We provide a broad and balanced curriculum through the Early Years Foundation Stage (EYFS) and National Curriculum frameworks. We are constantly seeking to enhance our provision to give our children memorable and rich learning experiences.
At Middleton St Mary's, we believe that all children have the entitlement to a broad, balanced, creative and coherent curriculum which should prepare them for the opportunities and challenges of the 21st Century. They should be equipped with the skills, attitudes and dispositions they need to become well rounded individuals and life-long learners whilst instilling the love of learning.
The national curriculum 2014 aims to:
-Promote and sustain a thirst for knowledge and a love of learning.
-Create a sense of wonder.
-Promote inclusion, diversity and community cohesion.
-Keep up with technology.
-Encourage children to work independently and cooperatively.
-Ensure that children are taught to become enterprising.
-Develop emotional intelligence and raise aspirations.
-Help to make children socially responsible.
-Contribute very well to children's social, moral, spiritual and cultural development.
-Ensure that all children realise their potential.
-Ensure that children achieve high standards across a variety of subjects.
Foundation Stage - Nursery and Reception
Our Early Years Foundation Stage has a Nursery and two reception classes which both follow the Early Years Foundation Stage Framework. Practitioners use Development Matters document to support with planning and assessing children through their stages of development and upload photographs and observations to Early Essence.
We use a play based interactive approach to deliver the Early Years curriculum which focuses on the seven key areas of learning. Our pupils use the indoor classroom and outdoor areas choosing from a range of activities throughout sessions. Reading, writing and maths are taught using a structured approach with whole class and small group adult lead activities..
Children are introduced to reading as a purposeful activity which is interesting and enjoyable. We wish to give our pupils an enthusiasm for books which will stay with them throughout their lives.
We use a structured synthetic phonics programme ‘Letters and Sounds’ and children have daily phonics lessons. Children are encouraged to apply their reading and writing skills in many contexts e.g. in whole class lessons, group work and individually. Their reading will include stories, poems, plays and non -fiction texts. Children are taught to write in a variety of formats for a range of purposes learning the appropriate grammar and punctuation and to form letters correctly. Speaking and listening skills are developed to help children speak clearly, articulate experiences, information, opinions and listen and respond respectfully to others.
We have a structured spelling programme for children in Years 2 to 6.
Writing is taught daily, with opportunities in other curriculum areas being provided for pupils to write for 'real ' purposes eg/ letters, newspaper articles, posters. We have a strong emphasis on handwriting using Penpals.
Maths is taught using in daily maths lessons and fluency is developed throughout the day in short bursts.
All the skills introduced and developed in Key Stage One are continued and extended and there is continuity in the English programme. Pupils are taught more complex skills of grammar, punctuation and comprehension, of analysing, evaluating and organising texts, of using a dictionary and the library system. They are given a range of reading texts which are varied and challenging. Pupils are expected to use the school and other libraries, including those on-line to further their enjoyment of reading, for research and for developing inquiry skills. Poetry, drama and creative writing are used as a means of encouraging individual expression and pupils are taught the skills of debating and putting forward their views clearly. Children are expected through the teaching programme to widen their vocabulary and develop their writing in a range of forms.
Key Learning in English for each year group can be found below.
Mathematics is a core subject which is given a high priority throughout the school. Teaching to the framework outlined in the National Curriculum, we aim to equip every child with the knowledge and skill to be a fluent and confident mathematician. A key part of this process is our emphasis on mental computation, which strengthens children’s mathematical understanding and leads to sustained success. As an integral part of the curriculum, we teach and encourage the application of mathematics to problem solving and reasoning.
The school’s overall aim is to ensure that all children:
In all years, the school stresses the use of models and images; the use of visual representations of mathematical ideas and methods to support and reinforce the children’s learning.
In 2011, the government defined British Values as democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs. We promote these values through our own school values, curriculum and enrichment activities.
Our Jigsaw PSE curriculum supports the understanding and importance of celebrating British values
We are using Jigsaw PSHE scheme across the school which uses a mindfulness approach. In combination with our Rights Respecting ethos, Jigsaw helps to promote the fundamental British values of democracy, the rule of the law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs. The leaflets below map the five strands of British values across every puzzle and every piece
Long Term Plans
Each year group has a long term plan detailing the topics covered during the year. These have direct references to the appropriate programmes of study covered from the National Curriculum.
Click on the documents below to see the long term plans
Children take part in an act of Christian worship every day. This either comprises of two whole school assemblies, one delivered by a member of the clergy, one family worship comprising of classes from each bay, and two acts of class worship on the remaining days.
The acts of Christian worship are in accordance with the Education Act 1988. Parents have the right to withdraw children from religious assemblies and religious education lessons, pursuant to their rights under the Schools Standards and Framework Act 1988. Children of other faiths who are withdrawn from assemblies and lessons are given alternative work by their teacher.
Parents who wish to withdraw their child from Religious education and the act of worship should consult with the Headteacher.
