Menu
School Logo
Language
Search

Curriculum & Assessment

Curriculum Overview

 

As a school, and a LAT, we believe our curriculum should provide all of our children with a solid foundation of key knowledge that encourages, inspires and supports them to achieve and exceed their potential. Over the past year, teachers and leaders within the LAT have worked collaboratively to develop a curriculum which suits the needs of all of our children and aims to support the development of their long-term learning and memory. Our newly constructed curriculum is aligned with the National Curriculum. The LAT curriculum design is grounded by key subject drivers: History, Geography, Science, Maths and English. In addition, each term staff deliver topics which take deep dives into specific subjects. This includes: DT and Art. These subjects are carefully positioned across the year and are partnered with others that allow enhanced opportunities for the development of knowledge and skills. The table below models how the curriculum is organised. 

 

Through our curriculum, children engage in a wide variety of learning that develops their creative, artistic, musical, cultural and sporting abilities.  Our curriculum is enhanced by a selection of after school/lunchtime clubs which are well subscribed. The school takes part in many competitive inter-school competitions, such as: debate, football and athletics competitions. The children take part in many off-site visits, including: residential trips for year 3 and 5, visitor assembles, cultural capital assemblies and extra-curricular activities. These are all provided with the intention of broadening the knowledge, skills and life experiences of our children.   

 

We hope you find the information provided useful. If you would like further information about individual subjects, topics or how to support your child's learning please refer to the specific subject areas below, the class curriculum overviews or contact your child's class teacher via the office. 

The Learning Academies Trust - Curriculum Explained

Assessment Overview


How do we assess learning at Prince Rock Primary School?

At Prince Rock Primary School, we believe that knowing what each child has achieved and what their next steps is crucial to helping them to succeed. In order to know this, we regularly assess the children. This happens in different ways.

  • Through questioning and discussion, teachers find out what children know during each lesson
  • Through looking carefully at the learning in the children’s books or learning journeys
  • High quality written and oral feedback help both the teachers to know how the children are doing and the children to understand their own learning
  • Assessments, such as benchmarking and RWInc assessments, which find out which books children should be reading
  • More formal assessments such as NFER Standardised Tests assessments, RWInc and benchmarking to assess reading levels
  • Alongside these assessments, National assessments take place at the end of:
    • Year 1         phonic screening
    • Year 2         tests in reading, writing (including grammar, punctuation and spelling) and math
    • Year 6         tests in reading, grammar, punctuation & spelling and maths

 

As a result of assessment, teachers are able to adapt their lessons and the curriculum to make sure they are fully meeting the needs of the children. Additional interventions would be put in place for any specific needs identified.

 

How do we track the children’s achievement?

  • We use a tracking software called ‘Insight’ to record assessments of the children in reading, writing and maths three times a year
  • These assessments are now based on whether children are ‘entering’, ‘developing', 'expected' or 'working at greater depth' against age related expectations The definitions below explain what the terms mean at the end of the year when they are reported to parents.

Below average – working at a year group below their actual age

Entering – just beginning to work within their year group expectations

Developing - just below but nearly there

Expected – doing well

Greater depth – doing very well

 

Following the introduction of a ‘mastery’ curriculum, children’s learning is deepened and embedded to ensure they are really secure in it before moving on to new learning.

 

How do we ensure judgements are accurate?

  • In order to ensure accuracy, we are using reading ages from Accelerated Reader, benchmarking and RWInc results for reading. To assist with writing, we have produced writing criteria which are used across the trust. We also use NFER tests at the end of every term in Years 2 - 5 for reading and maths (Summer Term for Y1 and Autumn Term for Y2). Staff meeting time is given for staff to work together with colleagues within the school and colleagues at other schools to moderate assessments.
  • Senior Leaders check children’s assessments match the work in their books by looking at a selection termly and all children at the end of each year.
  • Children in reception will also be using a baseline assessment shared across the LAT. This helps to assess what they can do when they enter school.
  • All of these additional supports form part of the teachers’ judgement alongside the children’s daily learning, work in their books and formative assessment

 

What do we do with this data?

The main purpose of assessment data is to inform future learning for each child. Teachers and senior leaders use it to ensure that all children and groups (including pupil premium children) receive the education best suited to their needs which will ensure excellent attainment and progress for all. Teachers meet senior leaders termly to review the progress of pupils. Governors are given an overview of the achievement of each class and cohort termly.

 

Parents are kept informed about their child’s achievement at Parents’ Evenings and through annual reports. If there is a concern about a child’s progress, the parent will be contacted to discuss additional support the school and home can provide for the child.

Top