IMPLEMENTATION

At Glory Farm Primary School the way we IMPLEMENT the curriculum is:

  • Subject leaders ensure that their curriculum area is well taught and resourced across the school. Senior leaders organise regular opportunities for staff to attend training that is coherently planned and personalised throughout the year and that staff share expertise across the school.  Each subject leader is given regular time by senior leaders to evaluate and improve their own knowledge and those of their colleagues.  

  • Teaching is adapted when appropriate to ensure that children have clearly understood a new concept or skill before moving forward by: holding regular discussions about learning between children and adults in school; teachers ensuring that learning is linked to real-life experiences; using our clear marking and feedback policy which is constantly being evaluated; focusing on gaps in children’s learning immediately and support staff or teachers within year groups provide booster, interventions and challenge groups to ensure this happens daily.

  • There are clear skills progression documents in place for each subject area which teachers use to ensure that the curriculum is designed to help pupils link new learning to previous learning and have opportunities to use and apply this learning into larger ideas across the curriculum.

  • Assessment is used well and is purposeful to ensure that children have fully understood and can discuss their learning and teachers use this to inform their teaching.   Activities are provided in all year groups for children to use and apply skills learnt and concepts understood.

  • Text based learning is used throughout the school to ensure children are engaged and the curriculum is linked to develop knowledge and skills in a coherent way. We use reading across the curriculum.

  • The teaching, modelling and use of explicit subject vocabulary is a key part of every unit of work in each subject, developed over time. 

  • All resources are clearly labelled in classrooms to develop children’s independence.

  • Challenge for all is a priority across the curriculum and we use the mastery approach in mathematics to ensure all children have opportunities to exceed their potential.

  • The teaching of reading is taught daily in each class and the reading skills, which support comprehension, are modelled explicitly by all staff.  

  • Adult reading buddies are in place across the school. This is to ensure that children who do not read regularly are supported more in school.

  • Teachers regularly read to their class to extend the texts which children have experience of and what they have been exposed to. This encourages a rich language environment.

  • Banding of reading books across the school ensures that children are challenged appropriately with their reading and reading books match closely to the phonics knowledge of the child.

  • Termly formal reading assessments take place to identify gaps and ensure that teaching and learning is relevant and purposeful.   More Informal assessments (formative) are constantly used to ensure that these gaps are addressed quickly and effectively.

  • Phonics is taught daily in EYFS and KS1 and continues for the children that still need the support across KS2.   Children are then encouraged to continue to use their phonics skills across the school when faced with an unfamiliar word - either when reading independently, in a pair and across the curriculum..

  • Children are encouraged to speak in full sentences from their start in Nursery and throughout school to encourage development of their language and vocabulary. 

  • Work is celebrated throughout school. Leaders have created subject related boards which display work that teachers and children are proud of.

  • Visitors, trips and external experiences are used regularly to engage children with the curriculum and expose them to other opportunities. 

  • Inclusion is strong across the school and outside agencies are used where appropriate.  Children are supported within their year groups to encourage peer learning as well as some one-to-one interventions when appropriate.

  • We work collaboratively on a range of projects with the local community and beyond. 

  • We ensure that children’s well-being is a focus for all and use a variety of strategies to support children who are struggling with social, emotional and mental health needs.