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CURRICULUM POLICY

INTRODUCTION Prestfelde takes pride in teaching and promoting traditional British values within a curriculum that is developed to equip pupils for the demands and changes needed for later life. The curriculum is fully inclusive of a holistic education through academic, cultural, spiritual, sporting, artistic and creative experiences, organised to promote promoting learning and through personal growth and development. It is comprised of academic, sports, the arts and PSHCE education to reflect the school’s ethos and aims.. This policy document covers the academic curriculum and makes reference to other curriculum areas, such as PSHCE, the arts, sports and pastoral, which are covered in separate policies. The headmaster has overall responsibility for the direction of the school. Principal guidance on the academic curriculum is provided by the deputy head academic, supported by heads of school and heads of department. Pastoral and non-academic activities are led by the deputy head pastoral (child protection officer), supported by form tutors and heads of school. Personal, Social, Health and Citizenship Education1 (PSHCE) PSHCE is a requirement of the school curriculum. PSHE is covered in dedicated syllabus time, is embedded in subject teaching, and may be covered in extra-curricular time. The PSHCE co-coordinator will produce a termly topic plan for each year group, with learning objectives, suggested activities and where possible, resources. Year group form tutors should ideally plan PSHCE lessons together, to ensure consistency of provision and equality of access to this subject. The syllabus followed caters for developing effective learners, respecting each other, raising awareness to the global perspective and potential career options as requested in

1 See ‘PSHCE’ policy.

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the Career guidance and inspiration for schools ( April 2014)

BACKGROUND The Prestfelde curriculum is divided into three areas: Senior School (Years 6, 7 and 8); Middle School (Years 3, 4 and 5); and Little Prestfelde (Nursery, Reception and Years 1 and 2). Nursery to Year 5 areNurseries to Year 5 are taught mainly by form tutors, with specialist teachers for French, Spanish, Latin, Physical Education and Music. Years 6 to 8 is taught by subject specialists. The curriculum covers an extended National Curriculum with enrichment in every subject. Our core subjects are English, Mathematics and Science, enhanced by the broader curriculum of Computer Science, Drama, Geography, History Religious Studies, Latin, French, Design Technology, Art, Musicand Music. Outdoor learning, Forest school, Extra-curricular and Prestfelde Extreme are all carefully planned with learning outcomes that support our schools aims and objectives. Pupils are taught in mixed ability forms up to Year 5: setting in the core subjects (English Mathematics )Mathematics) takes place from Year 6. Children with special educational needs and any additional needs are carefully planned for within our personalised curriculum and their Personal Learning Plans, they are supported with specialist teacher and Learning support assistants in the classroom, through group work or individually as appropriate to their needs. These needs are reviewed at least termly by the Head of School ( for(for each age group) and the Learning Support department. This includes particularly gifted, able and talented pupils who are identified in order that they have maximum opportunity to develop their unique qualities. They have planned differentiated tasks and may be placed in a scholarship group for year 82.Lower down in the school there is planned provision for gifted and able pupils within our curriculum. Curriculum Principles • To provide a broad and balanced curriculum, which builds on previous

knowledge, to ensure continuity and progression.this builds on previous knowledge, to ensure continuity and progression.

• To provide spiritual, moral, social and cultural development, taking account of cultural and other differences in the backgrounds of pupils and, where possible, using these to enhance teaching and learning.

• To develop in pupils the key skills (SECRET To SUCCESS – Prestfelde’s personal skill development enhancing characteristics of learning) and aptitudes of communication, application of number, information technology, working with

2 See ‘Gifted, Able and Talented’ policy.

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others, evaluating and improving their own learning and performance, problem solving, endeavourendeavour, critical thinking.

Curriculum Aims • To provide the opportunity for every child to be the best they can in a fully

inclusive, nurturing and ‘known’ environment

• To create a lively and stimulating learning environment where achievement to

the highest possible standards is viewed as a positive outcome.

• To promote a positive attitude towards learning.

• To provide a balanced, challenging and stimulating curriculum.

• To prepare children for entrance examinations for their chosen schools.

• To enable children to be creative and develop their own thinking, as well as

developing knowledge, skills and understanding.

• To enable children to develop high self-esteem and to be able to live and work

co-operatively with others.

• To enable children to develop a respect for other people and their property.

• To help children to be physically fit and regard sport, physical exercise and diet

as an important part of a healthy and well balanced lifestyle.

