Charlton Kings Junior School

Curriculum Report for 2016-17

Maths

This year was a big year for changes to the maths curriculum at CKJS with the removal of sets across the

school apart from Y6. This change is part of our longer-term plan for developing maths in the school. There

were 2 reasons for this. The first was to improve attainment and progress in our KS2 results for maths.

Whilst our attainment was high and above national, our results in maths were not as high as those for

reading, writing and grammar. The second was an improvement in confidence in maths – we wanted to

boost the confidence of some children, particularly girls and those in lower sets, by encouraging PMA – a

positive maths attitude. The decision was taken to keep sets in Year 6 for 2016-17, because those children

had been taught in ability groups since Y2, and move to no sets at all in 2017-18.

The school had also been looking closely into research into maths teaching and was working with the local

Mathshub on developing mastery. We had already developed a focus on fluency through the maths

‘passport’, had developed our teaching of

conceptual understanding by an increased use of

concrete apparatus (such as place value counters)

and pictorial models (such as bar modelling) before

abstract calculation (CPA) and had started to

integrate more real-life problem-solving skills in

maths lessons. We built on this through staff

training from maths expert, Steve Lomax, which led

to the development of a new planning format

adopted across the school. This new format focuses

on a tight concept which is taught to all children.

The children then try some questions to practise

and assess their understanding of the concept (do

it). Once the teacher is sure the child can do the

work, they move on to questions which extend their understanding in a variety of ways (secure it) before

moving onto challenging questions which fully embed the learning and allow the child to use the skill in a

range of contexts (deepen it). The children receive additional input at any point if required.

This year, the percentage of children getting to the Expected standard in this year’s KS2 SATs was 87% after

an adjustment was made for a missing paper. This was a decrease by 2% from 15-16, however, the

percentage of children achieving the high standard increased by 2% from 25% to 27%. This data was for a

Year 6 cohort that continued to be taught in ability sets. We are delighted with our internal data which

shows that for all other year groups the numbers of children achieving the expected standard or higher has

increased markedly (Y5 had 14% more pupils at expected or higher at the end of 2017 compared with the

previous year) . We are confident that our assessments provide a valid comparison as we have used the

same assessments at each point as we used in the previous year. We also used an external set of

assessment tests at the year end, the results of which we can benchmark against national data.

Reading

Our KS2 reading results were very high with 92% attaining at least the

expected standard and 41% attaining the highest standard. The latest

evidence from research has shown that employing a whole-class approach

to guided reading leads to greater progress from pupils and so we have

been using this to develop teaching. Our lead teacher for reading has very

successfully trialled this approach with her class over the year. We have

had a series of training sessions, and staff have undertaken lesson study

style observations, to implement this approach across the school. Results

so far from internal data have validated this approach, with results being

particularly strong in Year 5, the year group pioneering the project. We

intend to continue this in the 2017-18.

Writing

KS2 writing results for 2015-16, following the changes to assessment criteria, were lower than the school

had previously achieved and we looked closely at our approach to see what we could do to address this.

Whilst the lower results were partly due to the change in criteria, work scrutiny showed children’s accuracy

was inconsistent and the length of writing tasks led to pupils losing focus towards the end of a piece. We

also found that children working towards the expected standard, especially boys, were not making as much

progress as we wanted. Steps were put in place to tackle all 3 of these issues. We brought in more rigorous

approach to consistency – encouraging pupils to maintain a high standard through the use of a ‘quality

control stamp’. Planning was changed to find more exciting stimuli and reasons for children to want to

write. Plans had a specific focus on ‘would this interest a ‘T’ boy.

Pupils were also encouraged to write shorter, more considered pieces of text. Writing results for 2016-17

were much improved with 90% achieving at least the Expected standard (an increase of 18%) and 29%

achieving at Greater depth (the same as 2016-17). We expect to see further improvements in writing, for

cross school data and KS2 results, as these changes are embedded during 2017-18.

The 2017 KS2 results for Grammar, Punctuation and Spelling were exceptionally high with 99% attaining at

least the Expected standard and 45% attaining the higher standard. Results across the school are also high.

