Lowerhouses CE (VC) JI & EY School

Working and Achieving Together to Enrich Lives and Nurture Bright Futures

Mrs R. Shaw

Lowerhouses Lane, Lowerhouses, Huddersfield, HD5 8JY

01484226672

office@lowerhousesschool.co.uk

Our curriculum Intent, Implementation and Impact statement

 

At Lowerhouses CE (VC) JI & EY School, children are at the heart of all we do.  We are committed to our vision of 'Working and achieving together to enrich lives and nurture bright futures'.

 

We will provide every child with early help and support to remove barriers to learning and offer an education that raises aspiration resulting in excellence and enjoyment.  We ensure the social, emotional and mental wellbeing of the whole school community is being met enabling all children to fulfil their potential and maximise their life chances.  Our intention is that our curriculum extends opportunity, raises aspiration, opens children’s eyes to the world beyond their immediate environment, enables our children to live happy, healthy and productive lives and inspires children to learn more; enriching their lives and nurturing bright futures.

 

Early Years Foundation Stage

In EYFS, children follow our own sequenced curriculum in each area of learning based on Development Matters and the Early Years Statutory Framework.  They develop their knowledge, skills and understanding through a combination of play-based learning and more focused teacher led sessions. We provide a high quality provision and high quality interactions enabling the pupils to learn to share, work independently and play with others in a continuous provision based approach.  We measure the impact of our curriculum termly through the use of daily observations and assessments.  We make comparisons against local and national outcomes at the end of the year and measure the progress made from their starting points to end points at the end of the Early Years phase. 

Key Stage 1 & 2

In KS1 & 2, our curriculum, based on the 2014 National Curriculum and enhanced with planned and meaningful enrichment opportunities, is focused on the development of children’s knowledge and skills across all primary subjects with the aim of ensuring pupils are ready for the next stage of their learning. We deliver a carefully sequenced curriculum to ensure coherent progression and the development of component and composite knowledge and skills to reach agreed end points.

 

Throughout all our curriculum, our aim is to equip children with an understanding of the wider world so that they engage effectively in modern society, moving forward with resilience, perseverance and confidence. We endeavour to develop independent thinkers who strive to become the very best they can be.  We are a reflective school and continually strive to improve our teaching and learning.  We are keen to promote the diversity of life and celebrate difference and promote respect for all. Through our teaching, learning and behaviour expectations, we give pupils the knowledge and understanding of how discrimination and prejudiced behaviour is dealt with, including the prevention of bullying.  Our families are key partners in developing their children’s knowledge and we are grateful to all our families who support their child’s learning.

 

Pupils with SEND are well-supported in school with appropriate adjustments to the curriculum, personalised support and/or resources deployed where necessary to help close individual learning gaps.

Assessment is used to identify children’s progress and find out areas where they are less confident. These assessments inform teacher’s lesson planning. Assessment is carried out across the curriculum to assess progress towards identified end points. At the end of each term, assessment data is gathered, and progress is checked by Middle Leaders and the Senior Leadership Team. Children are expected to make good or better progress in all subjects and this individual progress is tracked. In cases where children are identified as making slower than expected progress in English or Maths, high quality interventions are put in place to address gaps in learning.  Children also complete formal summative assessments in reading, writing and maths to show progress.