• Develop independent learners who are confident in the use of new technology,

have the skills to access knowledge and develop their practical and problem

solving skills.

• To develop the ability to discuss, reflect on and evaluate learning experiences.

Equal Opportunities3 The school considers it important to provide a range of

experiences and an environment that will instilinstill in pupils a positive outlook

towards people in our society whom they see as different from themselves.

Prestfelde aims to demonstrate through its work and through its social activities

that it positively values and respects pupils of all ethnic origins/racial groups,

religions, cultures, linguistic backgrounds and abilities. Pupils are positively

encouraged by staff to participate in all activities that are appropriate to their age.

3 See ‘Equality & Diversity’ policy.

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Inclusion4 Prestfelde is committed to giving all pupils every opportunity to achieve the highest possible standards, regardless of age, gender, ethnicity, attainment or background. Teaching and learning, achievements, attitudes and well-being of every child are important; we follow the necessary regulations to ensure that we take the experiences and needs of all pupils into account when

planning for learning.

Support for learning

There is specialist and excellent learning support in the school at all levels. Changes to the arrangements for Special educational Needs came into force in September 2014 with the implementation of provisions for Children and Families Act 2014 and the SEN and Disability Code of Practice, 0-25 years (2014 SEND Code 2014) Prestfelde follows these acts and all recommendations given.

See Support for Learning policies, Accessibility Policy, Equality Policy,

CURRICULUM SCOPE Little Prestfelde • Early Years Foundation Stage (Nursery & Reception) Children’s Progress

Throughout a child’s time at Nursery the staff keep observations on the activities in which a child has participated and records of the child’s achievements and progress. These are collated into a `Learning Journey’ booklet. Parents are encouraged to add their own relevant comments and record any achievements their child has celebrated at home. Currently this is being developed electronically using ‘Tapestry’ on iPads so that using digital technology communication is easily accessible for parents. Records of achievement will be kept throughout the child’s year which informs either their Early Years Foundation Stage Profile in FS1 and 2 or their progress against Key stage one outcomes in Year 1 and 2. The Itrack software is used to identify achievement, progress and ensure next steps for learning for each child are identified and planned for. EYFS - Year 5 currently. Senior School use their own tracking spreadsheets effectively so data supports their teaching. A written report is sent each term for all children. There is an opportunity to meet parents more formally at the end of each term to discuss their progress but parents are encouraged to have regular contact with their child’s teachers.

4 See ‘Inclusion’ policy.

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In Little Prestfelde, we believe it is vitally important to develop a partnership between all the adults involved with each child. By working together, we can provide knowledge of the `whole child’ to assist their future learning and needs. We pride ourselves in providing the best possible start to a child’s education. All children within the early years learn through play: exploring their surroundings; and, developing their characteristics for learning, with support from attentive and experienced adults. Each child is considered ‘unique’ and their individual learning is catered for within the natural beauty of the Prestfelde environment. Positive relationships are key to every child’s education. We pride ourselves in developing excellent working relationships with parents; understanding their role as first and most enduring educators of their children. And with the children by helping them to share, care and learn together.

• We provide a wonderful ‘enabling environment’ both indoors and out.

• We provide a rich play environment where children can experiment and explore through first hand experiences, encouraging them to have a sense of awe and wonder, whilst being able to ask questions and solving prob-lems.

• We provide a safe, welcoming, happy environment where children may be

helped to develop to their full potential. Little Prestfelde follows the statutory guidance set out by the government called the ‘Early Years Foundation Stage’ (EYFS) Within this we provide learning opportunities throughout our continuous provision and a range of planned activities to promote the development of the three prime areas of learning which are:

• Personal, social and emotional development - making relationships - Self-confidence and self-awareness - managing feelings and behaviour

• Communication and language - listening and attention - understanding - speaking

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• Letters and Sounds

• Physical development - moving and handling - health and self-care

Once children show a good level of development within these areas, the specific areas of development are introduced, which are:

• Literacy - reading - writing

• Mathematics - number - shape, space and measure

• Understanding the world - people and communities - the world - technology

• Expressive arts and design -exploring and using media and materials - being imaginative

In addition to these areas of learning, we strive for our children to develop effective characteristics of learning which will enable them to become learners for life. Children will play and explore their environment showing engagement by:

• finding out and exploring • play with what they know • be willing to ‘have a go’

Children will be active learners, showing motivation by:

• being involved and concentrating • keeping on trying • enjoying achieving what they set out to do

Children will be creators and think critically by:

• having their own ideas • making links • choosing ways to do things

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As adults we support our children by:

• fostering a desire to learn by nurturing active questioning and an awareness of the world around them.

