We are very proud of the curriculum we offer the children at our schools. Our intention is to provide a balanced and rich curriculum which gives the early skills required for life-long learning with a focus on children becoming independent, resilient, reflective and a team player. The school follows the EYFS curriculum in the Foundation Stage and the revised 2014 National Curriculum in Key Stage 1.
We believe that children learn best when they are actively involved and understand the purpose behind their lessons. We take time to find out what the children already know and what they are interested in so that we can make the next topic relevant to their level of understanding. We enjoy whole school cross curricular projects and regularly welcome visitors into our school's. We also go on educational visits locally. We welcome the involvement of parents in all these activities.
An overview is sent home, each half term, summarising what the children will be learning. Parents also receive a weekly ‘Learning Log’ showing key activities.
Children come to our schools with a wide range of abilities and experiences and will have already learnt a great deal, particularly from their families.
Children aged four and five are constantly encountering new experiences and seeking to understand them in order to extend their skills, develop their confidence and build on what they know.
Children learn in many different ways. At our schools we draw on a range of teaching strategies and knowledge of child development to ensure children deepen their understanding, such as play, talk, observation, planning, questioning, experimenting, testing, repeating and responding to adults and each other.
The Foundation Stage curriculum is organised into areas of learning. The prime areas are:
These are taught through focussing on:
Key Stage One – Year 1 and Year 2
Children in Year 1 and Year 2 begin to follow the primary national curriculum. The curriculum is planned to give the children the chance to learn in a variety of groups and to give progression in key skills. The children are taught to hypothesise, solve problems and evaluate their learning. We emphasise the importance of developing confidence in English, Mathematics and Computing. For further information regarding the Curriculum for Years 1 and 2 please click on the links below.
We approach the teaching of phonics in a systematic way, using the Read Write Inc scheme. The children are regularly assessed to ensure that their needs are being met. At the end of Year 1, the children follow the nationally agreed phonics screening check to ascertain whether they need further support in Year 2. We also encourage children to read widely from our library and class book boxes which contain a variety of engaging reading material. The school uses the reading schemes Oxford Reading Tree, Rigby Star, Big Cat and Bug Club.
At school the children have a reading session with a Teacher or Teaching Assistant weekly. We follow the Book Banding System. The books follow this order:
In Year One and Year Two children are encouraged to change their book independently every day in school. It is important your child brings home books with the correct colour band. If you find your child is not bringing home the right books, please remind them to look carefully and let your child’s class teacher know so they can provide additional support.
The book needs to be kept in the book bag, along with the reading diary. The book bag needs to be brought into school everyday. Children learn to read at different speeds-they may make a lot of progress and then spend several weeks, or months consolidating their knowledge. This may mean they remain on the same colour band for a while. Please do not worry if this is the case. If you have any questions please pop in and see the class teacher.
In addition to the book band books children also take home Oxford Reading Tree Books (ORT) This scheme is designed to help children practice skills including looking for picture clues, sounding out words and learning words by sight. These books have repetitive text, simple storylines and familiar characters in order to enable children to practise skills and improve reading. These books are changed weekly.
PSHE Statement and Global Community
At the Federation of Hazel Wood Infant School and Lydlynch Infant School we believe that every child should have opportunities, within the local and global community, to develop tolerance, empathy, consideration and respect for others. We believe that children have the right to be safe, to speak and be listened to, to think and believe what we want to and to learn and to be the best we can be. In turn they have the responsibility to respect others and their environment. We have a carefully planned curriculum which follows Hampshire County Council Guidelines. The school also teaches positive attitudes to relationships and health. Please also see our policies on Sex and Relationships and Drugs Education.
Progress and Achievement
The schools monitor the progress and achievement of a range of different groups, including children with SEND, Gifted and Talented, EAL, ethnic minorities, gender, age and children in receipt of Pupil Premium Funding. The success of our work is reported by the Executive Headteacher to the Governing Body. At present the school has no significant differences in the progress and achievement of different groups as a trend over time.
Please see our SEND Policy and SEND Information Reports for each school. Thank you.