/Curriculum Information
Curriculum Information 2020-12-03T10:17:54+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

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.

School Development Plans

The current Educational Development Plan contains the current priorities for the education of the children.

We work towards the SIAMs inspection criteria to ensure that Kempsford Primary School, is distinctively Christian in all that it does. We use prior Ofsted and SIAMs inspections and analysis of data form EYFS. Year 1 Phonics, KS1 and KS2 to inform our self – evaluation and to set our priorities

School Structure

There are four classes at Kempsford Primary School

The Hive – Pre-School and Reception children

Class1 – Yr1/2

Class2 – Yr3/4

Class3 – Yr5/6

Staff training and development.

Our NQTs are given a mentor as soon as they start and are put onto the ‘bought in’ county package of regular meetings and training sessions. In their second year the mentor will continue with support and suggest training or development needs, and this includes visiting other schools within the cluster group to see good & outstanding practice. From Year 3, staff are encouraged to keep developing and learning by watching each other and receiving and giving feedback on classroom practice improvements, we also send staff on training depending upon colleagues own professional needs and the school’s needs. Subject Leaders monitor training needs for their specific subjects to ensure the most up to date research is considered when planning and monitoring the teaching provision.

All staff receive regular training on first aid, safeguarding and medical needs when we have children with specific needs.

Quality of Teaching & Learning

When we recruit we look for teachers that have an outstanding record of achievement, either as a student or as a teacher. We employ teachers who think outside the box and make lessons engaging and fun, as well as constantly thinking of how they can move progress on.

The head teacher and members of the senior leadership team, observe teachers on a regular basis through lesson visits to ensure there is a consistency of high teaching standards. A good lesson, progressing to outstanding is expected at all times and teachers are encouraged to strive for outstanding teaching which will lead to better than expected progress for children.

There is a constant drive to improve standards, and all staff meetings and teacher development days focus on improvement. Carefully planned CPD (Continuous Professional Development) ensures that teachers continue to learn and that expertise is shared with all staff.

We value our teaching assistants and ensure they have opportunities for training and development so that they can move pupil progress on. Focused intervention work is a core role for teaching assistants

Governors check that standards are high by checking data. Teaching standards are also reported to them on a regular basis.

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