• encouraging children to express their thoughts and ideas in a variety of

situations.

• helping children to become competent speakers and listeners.

• developing confidence by praising success and encouraging effort.

• learning through play and experience learning first hand.

I hear, I forget I see, I remember I do, I understand

Year 1 and Year 2 We aim: To follow the requirements of the National Curriculum in Key Stage 1 by encouraging individual, group and class progress in academic subjects. To teach each child to be socially independent in dressing and undressing, and in the classroom duties. To nurture all sporting, musical and artistic talent at every level. To encourage self-discipline, good behaviour and mutual respect for others as individuals, as class members, and as part of the school community, by following the Prestfelde Way. Through participation and worship in Chapel, to develop a spiritual awareness of the Woodard Schools' ethos, and an appreciation that there are other religions.

• We make use of objectives from the National Curriculum Key stage 1

framework together with the Creative Curriculum milestones for skills

development. The curriculum is delivered through a topic based approach

which teaches subjects across the curriculum.

• Planning is discussed and agreed by the year group teams to ensure continuity

and progression.

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Middle School (Years 3, 4 & 5)

Middle School pupils will be embarking on National Curriculum Key Stage 2 work, and in all subjects this will follow broadly N.C. guidelines of 2014. There are two parallel classes in Year 3, Year 4 and Year 5, teachers plan collaboratively for the year group and while content and approach may vary slightly, every pupil will have covered the essential work by the end of the year. In English lessons, Middle School pupils are taught using the Talk-for-Writing strategy. Pupils learn fiction and non-fiction texts, through drama and role play activities, they are taught the features of the genre of writing and grammar through these lessons. There is a weekly spelling lesson and spelling test and weekly guided reading sessions. Pupils will have weekly spelling and reading homework. Pupils have a daily maths lesson. They are taught key mathsmath’s skills and lessons are planned to give pupils the opportunity to use and apply these skills. Pupils have weekly mathsmath’s homework. They are expected to regularly revise times tables and related division facts. Science, History, Geography and RS are taught through a topic and skills based approach following the milestones from the Creative Curriculum. French, Spanish, Latin, Music, Art, Design Technology and Physical Education are taught by subject specialists following national curriculum expectations, a percentage of pupils follow an extended national curriculum, working above age expectations. Homework/Prep Continuing on from Little Prestfelde, pupils in Years 3, 4 and 5 will be given a small amount of work to complete after school over the week; activities, when set, should take no more than 15-20 minutes and will consist of some spelling and reading practice and some mathsmath’s and/or English activities. It is important that pupils are encouraged to develop a good work habit and the best help that you can give them is to ensure that he/she has a quiet environment in which to work Pupils in Middle School will be given prep on a more flexible basis, set by their particular tutors and which best reflects their learning needs over the course of the term. From Year 3 pupils will be given a Record Book in which their homework is recorded. Parents are asked to check and sign this as appropriate.

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Academic Assessment Full and detailed reports are automatically transferred from Little Prestfelde. For new pupils it is very helpful to be given past records, particularly Key Stage 1 results and class teacher reports, to allow continuity of progress. Previous schools are contacted for this information. Middle School pupils will be assessed for reading and spelling ability at the beginning and end of the academic year. Teacher assessments are carried out continuously; teachers planning and summative assessments are used to reinforce this each term. As part of the staff termly pupil progress meeting, any pupil identified as experiencing difficulties in the classroom will be discussed and, if appropriate, referred to the Learning Support Department for screening assessment. Thus ensuring specialist teacher advice is put in place to support the pupil and class teacher. Parents are consulted about concerns to progress and any additional interventions required. Senior School core subject teachers currently hold progress meetings to monitor progress, attainment and well being, actions are made, interventions are identified and targets are set with the pupils. Reports and Parent/Teacher Meetings Form tutor reports are written informing parents of progress, attainment and effort. Constructive comments are given and recommendations for future targets given. Full Reports In Full Reports, specialist subject teacher make constructive comments upon the progress made and recommendations for future targets. In addition to the subject reports, parents receive a report from their child's Form Tutor. Pupils receive either an Interim or Full Report each term. Parent/Teacher Consultations There are three parent/teacher consultations per year for each year group. They take place following the receipt of an interim or full report. Individual appointments are booked with Form tutors on a sign-up sheet outside the form room during the week before. It is most important to retain the link between home and school, and parents are always welcome to contact the form tutor if they have any concerns or questions.