Reading - We believe that learning to read underpins the whole curriculum. We aim to develop your child’s learning skills and foster an enjoyment in reading for pleasure and information. Your child reads regularly at school and we expect parents to support their child’s reading development by reading with them at home. The Reading Partnership books are the link between home and school. Parents are encouraged to add comments in this book. Children will select a book for their level to take home. All children are encouraged to change their own book each day. Teachers will from time to time add a comment in the partnership books. The teaching of reading takes place through guided reading and daily phonic sessions. Some children will be identified to read to an adult in school on a one to one basis.
Writing - Your child will be taught a variety of methods of recording their ideas on paper, across the curriculum. We emphasise the use of joined writing with due emphasis on grammar, punctuation and spelling as your child progresses. Big Write provides opportunities for children to write for a sustained period of time. These sessions are carefully planned around a theme. A ‘warm up ‘ session takes places for about 10 -15 minutes. This takes the form of games and interactive work. It is expected that children will apply their knowledge in the ‘Big Write’. This writing is enjoyed by the children. Staff create an inviting and exciting environment EG special pens, low lights and exciting artefacts etc.
Speaking and Listening - We provide a variety of situations for all children to develop these skills, thus enabling them to participate more fully in the life of our school and the world outside.Drama is used to support learning.
Rising Stars English
We aim to foster positive attitudes towards Mathematics, developing the children’s skills and understanding in all areas - number, algebra, shape and space (geometry), measures and data-handling (statistics). We encourage the use and application of maths to real life situations.
The subject is well-resourced and is based around the 2014 National Curriculum for Maths. Each year group follows a range of objectives for Mathematical concepts in which children are expected to gain a deep understanding. We are committed to extending the more able pupils and providing support for those having difficulty with the subject. Formative and diagnostic assessment take place termly, and SATs or optional SATs are applied at the end of Years 2, 3, 4, 5 and 6. Parents are encouraged to support their children in increasing their mathematical knowledge, language and understanding, and formal reports are sent to parents at the end of the school year.
The following information has been taken directly from the New National Curriculum and is to be implemented by September 2014
Purpose of study
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The national curriculum for mathematics aims to ensure that all pupils:
? become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
? reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
? can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Information and communication technology (ICT)
Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of key stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure. In both primary and secondary schools, teachers should use their judgement about when ICT tools should be used.
The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
From our perspective:
Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems.
Maths is a core subject with a range of cross-curricular links (e.g. data handling in Science, measures in Geography) but most often, is best taught discretely, using opportunities from other subjects to rehearse skills in a context. Numeracy involves developing confidence and competence in number work; shape, space and measure; handling data and the using and applying of these skills.
We aim to support children in acheiving economic well-being and equipping chilren with a range of computational skills and the ability to solve problems in a variety of contexts.
Our aim is to encourage the children to think of Science as exciting, challenging and fun. We wish them to develop a greater awareness of the role that Science plays in the world around them and acquire as much knowledge as possible from first hand experience. We encourage them not just to accept scientific statements but to ask the question ‘Why?’ and seek solutions, wherever possible, through practical investigations. They learn to plan and record their work in a variety of ways and develop the skills of observing, predicting and hypothesising, while extending their scientific vocabulary.
At Middleton St Mary’s Primary School every pupil and member of staff is entitled to become a confident and competent user of information technology. ICT has a cross curricular nature which provides full access to the National Curriculum. Pupils of all abilities, irrespective of gender, race, class or creed, will be provided with the opportunity to use and develop their ICT skills.
We have worked hard to ensure that our school fosters 21st Century learning with a vast array of technology throughout school. Every teacher is equipped with a laptop computer to aid learning and teaching, planning and preparation. Interactive whiteboards and visualisers are present in every classroom and used effectively to enhance the quality of learning and teaching. We have recently equipped our ICT suite with 31 widescreen, touchscreen desktop computers. We provide additional mobile suites of iPads, laptops and fizzbook netbooks to support teaching and learning in the classroom. These all accompany a vast collection of mobile and handheld technologies including Nintendo DS units, cameras, video cameras, flip cameras, microphones, programmable robots, and not forgetting our new green screen lab!
It is our aim that:
Our computer suite enables the children to have access to ICT and to work as individuals, in small groups or as a whole class under the direction of the teacher. We are connected to the internet and pupils are able to exchange electronic mail with other schools and search for information from museums, libraries, news providers and suitable web sites related to their lessons.
We have detailed policies covering all areas of Information Communication Technology including; ICT Curriculum Policy, Acceptable Use Policy, E-Safety Policy. These include a set of rules for responsible internet use, and detail how our system is protected. (These can be viewed as pdf documents found on the policy page)
PE contributes greatly to the intellectual, physical, moral and cultural education of your child. At Middleton St Mary’s Primary School every child is offered indoor and outdoor PE which includes games, dance, gymnastics and athletics. Swimming is offered to lower key stage 2 pupils. Older pupils are given the opportunity to represent the school in a variety of team games. The school is part of a Trust and works closely with the PE department in the High School. There are athletic events and inter school sports. All children are encouraged to participate in our annual sports day. and many extra curricular sporting activities. A variety of coaches support the school.
We are currently auditing PE provision in school before we make any final decisions about allocating Sports Premium Funding.
