We are currently in the process of updating our curriculum in line with the new Ofsted requirements which come into force in September 2019 so please bear with us
Our Curriculum Intent
At Pilton Infants’ School the curriculum is designed to: recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience, perseverance, independence and become creative, critical thinkers.
Every child is recognised as a unique individual. We celebrate and welcome differences within our school community. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. 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 Learning Powers to promote positive attitudes to learning which reflect the values and skills needed to promote responsibility for learning and future success.
Community involvement is an essential part of our curriculum as we celebrate local traditions, learning new skills to enable the children to take an active role in events throughout the year. .We also learn about different cultures; celebrating and embracing diversity and difference.
Children leave the school with a sense of belonging to a Community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.
We use a topic based approach to plan our curriculum which is informed by the National Curriculum. .We plan our themes as a whole school, ensuring we cover every aspect of the curriculum as far as possible, in order to make seamless links between subjects and to make learning meaningful, relevant. interesting and engaging. .
At Pilton Infants’ School we believe that children learn best when:
- They are secure and happy
- They are excited about what they are learning
- They are given opportunities to investigate, explore and discover
- They are allowed to make choices, take risks and learn and build on consequences
- Their efforts are valued and recognised, both at home and at school
- They are well prepared for the school day and arrive on time
- They have good attendance
- They can see that staff, parents and carers are working together
- They understand the next steps in their learning and know how to improve
- They are encouraged to be responsible and independent .
IMPLEMENTATION OF THE CURRICULUM IN RECEPTION
Speaking, Listening and Communication skills
At Pilton Infants' there is a significant emphasis placed on speech, language and communication skills which are fundamental to successful learning.
Did you know that:
- vocabulary at the age of 5 years is a powerful predictor of GCSE achievement
- Children whose speech, language and communication is not resolved by age 5 are highly likely to have lifelong literacy difficulties
- 2/3 7-14 year olds with serious behaviour problems have language impairment
- 80% of children with emotional and behavioural difficulties have language difficulties which are largely unrecognised. During the first few weeks in Reception we screen all the children to ensure any child with a speech/language issue is quickly identified and intervention put in place to target the difficulties they are experiencing. We have skilled staff who deliver any additional support necessary and rapid improvement is usually made as a result of this extra help. All our teachers and teaching assistants have been trained to deliver language rich learning experiences which will help develop their communication skills and promote a wider range of interesting vocabulary.
Reading and Phonics
Teaching children to read is one of the most important aspects of teaching in the early years and key stage 1. when children can read fluently they are much more likely to be able to access the whole curriculum. We aim to engender a love of reading which will last for the rest of their lives. We use the Letters and Sounds phonics programme to teach Phonics, following Nicky Byrne's Phonics planning and in Reception. Phase 2 is supplemented with the Jolly Phonics stories and actions.
In Year 2 we use No Nonsense Spelling which covers Phase 6 and the requirements for spelling in the National Curriculum.
We believe in giving children a range of reading experiences so we don't follow one set reading scheme.
However, all children begin reading on phonically decodable texts in Reception. We have phonically decodable books available for children in Year 1 and 2 where needed (for example, Comics for Phonics).
The main schemes we use in school are Oxford Reading Tree, Rigby Star, PM and Project X Code which were bought in to inspire more boys to get reading.
Children also access a range of picture books with simple texts but a high level of inference, a range of non-fiction texts and poetry.