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Senior School (Years 6, 7 & 8)

Curriculum: School policy is to lay firm foundations in a wide range of academic subjects, but the main emphasis in the pupils’ early years is on English, MathsMath’s and Science, the National Curriculum core subjects. Foundation subjects (Art, Drama, French, Geography, History, Music, PE, Religious Studies and Design Technology, together with Spanish and Latin if possible) are also taught and assessed alongside the core subjects, twice a year. Prestfelde’s syllabus is an enrichment of National Curriculum and the Common Entrance syllabus. English teaching develops the pupil’s communication skills and increases their command of language through speaking, listening, reading and writing. Mathematics – helping pupils to make calculations, to understand and appreciate relationships and patterns of number and space and to develop their capacity to think logically and express themselves clearly. Their knowledge and understanding of mathematics is developed in a variety of different ways, including practical activity, exploration and discussion. Science – The teaching is concerned with increasing pupils’ knowledge and understanding of nature, materials and forces and with developing the skills associated with science as a process of enquiry, for example observing, forming hypotheses, conducting experiments and recording their findings. Technology, we teach design technology and information technology. Both areas develop the ability to plan and communicate ideas, the pupils develop their skills in construction and each develop skills to reflect and evaluate the project. Humanities subjects teach about people and their environment, and how human action, now and in the past has influenced events and conditions. Our history and geography syllabus’ for Common Entrance explore these areas. Physical – The area develops the pupils’ physical control and coordination as well as their tactical skills and imaginative responses. We encourage and help them to develop skills in evaluating and improving their performance. Our pupils gain a sound knowledge of healthy eating, and the importance of physical fitness on health. Aesthetic and creative – we teach the process of making, composing and inventiing. There are aesthetic and creative aspects in many of our subjects and areas of school life. Music, Drama and Art and often further explored through literature provide opportunities for personal, imaginative and often practical response.

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Religious Studies is taught as a way of providing human and social education and promoting a deeper understanding of spiritual, moral, social and cultural development.

• The curriculum for Years 6 to 8 is taught through 8x40 minute lessons per day.

The timetable is organised on a weekly basis, with the curriculum mirroring an

enriched version of the National Curriculum, meeting the requirements of the

common entrance syllabus and scholarship entrance for senior Independent

Schools, and the entrance examinations requirements for State grammar

schools. To this end a scholarship group is established in year 8.

• Pupil’s groupings follow the Groupings policy; there are a number of different

groupings with clear reasoning behind them. Ability and mixed ability groups

are taught in the Senior School. Mathematics and English are taught in ability

sets.

Prep: All pupils are set prep. All prep and waiting prep sessions are

supervised by staff. All pupils should preps recorded in their Record Books,

and ensure they have the correct equipment for prep.

In Senior School Prep is set according to the Prep timetable, parents and teachers monitor pupils use of the record book and ensure pupils are well supported in this organisation. Expectations vary for each year group as they progress through the school. The school is flexible where necessary catering for a range of needs regarding prep completions . Mentoring and monitoring are used in very supportive ways to support this.

During their final Common Entrance/Scholarship year, pupils are expected to do additional work/revision in their own time. This is monitored carefully by staff and parents are encouraged to communicate with form tutors should they have concerns.

CURRICULUM PLANNING All teachers at Prestfelde have a responsibility to ensure good communication across the whole school to ensure best practice in teaching and learning, and best use of resources and specialist facilities such as music, art, IT and science. Curriculum Development Plan The curriculum is developed within the parameters set by the whole school development plan. The curriculum development plan works together with: • The school mission statement. • Individual subject development plans. • The strategic goals of the senior leadership team.

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The curriculum development plan will be subject to annual monitoring, evaluation and review. Changes will be made through consultation and discussion by the senior management team. Deputy Head Academic The deputy head academic, supported by the heads of schools, is responsible for providing: • The staff teaching the subject and their responsibilities. • The time allocated to the teaching in each year group. • Marking and assessment policy. • Details regarding examinations, internal and external. • Homework/prep. • Learning support policy. • Gifted, Able and Talented policy. • Regular, scheduled planning and review meetings. Heads of Department5 Heads of department are responsible for the strategic lead and direction in the subject, to: • Provide and annually review aims and objectives for the subject. Targets are

set for staff, pupils and resources. • Produce subject documentation including development plans. Subject

development plans should be regularly reviewed and evaluated by the subject team, and adjusted according to progress and achievement.