This reflects the excellent teaching developed through the provision of high quality INSET training and

teacher development which has enabled our teachers to have an excellent knowledge of this aspect of the

curriculum.

Drama

As well as using role-play and dramatic activities in

lessons, all year groups undertook a production during

the year and each class performed an assembly.

During 2016-17, Year 3 performed their Harvest

Festival with ‘fluffy cauliflowers’, Year 4 did an Easter

production based on Africa, Year 5 performed The

Little Match Girl in St Mary’s church in the annual carol

service and our main event, the Year 6 musical was

Peter Pan – a stunning showcase for the talents of our

wonderful pupils.

Science

Science has remained a key focus in the curriculum with all

year groups having at least one science-based topic as part of

their long-term planning. Y3 Disaster Detectives, Y4 Explore

Planet Earth, Y5 H₂Oooo, Extreme Environments, Y6 Living on

the Edge. Wherever possible, the lessons had a practical basis

to enable pupils to develop their enquiry and investigative

skills. Likewise, links to other subjects were developed as

often as possible, and included opportunities to write at

length, draw graphs, charts and tables and reinforce

presentation and display skills.

Year 6 undertook one of their science lessons in the swimming pool, learning about forces including gravity

and water resistance, Year 5 visited the sewerage plant at Haydn to see how micro-organisms are used to

clean water, Year 4 learnt all about the risk of extinction at Bristol zoo and Year 3 visited @Bristol to try out a

variety of experiments.

Computing

Each term the pupils started their computing lessons by

reinforcing their understanding of internet safety. These

lessons were supplemented by work in assemblies

emphasising the importance of using the internet safely and

what to do if they come across something inappropriate.

The police visited the school and spoke to pupils about e-

safety. They also ran a session for parents to show them

how to set age-appropriate access on their devices at home.

Pupils develop their programming skills through a

progression of skills and programs as they move through the

school. The children were also taught to use some common

computer tools efficiently, such as word processors, spreadsheets and presentation programs.

Art and Design

The school’s topic-based approach to the curriculum has allowed many opportunities for the children to

develop their skills in two and three-dimensional art. Our success in this subject is reflected in the displays

around the school showcasing the quality of outcomes and range of opportunities in this subject. Extra-

curricular opportunities included art and photography clubs and the PTA’s Christmas Cup competition also

reflected the excellent work produced by the children.

Music

Music is a vital part of the curriculum at CKJS and this year has been another fantastic one for CKJS. The

standard of singing in assemblies has been exceptional and has contributed to the school’s ethos. The

children have been taught music theory and composition skills as part of normal lessons and there have

been many opportunities for children to learn instruments. All children in Y3 had recorder lessons and many

others have learnt violin, viola, cello, clarinet, flute, bassoon, oboe, guitar, drums, trumpet and other brass

instruments.

Extra-curricular opportunities have continued throughout the year with woodwind and string ensembles, CK

voices and the groups going out to entertain local residents in the community, such as at the Baptist church

and Grevill House. A huge concert took place in the hall, with Glenfall and Holy Apostles schools, over 2

nights in March, which showcased the school’s musical prowess.

PE

CKJS has an exceptional reputation for sport and it continued to have a high

priority this year. Children participated in 2 to 2.5 hours of sport a week as part

of lessons. An indoor PE lesson, where they were taught gymnastics, dance,

indoor ball skills, fitness and other skills and an outdoor lesson, when they were

taught football, hockey, netball, tag rugby, cross country running, cricket,

rounders, tennis, athletics and a variety of other games such as ultimate frisbee

and tri-golf. In September, October, May, June and July they also received

swimming lessons in the school pool. As always, there were a huge number of

lunchtime and after-school sport clubs run by the school sports coach and many

of the teachers. This included clubs to promote well-being and to encourage

pupils less keen on traditional sports, such as a lunchtime walking club. The

school participated in a wide range of inter-school sports events and we were

lucky enough to often win, which added to the reputation of the school. Last

year we won the county cross-country, athletics and cricket competitions and did

well in a range of other tournaments and competitions including high-five netball, tag rugby, rounders and

swimming. Our cyclists won the tour of Britain Italian pursuit. There were opportunities for competition

within school, with house matches, house cross-country, sports day and swimming galas. A major event for

us last year was the Prince of Wales athletic competition. It was CKJS’s turn to organise both the large and

small school’s events – a significant undertaking. A huge thank you to our sports leaders for organising this

so brilliantly.

