curriculum has clear educational purpose, is delivered imaginatively to engage, inspire and enthuse children, is broad and balanced and has measurable educational value. Creative approaches are used to shape a curriculum that meets the requirements of the National Curriculum and contains both substantive (the content that is taught as fact) and disciplinary knowledge, (understanding how knowledge is established, verified and revised). As a school, we do not view the acquisition and application of knowledge and skills in isolation, but as interwoven competences that develop perseverance & resilience and ensures that pupils build their knowledge in a systematic and progressive manner.
Curriculum Intent – what we want our pupils to know and be able to do at each stage within their primary education and beyond.
We believe it is the needs of children and our school community that should determine the emphasis of what is taught, as well as subject specific content driving the curriculum. It is important that we have the highest academic aspirations for our children and that they learn, make excellent progress and achieve well within the National Curriculum. But it is understood that children need much more than this to become responsible, kind, tolerant citizens, confident decision makers and creative thinkers. It is our intention that our children understand that learning will make a difference not only to their lives now, but also in the future. Our curriculum is based on summaries of educational evidence and research outlined within the Educational Endowment Fund to effectively enhance attainment and wider outcomes for all pupils. Our ‘Curriculum Drivers’, the factors and values that will shape the curriculum, (Possibilities, Enquiry/Knowledge of The Wider World, Community/Diversity and Enterprise) ensure that we are able to balance children’s needs, ensuring the content is contextually relevant to the children, fulfils statutory requirements and provides pupils with the ‘knowledge and cultural capital’ to succeed in later life. Please read below for more information on each driver. (Appendix 1). We strive to give our pupils a voice and the opportunity to engage in an array of different issues, current affairs and topics, helping to further shape the curriculum. They do this as members of the Woodlands Safeguarding Team, School Council, Eco Council and the Junior Road Safety Team.
Implementation – how we sequence, teach and assess our curriculum.
Our long-term plan specifies subject content, some of which is based around a thematic, cross curricular approach, for each year group. These plans have been created to ensure both contextual and thematic connections are clear, allowing children to develop critical thinking and reflect on how knowledge and concepts work together. Our curriculum is both cumulative and spiral in nature. Progression documents allow teachers to plan with precision. These documents clearly outline the end goals expected for each subject across year groups and key stages. Carefully planned cross curricular links ensure time is used efficiently allowing opportunity to explore subject content with increased breadth and depth. The curriculum is also enriched with planned experiences, visits, assemblies, curriculum theme days, outdoor learning, sports, clubs and workshops.
The curriculum plan places and emphasis on children being active and involved in their learning, engaging with materials and lines of enquiry that enable them to incrementally build their knowledge, skills and understanding. Teachers create rich contexts of discovery so that pupils enhance their learning; about themselves and the wider world. Themes are not abstract or too far removed from children’s experiences and staff ensure that content is steered in conjunction with the children, where appropriate. Staff carefully track pupil understanding of knowledge and skills, using managable assessments that align to the planning documents. Teachers use retrieval practice in each lesson (the children know this as assessment for learning-AFL), to plan and differentiate effectively so that gaps in knowledge are identified and children are supported and challenged as appropriate. This helps improve children’s memory and recall, leading to a more confident application of skills and an increased ability to transfer existing knowledge to new knowledge and concepts.
The teaching of phonics and reading is high profile across all phases of the school. We use a systematic, synthetic approach to teaching phonics and a blend of whole class, guided group and one to one teaching to ensure that children are fluent readers, who comprehend well. Where gaps in learning are identified or where it is clear that children are not ‘keeping up’, effective, rigorous interventions are quickly implemented to ensure rapid progress so that all children can attain and achieve. This has ensured that phonic and reading outcomes are good.
Teachers skillfully encourage children to use additional meta-cognition strategies such as checklists, prompt resources, modelling, thinking aloud, evaluating and editing work and supportive questions to help children know and remember more. We work to develop a growth mindset for all our pupils, so that they believe that their ‘brain power’ can be developed, as this leads to increased effort and is associated with the development of self-efficacy and resilience, which we recognise as important in all facets of life, leading to higher academic achievement. All staff work closely with the Inclusion Team to identify and implement strategies and targeted interventions that support our most vulnerable pupils. For a small minority of pupils, this may involve them working separately from their main class group, in a smaller group in order to accelerate learning, develop social and emotional skills and maintain positive mental health and wellbeing.
