/Curriculum Information
Curriculum Information 2020-11-30T11:11:31+00:00

Curriculum Intent and Information

Curriculum Intent

At Kempsford Primary School the curriculum is designed to recognise children’s differences and talents.  We work together to ensure the children develop interpersonal skills, build resilience and become creative, critical thinkers. Our values underpin the teaching of basic skills, knowledge and concepts to enable all children to Respect, Improve, Succeed and Excel.

Every child is recognised as a unique individual. We celebrate and welcome differences within our school community. We constantly provide enhancement opportunities to engage learning and believe that childhood should be a happy, investigative and enquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge. We use our STRIKE learning skills to promote positive attitudes to learning which reflect our values and develop responsibility for learning and future success.

Community involvement is an essential part of our curriculum. We work in partnership with our church and community hubs to foster new learning skills and encourage the children to take an active role in events throughout the year.

Children leave Kempsford C of E Primary School with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.

Curriculum Implementation

Curriculum Implementation

To develop children’s understanding, the School uses elements of  SOLO taxonomy and Assessment for Learning strategies. Lessons and teaching are designed considering these developmental stages with the aim of children being able to make connections between learning:

  • Pre structural – A student knows nothing about a topic/ can do the skill if someone helps them.
  • Uni structural – A student knows one relevant idea/ can do the skill if directed.
  • Multi structural – A student knows a lot of relevant ideas but can’t make links between the ideas/ aware of the skills they need but sometimes make mistakes.
  • Relational – A student is making links between ideas and is able to explain their relevance/ is strategic – knows why and when to use the skill and can identify mistakes made.
  • Extended abstract – A student can evaluate information, draw conclusions, make predictions, or use the information to look for new ways to use their skills. They are a role model and can teach others the skill.

We follow the National Curriculum for each of the curriculum subjects and we enhance the curriculum by establishing the children’s knowledge and planning progressive work, designed to extend thinking and challenge ideas. Teachers plan long term units of work, always identifying the needs of the children at the beginning of a unit of work. We use subject associated research to focus our implementation in the subjects that are to be taught.

For the EYFS curriculum, we use ‘Development Matters’ to inform the planning and provision following the research of Alistair Bryce Clegg.

There are some subjects which are based upon an external scheme of work; We follow the Phonics Bug interactive scheme for the teaching of synthetic phonics. For French we use a mix of resources including ‘Jolly Roger’, whilst for PE, we use the Lancashire PE scheme as a structure to which we plan our delivery. Maths and Literacy learning journeys are planned following Kangaroo Maths and Pie Corbett’s Talk for Writing. We follow the ‘Wokingham Scheme’ for Computing, the ‘Christianity Project’ and the Glos. scheme for our RE teaching, using Understanding Christianity as a resource.

We have ‘non-negotiables’ which gives structure to teachers, giving them the basics of what children are expected to know in Reading, Writing & Maths at the end of each year group. We share these with parents at the first parent’s evening.

Individual intent statements are set out within each curriculum area.

Assessment, Monitoring, Reporting and Impact

All teachers use formative assessment to inform the stage of the children’s learning.

We use a range of assessment models to gather data so that we can monitor teaching, change planning and make sure children progress at the expected or better than expected levels. We complete three data drops per year comprising of standardised scores and teacher assessments. We assess across the non-core subjects using a variety of resources to inform teacher assessment. Assessments are subject specific, determined by the Subject Leader based upon content and skills of the particular subject. We put our results onto an electronic tracking system in each school so that we can monitor progress children make 3 times per year– the tracker system uses the terms for progress –developing, expected and exceeding.

Standards to be achieved

We aim for all children in school to achieve the recognised level for school leavers at primary school. Year group targets are set, based upon the breadth and depth of the curriculum.

We also aim for as many children as possible to achieve a higher level each year. We aim for our pupil premium children to achieve better than expected and for children who have special educational needs to achieve as highly as they possibly can with support and by removing the barriers to their learning as much as we can.

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