Let Your Light Shine
We help children to achieve success. Our children are shining lights and we give them the confidence to shine in whatever direction and however they choose.
As Peter was Jesus' rock, we are the rock upon which our children build a firm foundation.
All children at Barton St Peter's CE Primary School have access to a broad, balanced and exciting curriculum which links directly to National Curriculum objectives. which helps us works towards our vision of allowing everyone to let their light shine. Each theme is based around a high quality text as we recognise that access to quality literature and langauge is an essential learning tool and we want to foster a love of langauge through all subjects. Themes have been chosen to excite the children and make the learning fun. Cross-curricular links are made where appropriate and we make clear links to everyday life to ensure that learning is current and relevant. We allow our teachers flexibility in approach to ensure that their teaching is responsive to the needs of the children and also to what is happening in the world around us. We make use of the local environment to support our studies. The curriculum is enhanced by educational visits or experiences both around the local area and further afield. We give the children the foundations they need to continue to grow and shine and we send them out into the world with confidence and independence having had a wealth of experiences and developed a range of skills.
Implementation of our curriculum
Our curriculum will be implemented with our intentions as the drivers behind our actions.
Our curriculum intent is implemented throughout all subjects and curriculum activities ensuring a broad and balanced learning experience is provided for every child. Clear strategic planning allows the curriculum to be unique, adapting to our school and our children’s needs. Always having high expectations in all areas enables the best possible outcomes and learning journey. Across all subject areas we demonstrate a breadth of vocabulary and develop strong cross-curricular links.
Through the careful strategic planning – daily, weekly and medium term planning is responsive to children’s needs, from Early Years where they demonstrate ‘Planning in the moment’ and across the school in other areas where daily planning and assessment takes place to ensure that teaching and learning is well-matched to learners.
Our success criteria approach ensures that learning and outcomes show progress and challenge.
Our whole school team approach strengthens our ethos and vision as we work together to reflect upon our curriculum and share outcomes driving forward next steps.
Each year group studies a termly cross-curricular topic of work based on the National Curriculum, which is our statutory requirement.
Each class produces a curriculum newsletter outlining the topics they will be learning about during the term. These will be sent out at the start of term and will also be on the app.
Phonics is a way of teaching children to read and write. It is the ability to hear, identify and manipulate sounds, and to understand the link between the sound (phoneme) and the way it is written (grapheme).
We follow the Read Write Inc. programme because it is a proven, effective method of ensuring children get the best start to their reading life. This scheme prepares children for learning to read and write by developing their phonics knowledge and skills.
Children in the Foundation Stage and Key Stage 1 take part in a daily Read Write Inc. session. Phonics teaching takes place in Key Stage 2 for those pupils who require it.
In Foundation and Key Stage 1 we predominantly use the Oxford Reading Tree scheme, which is accompanied by books which are phonetically decodable. These include Songbirds, Big Cat Phonics and Floppy's Phonics. We also have a range of Fireflies books which are non-fiction so children can access both fiction and non-fiction.
In Key Stage 2 we also use the Oxford Reading Tree scheme which includes graphic novels, classics, poetry, Treetops Chucklers and have a range of fiction and non-fiction. Once children are confident readers, they have the opportunity to read 'free reading' books which means they read books by different authors and do not follow a scheme.
Additionally, we operate a fiction and non-fiction library loan service where children are encouraged to browse our collection of books and choose something to take home. Children also have the opportunity to join and visit Barton town library and take part in the Summer Reading Challenge.
Children who require further support with reading may have daily 1:1 reading with adults or they attend a variety of intervention programmes run by trained teaching assistants.
We place an emphasis on comprehension and encourage any adults to do the same when reading with children. Children are actively encouraged to read widely and we expect all children to read at least three times a week at home to an adult.
Each child has a daily English lesson. Throughout the school, children are taught within their own classes, which are of mixed ability. Learning is often supported by the help of a teaching assistant.
Children are taught English using the 'Talk for Writing' approach. This strategy encourages the use of talking, drama and text analysis. Children learn a text and examine its structures and features so that they can then apply them in their own writing based on the same genre.
All children follow the National Curriculum for English, which you will find below. Cross-curricular links are made where appropriate and we make clear links between reading and writing experiences to build children’s confidence in their own independent writing.
English grammar, punctuation and spelling was introduced by the government in 2013 to assess children's skills in each of these different areas of English. As such, it forms a part of the national tests (SATS) taken at the end of Key Stage 2. Grammar, punctuation and spelling is incorporated into discrete phonics lessons for Key Stage 1 and English lessons for Key Stage 2. The revised National Curriculum has further raised expectations of pupils by increasing the difficulty and placing an emphasis on technical language.
Each child has a daily mathematics lesson. Throughout the school, children are taught within their own classes which are of mixed ability. Many classes are supported by the help of a teaching assistant to enhance learning.
We have adopted the mastery approach to maths which means that children approach their learning using practical resources to secure their understanding before progressing onto more abstract methods. Mental maths forms a strong part of children’s mathematical development and we place a strong emphasis on reasoning in maths. Opportunities to explain their understanding orally to others enables children to further consolidate their own understanding.
Science is a hugely important element of the curriculum and, as such, our science curriculum is planned by a science specialist to ensure progression through the school and uses a scheme called Science Bug to ensure high levels of practical lessons to develop skills. A huge emphasis is placed on working scientifically, which enables children to develop their own scientific understanding through practical investigation. We use our environment and facilities to support scientific enquiry where appropriate.
We aim to provide a high quality geography curriculum through a topic-based approach. As pupils progress through the school, we aim to provide practical and interactive activities to deepen and secure their knowledge and understanding. Children have opportunities to develop specific skills such as fieldwork and map work, as well as interpreting photos and data.
We strive to provide a high-quality history education which will enable pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. History is taught through a creative curriculum whereby we encourage our children to be free thinkers. We believe History helps pupils to understand the complexity of people’s lives, the process of change, and diversity of societies allowing our pupils to develop a sense of their own identity and the challenges of their time.
We teach RE in accordance with the East Riding Of Yorkshire agreed syllabus . We usse diocesan materials to support teachers and to enable pupils to develop religious literacy. Religious literacy is the ability to hold balanced and well informed conversations about religions and beliefs. We believe that it is important for all children to learn about a range of faiths and backgrounds to develop compassion, empathy and tolerance giving our children a firm foundation upon which to acknowledge differences in beliefs.
As a Church of England school, we recognise the core place that RE occupies as part of a broad and balanced curriculum. We also understand the contribution of effective RE to our journey towards realising our school’s distinctively Christian vision.
We recognise the variety of religious and non-religious backgrounds that make up our school community and we respect this variety of backgrounds in the spirit of Christian welcome. We are glad to have good relationships with faith practitioners from a range of world faiths and we value their contribution to our provision of effective RE and Collective Worship.
We actively seek to prepare our pupils for life in modern Britain. As such, we promote key British values, including respect for and tolerance of different faiths and beliefs. We challenge racism and all forms of prejudice and we see RE as one curriculum area in which our pupils can encounter and critically reflect on a range of worldviews.
LIVING BELIEVING THINKING
We aim to develop the children's imagination and creativity through inspiring, rigorous and practical activities which will equip them with skills needed to become confident and successful members of the increasingly technical world in which they live. We wholeheartedly embrace the increased focus on cooking and nutrition within the new Design and Technology curriculum and as a school we seek to provide our children with opportunities to develop their knowledge and understanding of nutrition as part of a healthy lifestyle.
Our computing scheme of work is Rising Stars and covers all key strands: Online, Multimedia, E-Safety, Programming, and Data. Programming receives particular focus in the National Curriculum and E-Safety is regularly reinforced through PSHCE and special assemblies.
We believe that technology should be embedded within the curriculum and to facilitate this ambition, the school is continuing to invest in our information technology infrastructure and in the professional development of our staff.
The National Curriculum requirements are taught through a variety of methods including physical activities as well as hands-on experience with a range of different technologies.
Children are given the opportunity to develop their creative and imaginative ideas, using a range of materials and techniques. Children learn about the world of art, craft and design; they are taught to think critically and develop a more rigorous understanding of art and design. They also learn how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our lives. Each term children study a particular artist in order to broaden their expert knowledge.
PSHE stands for Personal, Social, Health and Economic education. Although it is a non-statutory subject, all schools are expected to teach PSHE as outlined in the National Curriculum. Through a broad and varied programme of study, our children are equipped with the knowledge and skills necessary to make safe and informed decisions about issues which may impact on their daily lives, such as keeping themselves safe, drugs, finance, sex and relationships, physical activity and diet. To support this we use the North Lincolnshire Spiral Curriculum.
The DfE requires schools to promote fundamental British values including democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. Schools must also challenge opinions or behaviours in school that are contrary to fundamental British values. We actively promote these British in a variety of ways including through RE, PSHE, assemblies and discreet lessons which relate specifically to one of these five values. Each week we pose a big question linked to one or more British Values to the children which is discussed in classes on a Thursdsay morning.
All staff and governors have received Prevent training to equip them with the knowledge and skills required to be vigilant in keeping our children safe.
RSE is supported by the curriculum for Science and PSHE. An RSE policy is in place and staff follow procedures in order to uphold the moral development of our children in all areas of teaching where questions relating to physical and emotional development arise. Consequently, our pupils receive their RSE in the wider context of relationships, so that all are prepared for the opportunities, responsibilities and experiences of adult life.
Our children are encouraged, from entering the Foundation Stage through to year 6, to show care and respect for themselves and each other. A programme of support to develop these skills is in place, annually provided by Big Talk Education, and also through our Science planning ( Year 1/2 Body Parts and Growth Year 3/4 Health Y5/6 Life Cycles, Reproduction, Changes and Development )
Every child participates in two sessions of PE each week in which children develop a wide range of skills. In Year 4, all pupils receive swimming lessons to enable them to become competent in swimming at least 25 metres. In addition, we offer further opportunities during the school year to engage in inter-school sports, after school sports clubs and whole school sporting events such as team challenges and sports days.
Each school in England receives a block sum of funding called Sports Premium, which is used to support better standards of physical education and greater participation in sporting events over the time that the government provides the funding.
Children in Key Stage 2 are taught French for one hour per week by a specialist teacher, Madame Duprat, using a scheme called La Jolie Ronde. Much of the learning is done through songs and games to make it as fun and as accessible as possible to all. Our cluster secondary school has French as its key MFL option in year 7 and so the children are well prepared for this next step in their educational journey.
We aim to enhance our curriculum by giving pupils a wide range of first-hand learning experiences that are relevant, memorable and fun. We use our local town as well as the wider area to bring learning to life. Where a visit is not possible or relevant we seek alternatives such as visitors and specialist workshops within the school.
Parents are asked to make a voluntary contribution towards the cost of visits/activities that take place during the school day. In addition to day visits we offer two fantastic residential experiences, London and Whitby, which allow the children in Year 5 and 6 to experience city life, coastal life, West End theatre and a range of other cultural experiences in addition to working together and living well together.
In response to feedback we altered our home learning policy to be more family friendly. Tasks are linked to the theme and children are given a selection of tasks to choose from depending o their own style of learning.
In addition to weekly homework tasks, we ask families to support their children with weekly reading, spelling and times tables activities.
Further guidance on homework is documented in our home learning policy.
The impact of our curriculum is that children leaving Barton St Peter's have experienced success in a range of fields and know just where their light shines the brightest – they are ready to enter the next phase of their education as confident learners. The children will have had the opportunity to develop passion and thrive in areas where they display talent.
They will have broadened their horizons through a wide range of experiences and will have career aspirations. They will have developed a high level of communication skills through quality language and literature study.
At the end of each phase, the vast majority of pupils will have sustained mastery of the content, that is, they remember it and are fluent in it; some pupils have a greater depth of understanding. Knowledge becomes part of the long term memory. This provides them with a firm foundation upon which to build in their secondary education and beyond.
The children leave St Peter's knowing their worth and knowing that they will always be a part of the BSP family.