THE BOLNEY CURRICULUM
At Bolney CE Primary School we are continually striving to provide the best quality learning and teaching for every child in every class, every day, through a broad and balanced curriculum in a safe and inclusive environment. We work collaboratively, as a staff and with children, to design learning experiences that engage all learners in meaningful experiences. We plan projects that have rich contexts using the world around us, quality texts, artefacts and role models to inspire all children. We aim to bring learning to life by linking our curriculum to the children’s world and the world we live in. Learning at Bolney School goes beyond the classroom. Our pupils learn from the outside environment including the school grounds, our local area, and a range of trips as well as from visitors coming into school. We encourage children to share their experiences outside of school with us and their peers. Safeguarding is of paramount importance.
Our curriculum, which reflects our school’s Christian vision and values and aims to prepare children for their future, is based on the National Curriculum along with the Relationship and Health Education curriculum. It is designed to provide access and opportunity for all children who attend the school. Through this broad and balanced curriculum, we endeavour to develop a passion and lifelong love of learning; give opportunities to explore, question and investigate and enable all children to achieve their highest possible outcomes. Children start school with creativity, ingenuity, agility, adaptability and social ability, we aim to maintain and further develop these key qualities.
Vision
Each child is unique. We partner with families to nurture the ‘whole child’ – by understanding their specific emotional, spiritual and learning needs – so children flourish.
Children leave us as fearless lifelong learners, ready to meet the world with self-confidence, curiosity and resilience.
Be the best you can, guided by God.
Values
Our four Christian values of love, respect, honesty and resilience are threaded through our curriculum which promotes and develops:
- a love of learning;
- honesty about our own learning and in our supportive feedback to each other;
- a positive attitude and growth mindset, where we keep trying;
- an environment of mutual respect for each other's right to learn.
Purpose
The curriculum at Bolney Primary School will:
- promote high standards
- develop a wide range of skills and broaden our children’s life experiences
- provide a broad and varied learning experience in every key stage
- promote a positive engagement with, and commitment to, learning
- enable our children to develop effective skills of co-operation and collaboration
- be relevant to our children and prepare them for the here and now and for their future
- help our children recognise that personal development is essential to wellbeing and success
The curriculum projects are planned separately for Early Years, Year 1 and 2, Year 3 and 4 and for Year 5 and 6 over a two-year cycle and, each term, classes have a big enquiry question to drive their project. Each project has a subject driver, for example: History or Science and the termly characteristics are woven through, so that over the course of the year all ten characteristics are addressed. All classes focus on the same characteristics each term so that there is a common theme over the course of the year.
Our approach to learning and teaching is outlined in our Learning and Teaching Policy which supports this policy.
Medium term plans for each class are created which incorporate National Curriculum objectives for each cohort which is particularly important as there are mixed age classes. To ensure all objectives are taught appropriately within and across year groups, the Bolney Progression of Skills and Knowledge documents are used. The medium term plans, along with a termly curriculum overviews, are shared on the class page of the school website in order to keep families up to date with current learning.
Weekly and daily lessons are planned following the school’s Learning and Teaching Policy.
Short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the learning objectives for each session, to identify support and what resources, activities and key questions we are going to use in the lesson. These plans include agreed elements but allow teachers to use a format that supports their preferred teaching style and is phase appropriate.
Some subjects are taught daily, weekly or fortnightly, others are taught in a focused block as appropriate. One subject can incorporate other subjects as it is important to ensure pupils experience the curriculum as a whole. There is flexibility in this timetable to meet the needs of the learners. Take One days happen termly where the whole school focus on one area of the curriculum and often work together vertically in house teams.
The Early Years curriculum is based on the Early Years Foundation Stage Profile. Opportunities for self-initiated learning and focused teaching are planned into each day. See the EYFS Policy for further detail.
Leadership of curriculum subjects
Each national curriculum subject area and Early Years is allocated to a lead teacher (subject leader).The role of the subject leader is to:
- provide a strategic lead and direction for the subject;
- ensure the curriculum positively impacts on all pupils’ learning;
- support colleagues on issues related to the subject;
- ensure coverage and a progression of skills across each phase;
- monitor pupil progress in that subject area;
- provide efficient resource management for the subject;
- to keep up to date with developments in their subject;
- ensure action planning is linked to whole school objectives;
- follow the Bolney subject leader essentials.
Monitoring and reviewing
Named governors for each subject and Early Years liaise with the subject leaders of these areas to ensure they have the support and resources to effectively lead their subject. The named governor for Special Educational Needs and Disabilities also ensures the SENDCo has the support and resources to effectively carry out their role ensuring children with SEND can access the curriculum and make appropriate progress.
The head teacher monitors the implementation of the curriculum and its impact on pupils through a variety of monitoring approaches. The findings are shared with the governing body and inform the school’s development plan.