• Ensure continuity of learning and development across the whole school. • Produce and publish on the intranet departmental plans and an annual

overview. • Establish resource and budget requirements.

Planning and Review Meetings All meetings work to an agenda and are minuted, including action points, responsibilities and target completion dates. . All curriculum planning and review meetings should include one or more of the following: • Continuity of curriculum across the year groups. • Cross curricular and co-curricular issues. • Policy issues (marking, assessment). • Resourcing. • Sharing of best practice. • Observation.

5 For the purposes of this policy, ‘heads of department’ includes heads of senior and middle schools and Little P.

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Planning Procedures In addition to the National Curriculum programmes of study, common entrance syllabus and scholarship examinations requirements, the school will use professional judgment, experience and new educational ideas and developments to amend and extend the curriculum, as considered appropriate.

• An agreed, whole school approach to planning provides a balance

between developing consistent planning processes and enabling

teachers to work effectively by utilising their particular strengths,

interests and experiences.

TARGETS AND ASSESSMENT Targets and Achievement

Targets are included in all parts of school; they enable our learners to develop greater independence and achievement in all subjects. Subject targets are reviewed at Progress meetings, but they are continually updated as the pupil reaches the C-SMART targets. - Challenge - Small - Measurable - Achievable - Realistic Time measured

• Senior and Middle Schools Senior school pupils are given targets that are written in their exercise books and transferred to a target sheet. Middle school uses target sheets in pupil subject books.

Targets make explicit to the pupil what is needed in order to improve attainment or progress. Targets should relate directly to helping the individual pupil’s achievement of a goal. Form tutors and subject teachers monitor targets and provide feedback to pupils and target setters. Reaching a target (as agreed between child, staff and parents) may be recognised with an Achievement Certificate. The targets are linked to progress and attainment and this can include Prestfelde personal skill

development through the ‘SECRET TO SUCCESS’ framework - explicit

support in developing learning behaviours in order that the pupil is supported to become the most effective learner they can be.

• Little Prestfelde Little Prestfelde pupils follow targets for core subjects and learning behaviours. The Prestfelde Way sets out the values and code of behaviour through the animal learning behaviours.

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• Special Mention Certificates are presented weekly to those who have shown good effort or progress in their personal skills and attitudes to work and to others.

• Children are awarded certificates for attitude, achievement and effort, and are presented with these at a weekly celebration Chapel.

Teaching

Enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught.

Fosters in pupil’s self-motivation, the application of intellect, physical and

creative effort, interest in their work and the ability to think and learn for themselves, through well planned lessons, class management and effective teaching strategies.

Teachers plan their lessons and build on the prior learning and understanding of their pupils.

Demonstrates an excellent subject knowledge and understanding of how to teach it effectively.

British Values are taught across the curriculum and is a major part of our spiritual, moral, social and cultural ethos and teaching being a Woodard school.

Does not discriminate against pupils – Equality Act 2010 see our Equality Policy.

Is monitored and evaluated for impact, the school assesses against national norms.

Assessment

• The school has an academic cycle of assessment and improvement that measures pupil progress, attainment and well being. Measured through Progress meetings with outcomes forming actions with pupils, parents, teachers and learning support teachers.

• This collection of data also informs on teacher strengths and CPD which again feeds into the school improvement plans. Teachers CPD is an important process in the school appraisal and curriculum development.

• All assessment data is stored on a central data storage system. Data is kept for all pupils regarding exams (internal and external), GL CAT tests, Midyis.

• I Track tracking software is being used in EYFS and is gradually being

developed in KS 1 and KS 2 ( September 2015) this supports the comprehensive tracking held on school spreadsheets each half term.

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• Following careful analysis of data this informs our teaching and our our planning focusses to gain maximum progress across the school for all pupils, further informing our intervention and booster programmes to ensure all learners are catered for.

• Teachers carry out formative assessment consistently throughout the year, these are supported by summative tests at the end of units or terms. GL, SAT tests aare used to back up teacher assessment.