As members of a curriculum team (STEM, Wellbeing, Artis and Culture), subject/phase leaders, SLT and governors monitor lesson plans, moderate pupil work and conduct learning walks. This supports the evaluation of their subject, enables them to provide training, support and resources to colleagues and identify priorities for improvement. In addition, reliable data generated from the school progression documents, standardised tests and teacher assessments, enables teachers to form triangulated judgements that are used to evaluate current attainment, curriculum coverage and content and shape future learning. This information is then used to form the basis of the School Development Plan.
Impact – the extent which our pupils have learnt want we intended them to learn and how we know this.
Standards at Woodlands are good and continue on an upward trajectory. Monitoring, learning walks, book scrutiny, triangulated assessments, pupil voice and parent questionnaires evidence:
- Outcomes that are consistently in line, or better than national expectations for Phonics, Reading, Writing and Maths, across all key stages.
- The vast majority of pupils make good or better progress during their time at Woodlands.
- Children’s attendance is good and pupils enjoy coming to school.
- Children speak about their learning articulately and enthusiastically, they make links between subjects, discussing how new learning build on prior learning, and demonstrating how learning is meaningful and long lasting.
- Children describe how the curriculum teaches British Values and how everyone is treated equally at Woodlands They talk about how the curriculum teaches them to be accepting and tolerant individuals and how they are becoming increasing
- Children know that school is safe place to be and how consistent behaviour management systems help to support them to manage their own feelings and behaviour; they know what to do on the rare occasions that bullying may occur and how it is successfully dealt with.
To read more about our curriculum, click on the links below.
At Woodlands, it is our intention that all stakeholders will become part of our established curriculum teams.
- Contribute to the monitoring and evaluation of the curriculum and wider provision in school
- Increase staff voice and ownership of curriculum aspects and wider provision
- Improve communication
- Involve all stakeholders in shaping and evaluating the whole school development plan
- Coordinate the monitoring and evaluating activities
- Monitor the quality of the work of the team members
- Coordinate the feedback from the team evaluations for the senior leadership team and the governing body, through the headteacher
- Provide professional advice and guidance to team members to support and challenge them in their role to monitor the quality of provision
- Liaise closely with the allocated governor
- Monitor and evaluate the quality of provision in a specific area(s)
- Provide support and challenge to staff to help them improve provision and/or the quality of teaching and learning
- Provide oral and written evaluations of provision, identify strengths and areas for development, support for staff and share information on provision with senior leaders (including governors)
- Monitor and evaluate curriculum provision and/or the quality of teaching and learning in an aspect of provision or curriculum
- Identify and make recommendations for relevant individual and whole school training requirements to implement development priorities
- Evaluate the impact of training and/or the procurement of additional resources or facilities to support improved provision/curriculum implementation
- Canvas and evaluate ‘pupil voice’ – What difference does the provision make to pupils?
- Ensure adequate resourcing of the provision or subject (this could include; materials, external visits, and visits from specialist teachers or experts)
- Complete a running overview of strengths and weakness across the academic year (completed termly)
- Identify and make recommendations for improvement priorities to the curriculum team and senior leaders (including governors)
- Evaluate the effectiveness of school improvement work to achieve improvement priorities
- Share overview with governors termly
- Provide support and challenge to staff to enable them to improve the quality of provision/teaching and learning (In the first instance provide staff with guidance and research evidence that will help them improve their skills, knowledge and understanding of the provision or focus area. Other support for staff may include modelling, support with planning and delivery)
- Lead staff meetings to help improve staff skills, knowledge and understanding (using research based evidence)
- Staff meeting time to be allocated once every half term to carry out monitoring and evaluation activities, however some activities will need to be carried out in lesson time (to be agreed in advance with the team leader and programmed into the whole school timeline to ensure overloading is minimised)
- Team leader to liaise directly with allocated governors for each team to share info and evaluations
Class Magnolia – Nursery Information Page
Class Magnolia – Reception Information Page
Find out more about our curriculum by visiting our class pages: