We are fully committed to ensuring that every day at Deanshanger Primary School is as happy as possible and that all children feel well supported. It is important that everyone feels safe at all times – our safeguarding practices must provide all children with a listening ear and the additional support that they might need for various reasons.
Our curriculum has been built to provide a rich, broad, balanced, relevant, engaging and inspiring curriculum that provides opportunities and creativity to develop the whole child. In these uncertain times, it is important, perhaps even more than ever, that our curriculum matches post lock down needs. We are very aware that whilst many children have made extensive progress since March 2020, the complex difficulties posed by the pandemic, have left many gaps for many other children whilst also highlighting new needs in terms of social and emotional wellbeing. Our recovery curriculum is built to address complex and varied needs - it is very dependent on the cohort's specific needs, both academic and socially and emotionally. Early assessments in week 2 and 3, are being built upon and form one element of our school recovery curriculum / plan.
As always, we want our children to feel excited about the learning ahead from the beginning of the journey in foundation stage throughout their primary years, to the end of year 6; we want them to engage fully; to make connections with their learning and life outside Deanshanger, and to be enthused to push their learning forward. There are no ceilings on children’s success and we continually promote a ‘Yes, I can’, growth mind set attitude. We also want our children to grow into all rounded citizens that grow in to thoughtful adults fulfilling a meaningful and unique role in society.
The International Primary Curriculum (IPC) has been selected to provide engaging, cross curricula topics with a rich international outlook; it is used from Year 1 to year 6; in EYFS, an interest led curriculum is built based on the characteristics of effective learning. The EYFS team meet the children’s needs through carefully planned Continuous Provision, which is enhanced with ‘provocations’ to inspire and challenge. Our intention when planning is to provide children with interest-led opportunities to become fully immersed and deeply engaged in their play which encourages independent learners and critical thinkers. Our mantra is “watch, wait and wonder”, to ensure that we observe before intervening in children’s learning, to empower and enable them to resolve conflicts and issues, solve problems and develop imagination and creativity.
The IPC is used by over 1000 schools in over 90 countries worldwide and where possible we link with other schools to enrich learning further. The IPC is a comprehensive, thematic, creative curriculum, with a clear process of learning and specific learning goals for every subject. It also develops international mindedness and encourages personal learning. The topics in EYFS and beyond, cover the statutory expectations of the national curriculum but bring it fully to life.
Click here for our curriculum overview document demonstrating the IPC topics for each year group.
The IPC provides the basis for the majority of our English, Science, Technology, History, Geography, Music, Art and Society and some of the ICT & Computing curriculum. Maths, RE and PE (Physical Education) are largely discreet subjects with their own schemes of work and expectations, although links are made when they are authentic and meaningful. Planning is very structured and builds upon core skills, knowledge and understanding. Learning in all subject areas is supported by regular sessions in Forest School. These are twice weekly in foundation stage and every other week in Y1-Y6.
Everything in our curriculum is supported and underpinned by our school values; these provide the individual qualities and dispositions that we believe children will find essential in the 21st century. There are eight IPC Personal Goals that we have adopted as our school values - enquiry, resilience, principled, communication, thoughtfulness, cooperation, respect and adaptability. Opportunities to experience and practice these are built into the learning tasks within each unit of work, in all ‘other’ subjects, assemblies and Forest School. Power points are used to celebrate the successful modelling of the school values.
We ensure open access and inclusivity, providing opportunities for all, irrespective of their personal characteristics. There will be no curriculum barriers – pupils will have access to all opportunities and, where there is choice, they can select appropriately, and with guidance, according to their ambitions, interests, abilities and needs.
SRE (Sex and Relationships Education) SRE is part of our ongoing programme. Initially it focuses on looking at the body and taking care of it. Later it considers friendships and relationships. As the children grow older, Years 5 and 6, puberty is discussed. Parents have the right to withdraw their children from the SRE programme. The request to withdraw should be made in writing to the Head Teacher.
Our extensive commitment to PE is demonstrated in our gold school games award and to the Arts, through our silver Artsmark award.
For further curriculum information, please click on the subject links below. Don’t hesitate to make contact with us if you have any further questions or comments about our curriculum.
Time per week in class - One lesson per week for computing. Other cross-curricular uses of ICT are used at other times.
Scheme of Work - Purple Mash is our main scheme followed to ensure coverage and progression of computing skills and knowledge.
What does computing look like at Deanshanger Primary School?
The curriculum below demonstrates the expectations -
Foundation Stage: We aim to provide our pupils with a broad, play-based experience of computing in a range of contexts.
- Early Years learning environments should feature ICT scenarios based on experience in the real world, such as in role-play.
- Pupils gain confidence, control and language skills through opportunities to ‘paint’ on the interactive board/devices or control remotely operated toys.
- Outdoor exploration is an important aspect, supported by ICT toys such as metal detectors and walkie-talkie sets.
- Recording devices can support children to develop their communication skills. This is especially useful for children who have English as an additional language.
- Show an interest in technological toys with knobs, buttons or pulleys, or real objects such as cameras, mobile phones and ipads/android tablets.
- Show skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images;
- Know that information can be retrieved from computers;
- Complete a simple program on a computer;
- Use ICT hardware to interact with age-appropriate computer software. Recognise that a range of technology is used in places such as homes and schools;
- Select and use technology for particular purposes. Find out about, and use a range of everyday technology. They select appropriate applications that support an identified need- for example in deciding how best to make a record of a special event.
Key Stage 1 outcomes
- Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
- Write and test simple programs.
- Organise, store, manipulate and retrieve data in a range of digital formats.
- Communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.
Key Stage 2 outcomes
- Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
- Describe how Internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
- Use sequence, selection and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.
- Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
- Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs.
- Understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration.
- Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
- Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
The Computing Leader keeps up to date with the latest technology resources and will make informed decisions about new resources. A range of resources are available which successfully support the delivery of the computing curriculum and enable all learners to reach their full potential. We have a studio where computer lessons can take place, (although the laptops and ipads are often taken into the classroom) and Switched On! Beebots. A range of apps and programs suitable for primary school age pupils. Purple Mash and Switched On! Schemes of work and resources for planning and teaching. We also have a green screen.
At Deanshanger Primary School, we aim to enable all children to achieve to their full potential. This includes children of all abilities, social and cultural backgrounds, those with disabilities, EAL speakers and SEN statement and non-statemented. We place particular emphasis on the flexibility technology brings to allowing pupils to access learning opportunities, particularly pupils with SEN and disabilities.
Digitial Leaders is an after school club for KS2 children with a keen interest in computing. They do not just attend a club, they are seen as ambassadors for the subject in their class and are called upon at events as IT support when required. They are also keen to share their knowledge and skills by helping staff and children alike.
Design Technology and art
We have recently been awarded our silver Artsmark award . We continue to be fully committed to delivering a rich diet of opportunities that are deeply embedded in our cross curricula diet in all year groups. Artsmark provides a clear and flexible framework for teachers and schools leaders to embed creativity across the whole curriculum and address school improvement priorities - something that we fully believe in.
The national curriculum for art and design aims to ensure that all pupils:
· produce creative work, exploring their ideas and recording their experiences
· become proficient in drawing, painting, sculpture and other art, craft and design techniques
· evaluate and analyse creative works using the language of art, craft and design
· know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
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.
Key stage 1
Pupils will be taught to use a range of materials creatively to design and make products. They will have to opportunity to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. They will develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. They will explore the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work within their sketchbooks.
Key stage 2
Pupils will be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. They will use their sketchbooks to record their observations, review and revisit ideas and practice new skills. They will be given the opportunity to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]. They will learn about great artists, architects and designers in history
At Deanshanger Primary School we aim to ensure that children have explored, evaluated and become familiar with a range of art media by the time they leave Year 6 from watercolour and acrylic paints to batik and screen printing. Children from Year 1 to Year 6 are encouraged to annotate and evaluate their work and the work of Artists. Children’s comments should demonstrate a progression of their understanding and ability as they move through the school. Although there is no formal assessment in Art the annotated sketchbooks will make clear the skill level each child is working at both in their own ability to produce artwork and in their ability to evaluate works of art. Art is timetabled for 2 hours per week on a half-termly rotation with Music. This equates to one hour per week over the year. However, there are plenty of additional opportunities given throughout the school year for children to practice their art skills for example; Remembrance Day, Christmas & New Year and End of Year Art exhibitions to name a few.
We hope that the children at Deanshanger Primary School enjoy and engage thoroughly with their Art sessions and can look back and reflect upon their developing skills throughout their time here.Design and Technology (DT) is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils from Foundation Stage to Year 6 design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. The teaching of Art and DT is a mandatory element of the National Curriculum. The statutory requirements plus the advisory content of the Dimensions scheme of work will form the foundation for this subject.
Eco-Schools is an international award programme that guides schools on their sustainable journey, providing a simple framework to help make sustainability an integral part of school life. Eco-Schools can help enhance the curriculum and get the whole school united behind something important.
Deanshanger Primary School helps children to address a variety of environmental themes, ranging from litter and waste to healthy living and biodiversity.
Our Eco team form and lead an Eco-Committee. In conjunction with the rest of the school and the wider community, it’s the pupils that decide the environmental themes they want to address and how they’re going to do it.
Measuring and monitoring is an integral part of the Eco-Schools programme, providing schools with all the evidence they need to showcase their environmental success. In fact, Eco-Schools can fit into virtually all aspects of the curriculum and help to make learning, both inside and outside the classroom, fun and engaging.
Our School has previously achieved the Bronze and Silver awards and we are now setting our sights on the Green Flag award, which symbolises excellence in the field of environmental activity.
Undertaking the Eco-Schools programme is a long-term journey and it can take time for schools to implement the different elements of the framework and engage their staff, students and the community with it. We think it's a journey well worth taking though and the Eco-Schools team, along with a whole host of materials, information and resources, will be there to support schools along the way.
In our English teaching, we aim to develop pupils’ abilities to communicate effectively in speech and writing, to listen with understanding and to become enthusiastic and responsive readers. Reading for enjoyment is key!
Pupils’ abilities are developed within an integrated programme of speaking and listening, reading and writing. This is usually implemented through a daily English lesson for Years 1 to 6, and is linked to the International Primary Curriculum (IPC) whenever appropriate. Our long term plan for English maps out these opportunities against the IPC click this link to view our long term plan. EYFS learning opportunities are planned using continuous provision and interest child-led learning.
Children are encouraged to speak clearly, fluently and with confidence in groups of varying sizes and ages and to listen and respond to other people. There are many opportunities within the school to speak confidently through class assemblies and performances. Drama is used whenever possible which helps in bringing the curriculum to life. Children also perform poetry. This can be individually or as part of a group.
Reading is an important daily activity and children are encouraged to read and enjoy the wide range of books we have available. We aim to teach reading through the enjoyment of books, and reading activities are planned for every day, including guided and shared reading. From EYFS to Year 2 children are taught synthetic phonics from our chosen phonic programme - Letters and Sounds, this supports their decoding of words. The teaching of phonics is vital for the foundations of their reading journey. Our school booklet - 'Reading and Phonics, Information for Parents/Carers 2019/20' can be found here and a short video demonstrating pure sounds, below.
Community volunteers work in partnership with the school to support individualised reading on a regular basis. At the current time we are exploring ways to cotninue this virtually. Teacher-chosen books, with a more carefully levelled vocabulary, are used for guided reading sessions when the children work in ability groups using VIPER roles. The VIPER roles are used to develop understanding of key reading skills;
Further information on questions that can be used to develop these skills can be found on this page and also in our reading policy. Click here for more information. These questions can be used by parents at home to develop key reading skills. Comprehension, expression and discussion skills are developed in these sessions. We also develop the skills of written reading comprehension encouraging children to be ‘secondary ready’ by the time they leave us. We use a variety of reading schemes including Oxford Reading Tree and Bug Club. From Foundation Stage to Year 2 these schemes are colour banded. From Year 1 to Year 6 we use Accelerated Reader - click here to find out more information and here for a guide - What Parents need to know. Reading lists for each year group can be found on the class pages of the website. A parents guide to myON can be found here.
Please find the word lists that we focus on, when the time is right for each child, in Foundation Stage and Year 1.
Parents take an active part in developing the joy of reading by sharing the books brought home each day and making comments in the reading diary. Children should be reading at least five times a week for at least 20 minutes. This is an expectation in all year groups, though will increase to 30 minutes in Year 6. All reading should be recorded in the 'Home/School Diary'. Reading time should be a comfortable, stress-free and enjoyable time for both parent and child. We encourage children to read a range of materials. For example, boys may be inspired to read the sports column in their newspaper or graphic novels.
Children in Foundation Stage and Year 1 use ‘Reading Eggs’ to aid their learning in phonics. All children should have an individual account to make phonics learning fun using this interactive programme. The learning of phonics are linked to your child's spellings. Throughout the school children are encouraged to learn spellings at home every day for a weekly test.
Children in Key Stages 1 and 2 are encouraged to write independently to produce well structured, detailed writing in which the meaning is made clear and which engages the interest of the reader. Attention is paid throughout the school to the formal structures of English, grammatical detail, handwriting, punctuation and spelling. Our long term plan shows the progression of SPaG skills across the school. In our 'Home/School Diary' there is a glossary of SPaG terms used across the school; a DfE glossary document is also attached.
To support our teaching of writing we use our own assessment criteria based on the National Curriculum 2014 requirements with further guidance provided to Years 2 and 6 by the DfE performance descriptors and national writing standards. Look here for end of KS2 samples - working towards the expected standard, working at the expected standard and working at greater depth within the expected standard. Teachers model writing strategies and the use of phonics and spelling strategies in shared writing sessions. Guided writing sessions are used to target specific needs of both groups and individuals.
The children are given frequent opportunities in school to write in different contexts, for a variety of purposes and audiences, using quality texts as a model. There are many opportunities for children to improve their writing. They may be asked to produce their writing on their own or as part of a group. Children can also be given the opportunity to use ICT for their writing. Please refer to our separate presentation policy for details about expectations for handwriting and presentation of work. Click here for the presentation policy.
As part of our development of writing skills, all children across all phases of the school, independently produce a ‘First of the Month’ (FoTM) piece. This is marked against either the year group writing pathway or toolkit. Children may improve their pieces afterwards using purple pen marking. ‘First of the Month’ exercise books are passed on to the next year group. This ensures that future teachers have an understanding of the child’s writing journey across the school; it also provides a record for children and parents.
There is weekly English homework set across the school.
Within English there are statutory assessments in reading and writing at the end of EYFS, KS1 and KS2. There is also a statutory phonics screening where children read real and nonsense words.
Our Maths/English powerpoint presentation for parents can be found here.
In KS2, each class has a timetabled lesson of at least thirty minutes per week. Foundation Stage have 15-minute sessions to share a story, song or rhyme. KS1 build up from 15 minutes to 30 minutes. French can also be revisited in short sessions throughout the week to consolidate knowledge and ensure new language is retained.
French lessons provide a variety of sources to model the language, use games and songs to maximise enjoyment and make as many connections to real-life situations as possible. Lessons focus on speaking and listening. However, when appropriate, children record written work informally in books which are passed through the years and become a portfolio of their learning. This then will be passed on to the secondary school.
Geography and history
At Deanshanger Primary School, Geography and History is led by Miss Brooks. History and Geography are covered through the IPC schemes of work and where appropriate, cross-curricular links are made within literacy, art and science.
Our aim is to deliver a high-quality geography education, which stimulates pupils thinking about the world and its people. Teaching equips pupils with knowledge about diverse places, people, resources and natural and human environments, together with the Earth’s key physical and human processes. As our pupils progress, they will deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
Pupils will develop contextual knowledge of the location of places, seas and oceans, including their defining physical and human characteristics, understand the processes that give rise to key physical and human geographical features of the world and learn how these are interdependent and how they bring about spatial variation and change over time.
In addition to this, pupils will collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes, interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) and communicate geographical information in a variety of ways, including through maps and writing at length.
In Key Stage 1, focus includes:
Being able to name and locate the world’s seven continents and five oceans and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.
Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.
Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.
Emphasis on basic geographical vocabulary is paramount.
Basic use of world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.
Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
In Key Stage 2, geography focuses include:
Locating the world’s countries, using maps to focus on Europe, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. Being able to name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time.
Position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) should also be covered.
Describe and understand key aspects of: physical geography, including climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. KS2 should be able to confidently Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied and use the eight points of a compass, four and six-figure grid references, symbols and key to build their knowledge of the United Kingdom and the wider world.
For further information about the national curriculum guidance for geography, click here.
In history, we aim to develop the children's knowledge and general understanding of history across a range of historical periods. This aspect of the curriculum will focus on the children's own history along with history of the village stretching through to national and global periods in history. Children will learn through a range of approaches to bring the history to life and enhance their understanding. Individual year groups are encouraged to include other historical events and periods beyond the Normans especially if it develops the children's knowledge and understanding.
In Key Stage 2, history focuses upon specific periods and is set out chronically, allowing the children to build up a greater understanding of where the areas of history sit within a historical context. The areas of study that are included within the Key Stage consist of Ancient Greece, Stone Age – Celts to Anglo Saxons, Invaders and Settlers which include Romans and Vikings, through to historical periods outside of Europe which range from Ancient Civilizations and Non-European Societies.
For further information about the national curriculum guidance for history, click here.
From Years one to six, mathematics is taught for one hour every day. In Early Years Foundation Stage, mathematics is taught through continuous provision and short focussed inputs. The scheme of work used by Deanshanger Primary School is Classroom Secrets which is based on the White Rose schemes of learning. This is designed to support a mastery approach to teaching and learning as well as to support the aims and objectives of the National Curriculum. Classroom Secrets breaks down each area of maths into small steps. Each step is planned to develop children’s fluency, problem solving and reasoning skills. All mathematics lessons are differentiated to meet the needs of every child.
Mathematics is assessed using a range of formative and summarise assessments. There are three formal assessments points throughout the year. National tests are carried out at the of the EYFS, and at the end of Key Stages one and two. From June 2020 we will also be assessing children’s multiplication knowledge in year four.
Our Calculations Policy outlines the methods used in each year group to meet the expectations.
Homework will be set in this area of the curriculum to extend and apply the knowledge taught in lessons. Children also have access to Times Tables RockStars, an app which supports the recall of multiplication facts.
Our Maths/English powerpoint presentation for parents can be found here.
At Deanshanger Primary School, our aim is to deliver a high-quality musical education. We believe that music enables children to better understand the world as music reflects the culture and society we live in. Music provides the children with a unique method of communicating their ideas and understanding; it also provides a strong outlet for emotions and building a sense of community.
The school is well equipped with a wide selection of percussion instruments, key boards, drum kits and a piano.
Where opportunities become available, the school actively engages in cluster music events, workshops in neighbouring schools and sets up choirs for school and community events.
Music teaching comes in many forms –
- Class music sessions largely using the Charanga music scheme - A complete scheme to teach the national curriculum for music Class sessions start in foundation stage and gradually build upon the skills and knowledge.
- School assemblies – music plays a very prominent role through learning and performing traditional school songs and modern ones and listening/reviewing to different styles of music. We are very proud of the repertoire of songs that we know and the gusto in which we perform! In addition, children are warmly invited to showcase their musical talents in assemblies.
- Children are able to sign up for one to one or small group instrument lessons from peripatetic specialists in the county. We currently offer lessons in drums, guitar, flute and the clarinet.
- Children across the school are also able to sign up for weekly Rocksteady sessions – these have grown enormously over the last two years. We all look forward to the termly Rocksteady concerts where parents/carers are invited into to join in the children’s growing musical talents and confidence.
The current statutory requirements for PE:
Physical education (PE) is a compulsory part of the curriculum for all pupils at every Key Stage, from age four to 16. It is up to schools to determine how much time is devoted to PE in the curriculum but departmental guidance recommends that they should provide pupils with a minimum of two hours curricular PE per week.
The minimum content for each Key Stage is as follows:
- Foundation and Key Stage 1 - athletics, dance, games, and gymnastics
- Key Stage 2 - athletics, dance, games, gymnastics and swimming
To read further about the statutory requirements in this subject click here.
At Deanshanger, we believe that Physical Education is a vital part of the curriculum as it not only promotes a healthy and active lifestyle but teaches the key values of teamwork, honesty, self-belief, passion, determination, and respect.
All children are entitled to and provided with 2 hours of Physical Education per week. We currently use the REAL PE programme which heavily focuses on coordination, balance and agility and promotes mastering and improving key skills within a sport. All staff are trained in this approach and deliver REAL PE to their class.
Foundation Stage follow some of the REAL PE programme and satisfy the Early Years curriculum through other units of dance, gymnastics, apparatus use and multi-skills activities.
Key Stage 1 follow their REAL PE programme, complete with REAL GYM and dance for indoor PE. In addition, KS1 take part in a skills-based approach to invasion, net/ball and fielding and striking games for outdoor PE.
Lower KS2 follow their REAL PE programme, complete with REAL GYM, and dance for indoor PE. Outdoor games covers traditional sports games which focus on the skills development whilst being played within competitive recognised sport. REAL PE units can also be done as the outdoor games too.
Upper KS2 follow their REAL PE programme, complete with REAL GYM, and dance for indoor PE. Outdoor games consists of traditional sports games which focus on the skills development whilst being played within competitive recognised sport. REAL PE units can also be done as the outdoor games too. Upper KS2 also follow an in-house competition format earning points towards Sports Day.
All year groups have access to the Real Jasmine platform which enables the subject to be taught using real-life context for the skills needed to be successful. There is a heavy focus on individual self-improvement no matter what the perceived ability. The best examples of this come through our investment in Skip2Bfit and Run a mile.
As well as Physical Education in curriculum time, Deanshanger Primary also take part in many sporting events with other schools in the local area. These include tag rugby, football, athletics (indoor and outdoor), gymnastics, netball, cricket, Kurling, Boccia, Archery, Tri-golf, cross country and hockey.
Specifically, Year 4 attend Towcester swimming pool for swimming lessons and top up swimming is provided to children in Year 6. Years 4 and 6 get the opportunity to go to school residentials which provide chances to explore more outdoor experiences related to physical activity.
We also offer a range of extra-curricular activities before and after school. These include the traditional sports of football, gymnastics and athletics as well as individual events such as run a mile and Skip2Bfit.
We also have a broad range of in-house activities delivered by our Sports Leaders, Play Leaders and several outsourced sports providers.
There is no formal assessment within Physical Education. However, teachers are consistently assessing their pupil’s attainment and progress against the skills outlined in the Real PE programme. The success of this programme is apparent in the ability of Year 5 and Year 6 to take part in competitive sport.
Currently, the PE leads are Sophie Peers and Trevor Gregory. Both work collaboratively to deliver Physical Education across the school, ensuring standards continue to replicate the School Games gold award - a government led awards scheme launched in 2012 to reward schools for their commitment to the development of competition across their school and into the community.
PSHE - personal, social and health education
In PSHE we aim to offer children the opportunity to express their thoughts, ideas and emotions about important issues in school, home and society. PSHE is taught once per week using the PSHE Association Scheme of work in Foundation Stage, Year 2, Year 3, Year 4, Year 5 and Year 6. In addition Year 5 also follow the “Friends for life” scheme. Through group discussions and activities, children develop life skills to build resilience and self-confidence.
In Year 1 children follow the “Zippy’s Friends” scheme. Through stories, children will explore and discuss a variety of topics during the programmes six modules: ‘feelings’, ‘communication’, ‘making breaking relationships’, ‘conflict resolution’, ‘dealing with change and loss’ and ‘we cope’.
Through our programme of study we encourage an awareness of keeping healthy and eating healthily. The school provides healthy eating snacks at break time for Key Stage One and encourages healthy eating by choosing a hot meal or bringing a healthy packed lunch.
As there is no formal assessment for this subject, the subject lead (Miss Stanley) monitors the outcomes of each year group’s objectives through work samples.
The School Council at Deanshanger Primary is a successful and active group that meet on alternate weeks along with class councils. School council organise house and charity events and provide a pupil voice to our school's development. Each year group from Year 1 to Year 6 has two representatives and are elected by their peers in September.
Religious Education is an important curriculum subject in its own right and also makes a unique contribution to the spiritual, moral, social and cultural development of pupils and supports wider community cohesion. RE is taught on a weekly basis in all class across the school. In it supported in school assemblies, in cross curricula topic learning and through our PSHCE curriculum at times. We follow the Local Authority’s statutory SACRE guidance, SACRE stands for Standing Advisory Council on Religious Education; this is based on DfE non statutory guidance (2010).
Where possible, we invite in visitors from different faiths to talk to the children and allow open questioning; we alo plan trips to enrich learning. We have close links with Holy Trinity church here in Deanshanger, and a team share half termly ‘Open the Book’ assemblies.
Religious Education is a statutory requirement, but it is not part of the National Curriculum. Schools in Northamptonshire follow the SACRE agreed syllabus, which we base all our learning on.
The agreed syllabus for RE in Northamptonshire is called 'Growing Together' and is the responsibility of the local authority.
Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies their curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating explanations through experimental evidence and modelling. Pupils learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world.
In the Early Years Foundation Stage (EYFS), children are encouraged to develop the characteristics of effective learning, many of which help the children to develop skills that support their scientific learning. Science is taught through ‘Understanding of the world’, building on their natural curiosity and fascination with the world around them.
Science teaching in the rest of the school follows the National Curriculum guidelines through a topic approach from the IPC (International Primary Curriculum), providing a broad, relevant science curriculum for all the children.
In Key Stage 1, pupils observe, explore and ask questions about living things, materials and physical phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They are helped to develop their understanding of scientific ideas by using different types of enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They share ideas and communicate them using scientific language, drawings, charts and tables with the help of ICT if it is appropriate. Most of the learning about science is done through the use of first-hand practical experiences.
At Key Stage 2, pupils learn about a wider range of living things, materials and physical phenomena. They make links between ideas and explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They think about the work of scientists and the effects over time of scientific and technological developments on the environment and in other contexts. They ask their own questions about what they observe and make decisions about what types of scientific enquiry are likely to be the best ways of answering them, working on their own and with others. They draw simple conclusions, use scientific language and a range of reference sources in their work. They also use conventional diagrams, charts, graphs, and ICT to communicate their ideas. Children may also be asked to write-up their experiments as reports or extended pieces of writing.
We have a well-stocked cupboard of resources which the children access regularly through their work. The school site itself is rich with scientific opportunities, our Forest School area is a prime example of this. It is home to a vast variety of wildlife including: hedgehogs, newts, mini beasts and many trees which the children explore with enthusiasm each week; there is even one which they are shown how to climb safely!
This year Miss Whitaker (our science coordinator) will be introducing a new, after-school science club… The Deanshanger S.A.S. (Serious About Science). This will be a 6-week programme where children will conduct experiments relating to a specific theme (for example: secret agents).
Our children are assessed annually in science. However, this is an area we are keen to update and improve so this may change through the course of this year.
Special Educational Needs and Disability - SEND
Special Educational Needs and Inclusion at Deanshanger Primary School are co-ordinated by our Special Educational Needs Coordinator (SENCo) Mrs Julie Boddington firstname.lastname@example.org
The lead governors responsible for Special Educational Needs and Inclusion are Mr David Aaronson and Mr Andy Limbert.
Across the school we ensure that all children’s needs are catered for, allowing for them to be involved in all aspects of the curriculum. This is delivered in a number of different ways from differentiated lessons, specific small group interventions and one to one support to develop a specific aspect of a child’s learning need. A provision map for each year group shows the additional support being delivered to meet the needs in that year group.
Some children may require further assistance and support with their learning where guidance from county based agencies such as the Education Psychologist, School Nurse Team, Speech and Language Therapists, Autism Outreach and other organisations is sought. When a child needs this level of additional support with their learning, a clear programme of learning and support is put in place to ensure that work is appropriately matched and termly targets are set. This is recorded in an Individual Education Plan (IEP) and is shared with parents and the child.
Children may require high levels of support to meet their needs. In this case we may need to move from an IEP to an Education Health and Care Plan (EHC Plan). This is also shared with parents and the child and provides more specific targets to support the child in all aspects of their learning and social engagement.
We have a comprehensive Inclusion Policy, which has recently been updated to meet the requirements of The Code of Practice, set out by the DfE. A copy of the policy can be viewed on the policy page of the website. Alternatively, you can request a hard copy from the school office. Within the policy you will find out about -
- Our provision for SEND and how we promote inclusion
- Methods for identifying and assessing pupils with Special Educational Needs
- Additional support available in our school for children with Special Educational Needs
- How the school involves pupils with Special Educational Needs and their parents in decisions
- Working alongside other professionals, including health and social services to meet the needs of pupils with Special Educational Needs and supporting their families
- The role of governors
- The Local Authority Special Educational Needs offer. For more information click here
All staff and governors also have a duty to promote equality and accessibility for the disabled which are fully explained in the school’s Equality Policy and Accessibility Plan.
If you have any questions about provision for your child, their progress and attainment and well-being in any way, you should contact the class teacher in the first instance followed by Mrs Julie Boddington (SENCo) and/or Mrs Rachel Rice (Head teacher)