• Marking forms an essential part of the continual assessment of pupils and

is a written response to their work. It may be in the form of ticks for work seen, attainment and effort grades, a numerical score and/or written com-ments. Marking should also involve verbal or written communication with the pupil, giving an indication of why a particular mark or grade was given with strengths and weaknesses, ways in which to improve and target. Pupil, Self-assessment may also be used to raise awareness of the standards needed to achieve a higher level of performance, as well as a review and reflection tool.

• External assessment

In Year 8 for 11+ and 13+ entrance scholarships to senior independent schools, and 11+ entrance examinations to state grammar schools. Scholarship entry is coordinated by the scholarship co-coordinator who will advise parents on scholarship opportunities available nationwide.

In Year 8, Common Entrance examinations in mathematics, English, geography, history, religious studies, biology, physics, chemistry, French and Latin where required by the senior school. These are external examinations, under ISEB regulations and timetable. Completed papers are sent to the relevant senior schools for marking. Year 8 students who do not require common entrance for entry to their school of choice will sit the examinations according to the ISEB timetable, but these papers will be marked internally.

GL tests are taken by all pupils from Year 2 to year 7.(However this is being evaluated currently since the moderation across teachers is very strong) Pupils in all years sit the Progress in English and Progress in Mathematics tests.( up to 2015, the curriculum has changed and tests are being adapted to this but not seen yet.

In addition, year 2 pupils sit the verbal reasoning and non-verbal rea-soning tests. Years 4 and 6 pupils sit the CAT 4 tests, which include verbal, qualitative, non-verbal and spatial assessment. Year 7 sit the

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MIDYIS tests. These test results are not disseminated to parents, are used to monitor individual pupil progress, inform value added measures and assist target setting.

Internal Assessment A Record Book/Planner/Diary is used across Middle school and Senior School.

Middle and Senior Schools Concerns or positive comments regarding academic work can be placed in the record book (pupil diary). The book will be given to parents that evening to be signed and returned to the teacher who made the entry. In the case of boarders, the record book is checked by a member of the boarding staff during the evening. Record books are checked weekly by the form tutor who will ensure that the book is signed by parent/guardian. A regular check on a sample of record books will be made by the heads of middle and senior schools to ensure that homework is being correctly recorded. The Record Book contains the following information: • Personal information • Dates • Reading record • Pupil timetable • Targets • Record of achievement • Notes pages • Reference/information pages

Little Prestfelde The pupils in Little Prestfelde do not have a record book but parents do have daily communication with the class teachers to discuss concerns or celebrate achievements.

Internal Assessment (Transfer Reports)

Application for entry to another school is supported by a transfer report.

Transfer report requests are displayed in advance, in the staff room.

Relevant academic sections are completed by subject teachers. Head of sport and non-academic tutors to complete sections as appropriate, noting significant achievement and/or attainment. Interests, activities and achievement sections are completed by form tutors.

An honest and positive picture should to be presented; the purpose of the report is to support the pupil’s application.

Internal Assessment (Exhibitions/Scholarships)

Exhibitions/scholarships are awarded at the headmaster's discretion, in consultation with teaching staff. Year 6 pupils are assessed in the Spring Term in reference to academic, sport, music, drama, art and DT ability.

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• Internal Assessment (Bursaries)

Bursaries are awarded wholly at the discretion of the Headmaster. Internal Assessment (Admissions6)

In addition to a tour of the school and a taster day (and night, if appropriate for boarding), prospective pupils will sit verbal and non-verbal reasoning tests. English and Mathematics assessments may be required.

The Head of Learning Support may carry out reading and spelling ages, and a short piece of unguided writing.

Other diagnostic testing may occur depending on the information received from parents or the previous school.

Achievement Assemblies • Achievement assemblies take place once a week and provide an opportunity to

communicate to the school as a whole the achievements of pupils over a wide range of activities which take place both at home and at school. Photographs are taken and published on achievement boards.

COMMUNICATION Staff • Governors’ Meeting these take place each term between the headmaster,

who acts as staff representative, and the school council. At these meetings, curriculum issues, staffing and resources are key issues

Staff Meetings

Chaired by the heads of schools, pupil issues, both pastoral and academic, are discussed in weekly meetings.

A meeting of the senior management team takes place once a week.

A meeting of the senior leadership team takes place once a week.

Departmental meetings take place at the start of each term and where deemed necessary by the head of department.

6 See ‘Admissions’ policy.

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Daily Briefing The headmaster gives a daily briefing via e mail. A hard copy is placed on the staffroom notice board. Weekly Routine All events taking place during the week are placed on the weekly routine which is sent to all staff via email and hard copies are placed in each main school block and the staffroom. Email Staff will communicate concerns regarding pupils’ progress via email, written note or verbally. Pupil Records Pupil records are found on the school intranet/Schoolbase profile and provide a permanent record of pupils’ noteworthy achievements, responsibilities, academic performance and other issues. The form tutor is responsible for ensuring that important information is recorded. Parents Parent Teacher Meetings

Informal Meetings Prestfelde is an ‘open’ school and parents have access to the form tutor as first point of contact to discuss any concerns. The same applies to all other members of staff including the headmaster.

Form Tutor Consultation A meeting between parents and form tutors will take place each term, following an interim report.

Form Tutor Invitational Consultation for Year 8 Pupils Arranged during the summer term to address concerns the form tutor might have with the academic progress prior to summer final examinations.

Full Staff Consultation Take place for parents of pupils in years 6 to 8. • Parent Information Evenings During the autumn term, the headmaster holds

three information evenings for all parents, supported by the appropriate staff. • Open Days School Open days provide an opportunity for both current and

prospective parents to see the school at work and meet the staff. • School Magazine The school magazine provides a brief history of the school

year including activities, expeditions and achievements. • Interim Reports Interim reports provide parents with information on academic

progress and are graded for organisation, presentation, effort, progress, class work and homework.

• Subject Reports Subject reports provide details on progress and recommen-

dations for the term ahead. These reports may also contain information on examinations or assessments.

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Pupils

• Form Tutor The form tutor meets with their form each day, with one extended meeting each week. The meetings are used to check record books and discuss matters arising with individual pupils or the group. If any issues raise particular concern the head of school will be alerted and par-ents may be contacted where necessary. Form Tutors also coordinate the Learning mentors who work with their Form group. See Teacher-Pupil Men-toring Policy

Subject teachers Subject teachers meet pupils at break time, after school, dur-ing lessons or with parents. LEARNING DEVELOPMENT Support for Learning Centre7

Day to day learning support is provided by a team of specialist teachers lead by the head of learning support. The learning support unit consists of 3 devoted classrooms.

Pupils who require additional support for specific learning difficulties will be given support by a qualified specialist.

Support for pupils with learning difficulties is also provided by teaching assistants in the classroom and by a specialist teacher during prep time, once a week.

Library & Media Centre

The main school library is run by a member of the English department assisted by librarians selected from year 8. It contains a well-stocked reference section, contemporary fiction, newspapers and magazines.

Pupils from year 3 onwards have a weekly session in the main school library. Middle School pupils can select and take out reading books: senior school pupils can also use the library for work or reading during the week.

The Library houses 36 IPads which are available for teacher and pupil use, to support learning.

Reading is encouraged throughout the school: Little Prestfelde has its own library as well as a variety of books within the classroom; middle school classrooms are provided with a mobile trolley containing a variety of books for general reading or connected to curriculum topics.

7 See ‘Learning Support’ policy.

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EXTRA-CURRICULAR AND CO-CURRICULAR ACTIVITIES

• Great value is placed upon pupils participating in extra- and co-curricular activities. All pupils are encouraged to make the most of the opportunities available to them. These activities are an essential aspect of providing pupils with a well-rounded education and aim to develop pupils' confidence, skills and interests in a non-academic environment.

• The programme of activities is coordinated by the Head of Activities and pupils

can make choices from a list of available activities. Activities take place: during the week between 1615 and 1930 for middle and senior schools and between 1545 and 1700 for Little Prestfelde; and from 0930 to 1230 on Saturday morning.

• Prestfelde Plus Prestfelde Plus offers pupils from years 3 to year 8 the

opportunity to take part in outdoor activities which include courses run by the Woodland Trust and Albrighton rope centre.

Prestfelde Extreme Prestfelde Extreme offers more challenging activities to pupils from years 6 to 8. Activities include mountain biking, canoeing, sailing and a year 8 expedition.

MONITORING, EVALUATION AND REVIEW • The Headmaster and senior management team, are responsible for: monitoring

the curriculum; long and medium term planning; monitoring short term planning; lesson observation and examination of books; and the achievement of learning objectives.

• Heads of department, supported by the heads of schools and deputy head academic, monitor teaching and learning.