If you would like more information on Sports funding allocation, please click the link below
R.E is seen as contributing to the whole education of the children within the school. Through R.E the school is concerned with enabling pupils to continue in, come to, or develop their own beliefs, ideas and attitudes whilst respecting the right of other people to hold beliefs different from their own, in accordance with Leeds agreed syllabus, the children will make particular studies of Christianity, Judaism and Hinduism.
Our aims are to develop children’s interest in the past, introduce pupils to what is involved in understanding and interpreting the past by exploring the concepts of change and continuity, causes and consequence, considering key features of past situations and helping children to form a sense of identity through learning about the development of Britain, Europe and the World. We believe that visits to historical buildings and museums, far and near, are very important for children to acquire a deeper understanding and feel for the period of time they are studying. Throughout the school children will have the opportunity to use a variety of resources e.g. photographs, pictures, artefacts, newspapers and maps. At Key Stage Two specific periods of history are covered in greater depth.
We recognise the importance of the child’s understanding of their environment and place in the wider world. Geography is a skill based subject and throughout the school children will be encouraged to explore the environmental, physical and human aspects of geography and develop their skills by observing and questioning geographical features and issues, collecting and recording evidence, analysing, drawing conclusions and communicating their findings.
They will study rivers, weather, settlement and environmental change. In the early years children will be involved in investigating their more immediate environment i.e. the school and surrounding area; this will then be built upon and extended into contrasting the familiar with other localities within the UK , Europe and the rest of the world.
Musical provision is of a high standard. We have a music specialist who comes into school on a weekly basis to give the children the experience using the musical instruments.. This focuses on all the requirements of the National Curriculum and follows a comprehensive Scheme of Work.
The subject is well-resourced, with instruments regularly updated and increased. We offer an extra curricular choir.
The school choir takes part in regular concerts in collaboration with other schools in the Trust.
Through Art, children are encouraged to develop an awareness and understanding of the work of famous artists and their environment. We provide numerous opportunities and experiences with various materials and art forms. Children are encouraged to experiment, enquire and use materials expressively and inventively.
The aims of our teaching in Design and Technology are to develop children’s design and making skills, and to enhance knowledge and understanding. We try to develop the children’s capability to create high quality products through combining these skills. We nurture creativity and innovation, and try to develop an understanding or technological processes, products and their manufacture and their contribution to the modern world.
In Middleton St Mary's, all Key Stage Two classes learn Spanish. Years 5 and 6 are now on their third year of Spanish lessons!
Children at Middleton St Mary's are keen, eager and enthusiastic to learn Spanish and look forwards to their lessons. The 'Word of the Week' proves to be a quick way to develop children's Spanish vocabulary.
The Languages Coordinator, Mrs Gordon is very enthusiastic about speaking and learning Spanish; she builds the resources in school and supports teachers in planning exciting Spanish lessons. All the staff enjoy teaching Spanish, especially Mrs Miller, who went to Malaga in July 2013 to develop even greater skills in teaching Spanish and build skills and confidence in her speaking abilities.
Have a look at some of the great Spanish displays in school!
Our aim is to provide a caring environment for all children to achieve their full potential. The school does not refuse entry to any child on the basis of his/her special educational need. The school fully integrates all children within its classes from Early Years to Year Six. The school building is on a single level and facilitates the use of wheelchairs. Disabled toilet and shower facilities are also available.
The Special Educational Needs Co-ordinator is responsible for the day to day operation of the SEN policy.
Children may be identified as having special educational needs from a variety of sources. These may be parents, GP, health visitor, nursery or class teachers. Identification may be through observation, formal assessment, school screening tests, medical assessment or Educational Psychologist assessment.
Once a need has been identified procedures are put in place to support the child’s special educational needs. Advice is sought from various sources, including parents, teachers and outside agencies. A programme of work is then devised to support the child’s needs.
Regular review meetings are held to discuss progress and further action.
Personal, Social & Health Education
The school will maintain an open policy towards all matters of sex education and matters arising through cross curricular activities will be explored as appropriate to the needs of classes, groups and individuals at any given time. The Governing Body are currently reviewing this policy as part of our new PSHE scheme (2015 -2016) and recognise the importance of working in partnership with parents in this area.
We are introducing a new PSHE scheme
Is Jigsaw PSHE a whole school approach?
Jigsaw PSHE is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly (with an original song), generating a whole school focus for adults and children alike. The Weekly Celebration highlights a theme from that week’s lesson across the school, and encourages children to reflect that learning in their behaviour and attitudes.
The whole school themes each term are:
.There is an ethos statement for each half term .This links the 6 R’s of learning and Collective Worship.
The school values the place and importance of homework for pupils. We expect parents to support the school by helping their child with reading, spelling and maths tables. Weekly spellings and maths tables are sent home to be learnt. Parents are responsible for supervising the presentation of homework and ensuring that it is returned regularly to school. The Learning log provides an more open, challenging approach to learning so that pupils develop research skills. The logs ensure that no ceiling is placed on the learning to be undertaken at home and a child can spend as much time as they feel they want to.
We encourage pupils to develop outside interests, e.g. Cubs, Brownies, Dance or Musical Instruments