LONGMAN’S HILL CP SCHOOL CURRICULUM STATEMENT.
Rationale for the way in which the curriculum is planned and delivered at Longman’s Hill CP School
An outstanding curriculum offer must be much broader than the statutory National Curriculum, which was revised in 2014. At Longman’s Hill, we plan a curriculum which reflects our four school values: Ambition, Creativity, Respect and Courage and which incorporates ways to wellbeing, positive emotional and mental health and metacognitive learning.
Our school curriculum is designed to achieve a number of things which we view as vital. These are:
- Developing children’s curiosity and encouraging a hunger for new learning, throughout their lives.
- Developing independence.
- Building a solid foundation, not only for a child’s school career, but also for life in the future as responsible, active citizens.
- Creating a collection of memorable learning experiences and broadening horizons, both within the classroom and in the wider environment.
- Offering an exciting first opportunity to explore different curriculum subjects.
- Gaining knowledge and perhaps more importantly, skills, which can be applied in a variety of contexts.
- The context of our school is predominantly white British so we seek opportunities to deepen children’s understanding of other cultures, communities and faiths and promoting Fundamental British Values
- Recognition that whilst academic achievement is important, it is not the only measure of success. Therefore, we have an outstanding extra-curricular offer.
- Equity – not only ensuring every child has equal access to the curriculum through a mastery based approach but also to develop children’s understanding of equality and diversity.
Ways in which we ensure our curriculum is broad and balanced.
Despite pressure on schools to produce excellent academic / test results, at Longman’s Hill we have always stood by the principal of providing a creative curriculum and have resisted the temptation to move to a test driven, narrowed curriculum. We strongly believe that by ensuring our curriculum offer is wide and varied, we can develop children who are well prepared for future challenges. We have developed a list of 60 amazing experiences which we will offer your child during their time at our school; each child will receive a special record book when they start at our school. You can view a PDF version of the book by clicking on the link:
Our overall aim is to ensure that our children are resilient and independent and our curriculum develops these traits. In addition to teaching the core and foundation subjects, we also teach Forest School. This supports children in the development of valuable dispositions for learning such as collaboration, resourcefulness, resilience, problem solving, adaptability, determination and purposefulness.
We also do a great deal of work to support positive mental health, including using meditation and breathing practices across school on a regular basis. We encourage children to explore the themes in the Five Ways To Wellbeing wherever possible. A local mental health charity described the work done in this area at our school as ‘inspirational’.
Our extra-curricular offer is excellent; we always offer approximately 7 sports clubs per week in addition to other out of school activities. Additionally, we organize many trips, visits and visitors to school so that we can offer children further exciting learning opportunities which are not readily available within the school building. Three residential trips are also offered to our children.
Read more about our extra-curricular offer here.
How we evaluate and monitor the impact of our school curriculum.
Senior school leaders, including governors, regularly monitor curriculum provision through learning walks, lesson drop ins, work scrutiny and by talking to children. All of the monitoring is unannounced; teachers do not know when they will be monitored and this provides a good opportunity for leaders to get a realistic view of the quality of teaching and curriculum provision; leaders see the realistic ‘daily diet’ of our children.
Subject leaders also regularly monitor their curriculum area, at least twice per term. Subject leaders are linked with school governors, who hold them accountable for children’s achievement in that subject.
Data analysis also forms an important part of the picture. For both core and foundation subjects, teachers make judgements about pupil achievement and attainment and subject leaders analyse this data annually (termly for Maths and English).
How our curriculum is planned.
READING, WRITING & MATHS
A good grasp of reading, writing and numeracy are key skills for life and we work hard to ensure that all children acquire the necessary skills at our school.
Reading is taught in a number of ways but primarily through a phonics approach. Every child in school has a daily phonics session where they are taught the different sounds that different letters or groups of letters can make.
This helps them to ‘break down’ and ‘sound out’ unfamiliar words and become more confident, independent readers. Children also participate in a daily guided reading session where they work in a small group with an adult to read books, answering questions about what they have read.
Additionally, children choose books from our school reading scheme (Oxford reading tree) which they bring home to share with an adult. Children who read regularly at home often make more progress compared to children who do not have this opportunity and we welcome support with reading at home. We have put some useful information on this website about how you can do this. please go to ‘School Information’ – ‘Support your child at home’.
Writing skills are also developed on a daily basis through a daily literacy session. Children have opportunities to work in a number of ways including independently, in pairs and in small groups with an adult.
Numeracy is taught daily with a sharp focus on number recognition and calculating skills. Problem solving is one of the key ways in which we offer children an opportunity to apply mathematical skills and concepts. It is vital that children have a good foundation in basic number facts including knowing, by heart, all of the multiplication tables.
All children work at different levels in different subjects depending on their strengths. They also work at different rates. Our staff plan carefully to ensure that this is taken into account so that all children have an opportunity to progress. We teach using a mastery approach; in maths we use same day intervention within lessons to ensure all children are supported and challenged.
Download the school calculation policy here – Calculations Policy reviewed April 19
You can click on the individual links below to see the specific objectives your child will work on in each year group in English (Reading and Writing grids) and Maths.
Our Vision for Science: The children from Longman’s Hill have a knowledge and understanding of the world around them, which is garnered through links that they make between their hands-on, investigation-based learning and the wider world. The children are curious about what and how things happen and have the tools to find out more.
Staff use the National Curriculum and the school’s Progression in Science document to plan purposeful science lessons which build on previously learnt knowledge and skills. Lessons begin with an activity which serves as a reminder to elicit previous learning.
Teachers consider the children’s Science Capital in order make learning relevant and memorable and encourage children to use practical activities and investigations to embed learning, often accessing the scientific equipment available in school and outdoor provision.
Children are encouraged to make choices and conduct their own investigations to explore or answer their own questions.
We use the North Yorkshire SACRE planning to deliver RE lessons at our school. Please click on the links below to see the planning / content.
KEY STAGE ONE TEACH UNITS 1.1 – 1.6
KEY STAGE TWO TEACH UNITS 2.1-2.8
Please follow the links below if you wish to read more about the national curriculum.
Longman’s as Artists in the Local Community:
‘Selby in Bloom’
Every year Longman’s pupils take part in the local art competition ‘Selby in Bloom’. Lots of local schools are involved with creating artwork inspired by a famous artists, local events, landmarks or local wildlife. Each year the Mayor judges the artwork and the winning paintings and drawings get displayed in Wetherspoons, as they sponsor the competition. Here are some of our children’s finished pieces…
Selby’s 950year anniversary
To celebrate Selby Abbey’s 950year anniversary Longman’s took part in a design a banner competition. Each local school was asked to focus on a specific historical period for the Abbey. Our theme was ‘Abbot Hugh’ building the stone Abbey.
As part of their learning some of the children visited the Abbey to study Abbot Hugh’s pillar and to sketch the abbey in all it’s glory.
Our winning banner design was displayed on the Abbey’s gates alongside the rest of the winning entries, to tell the story of the journey that the Abbey has been on.
As part the 950 anniversary celebrations Longman’s also took part in the ‘Selby Sings’ project where the children wrote their own celebratory song and performed it at the Abbey.
Year 4 and 5 also visited Selby Abbey to take part in craft workshops for the 950 year anniversary, where they made: bead crosses, as the monks would have worn, painted clay bells to commemorate the great fire, painted swans and made handcrafted frames which signify the importance of family and the local community.
Design a Bench Competition:
Along with other local school, Longman’s pupils were asked to design a war memorial bench for Brayton Village Green. The winning design was a pupil from our school and her bench is now proudly sitting on the village green.