• The curriculum content is reviewed annually. • Heads of department monitor and manage resource usage. Complaints against the curriculum are addressed and dealt with according to our School complaints policy.

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Annex A to Curriculum Policy CURRICULUM PLANNING DETAIL Planning is carried out as follows:

Nursery and Reception (Little Prestfelde)

Foundation Stage – The Nursery and Reception teaching team plan in liaison

with Year 1 and the process is overseen by Head of Little Prestfelde

Year 1 and 2 (Little Prestfelde)

Long term plans are overseen by the Head of Little Prestfelde, Deputy Head

Academic and the appropriate Subject Leaders having been formulated through

class teachers for each year group Medium term objectives are overseen by the Head of Little Prestfelde and the

appropriate Subject Leaders having been formulated through class teachers for

each year group

Short Term Panning completed and reviewed by class teachers and reviewed in

year group meetings chaired by the Head of Little Prestfelde Year 3, 4 and 5 (Middle School) Long term plans are overseen by the Head of Middle School and the appropriate Subject Leader having been formulated through class and subject teachers for each year group. Medium term plans are overseen by the Head of Middle School and the appropriate Subject Leaders having been formulated through class and subject teachers for each year group. Short Term Panning completed and reviewed by class and/or subject teachers and reviewed in year group meetings chaired by the Head of Middle School. Year 6, 7 and 8 (Senior School) Long and medium term plans are provided by Subject Leaders and overseen by the Head of Senior School Short term Plans are reviewed by subject teachers at the start of each term. Long Term Planning

Long term planning provides the broad picture of the proposed coverage,

including the breadth and depth, within each subject across the year groups. This

information is available in the programmes of study which illustrate continuity and

progression. The aim of the programmes of study is to provide guidance on the

content of what is to be taught. .

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The long term plans are drawn up by Heads of Department assisted by Heads of

School and Class teachers and overseen by the Deputy Head Academic. They

outline the topic areas and key skills being addressed by each year group each

term. The template for long term plans is available on the staff shared area of the

network in the Planning folder

A framework for all of the subjects enables teachers to see clearly the

progression within each subject and across each year group and can assist in

identifying cross-curricular links.

Medium Term Planning

The key objectives for each subject for the medium term plans (Schemes of Work) are set by the Heads of Departments

For Years 6 to 8 the medium term plans are drawn up by the Heads of Depart-ment and reviewed/agreed by the start of each term by subject specialist teachers in each year group; they are then made available to the Deputy Head Academic and Heads of School.

Years 3 to 5 (Middle School) medium term plans are drawn up by year group

and subject teachers with support from the Subject Leaders, Head of Middle

School and overseen by the Deputy Head Academic.

In the Foundation Stage and Years 1- 2 the medium term plans are drawn up by

year group teachers with support from the Head of Little Prestfelde and overseen

and agreed by the Deputy Head Academic. Liaison with Subject Leaders will also

be important when deciding key objectives.

An outline format for medium term planning is available on the staff shared area of

the network in the Planning folder. It is accepted that there will be differences in

planning across the different subjects; for example, planning for the foundation

subjects is often more detailed than for English and Mathematics (where

short-term planning is more detailed). All medium term plans must, however,

provide the following information:

• Learning objectives - this is the key knowledge, skills or processes that

underpin the learning and will form the basis of the assessment but they may

also outline values and attitudes to be developed

• Activities - a brief description of the task(s) to be undertaken and may include

a range of activities and cross-curricular links

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• Resources - day to day resources that are usually available do not need to be

listed but special resources, including teaching resources and references,

should be noted

• Assessment - an outline of when formal assessments will be carried out

Medium term plans are checked by Subject Leaders, Heads of School and Deputy Head Academic to:

• ensure that programmes of study are being implemented appropriately

• check for continuity and progression across the school

• offer constructive advice on teaching strategies, resources and assessment

• gather evidence on the intended learning

• monitor the effectiveness of the schemes of work and curriculum planning

within the subject.

Short Term Planning

This is the individual teacher's day to day planning, written on a weekly basis.

This level of planning is seen as a working document to support the individual

teacher in his/her daily teaching.

It sets out:

• the learning objectives/outcomes for each lesson

• the activities to be undertaken

• management of adult helpers and pupil groupings (if appropriate)

• assessment, where relevant

• time and resources needed (including books and page references and any

specialist equipment)

It also shows how work is differentiated for more and less able pupils. Details of

preps to be set are also included.