History

Children at CKJS are fascinated by history and we have capitalised on this

interest by focusing many of our topics on historical periods (Stone Age,

Ancient Greece, Romans, Tudors) or the history of trends or artefacts over

a period (the last Century, toilets through the ages, chocolate). The

historical focus of topics has lead to great opportunities to develop writing

skills across the curriculum as well as art and design activities. The local

area has been used to support the teaching of history with visits to

Toddington steam railway (as evacuees), Chedworth Roman Villa and

Gloucester Cathedral. Wherever possible, children have had the

opportunity to dress up in costume and role play historical events and

activities, bringing the subject to life.

Geography

It is important for children to have a sense of place and

understand where Britain is in relation to other places.

Map work has been a key part of many lessons and has

linked with other topics – the children have learnt

about other climates and environments (Rainforest and

Extreme environment topics); they have learnt about

natural disasters and phenomena (earthquakes,

volcanoes, hurricanes, floods, famine); they looked at

human influences (fair trade, deforestation, chocolate

cultivation, poverty and living in difficult environmental

conditions). They have also studied how water sculpts

the landscape through topics on rivers and coasts.

RE

The RE curriculum is based on the guidance from Gloucestershire as their local syllabus, although we have

chosen to teach some units in different year groups to ensure our overall curriculum is cohesive. As well as

Christianity, the children learnt about Islam, Judaism and

Hinduism. The children have been encouraged to respect the

belief of others and consider the links between the key beliefs

of each religion and their own personal values. Assemblies

often have had a Christian aspect and the children were taught

to respect prayer, by bowing their heads, although they were

able to choose whether to pray themselves and say amen at

the end. On Wednesdays, our local ‘Open the Book’ team

visited the school to act out a story from the Bible, which the

children really enjoyed.

MFL

In consultation with local secondary school, the school only teaches the French language as part of the

curriculum. Lunchtime clubs were offered in Spanish, French and German

for those children who enjoy languages. Each class received about 30

minutes of French tuition a week provided by qualified MFL teachers. This

has given them an exciting and progressive introduction to the language

and helps to prepare them for secondary school. There was also the

opportunity to visit France on a residential trip for children in Year 5. This

was a brilliant trip and the children were able to try out their French

language when they visited local shops, markets and businesses and they

also experienced French food and culture.

PSHCES and Cultural Education

Personal, social, health, citizenship, economic and spiritual education is embedded across the curriculum.

Last year we reviewed our SRE (sex and relationship education) policy and altered our provision after

consultation with staff and pupils, moving some key aspects to an earlier year group. Healthy living has been

promoted across all year groups, both physical and mental, through subjects such as sport and science, RE,

art and through assemblies which have looked at staying safe, first aid, mindfulness and caring for others.

Positive attitudes to learning are encouraged through all subjects –

we focus on the value of making mistakes (and learning from

them), being resilient and enjoying challenge. Year 4 looked

specifically at economical education and learnt about different

currencies, managing money (current and savings bank accounts),

debt and interest. The children were also encouraged to consider

future careers and to have a ‘growth mindset’ towards achieving

their goals by working hard. The elements of PSHCES link closely to

the school’s promotion of cultural awareness. Traditional British

values were explored through assemblies and other aspects of the

curriculum, and these link to the values studied in RE and other lessons. Citizenship, respect for all and

friendship skills were also a key aspect of assemblies during the year. The success of these aspects of our

curriculum is clearly apparent when you see our children play with each other, how they interact with other

schools and the wonderful positive comments we have received as teachers (from parents and pupils

through surveys, written and verbal feedback), which make us very proud. Our children were often

complimented for their good manners and sportsmanship at events and another prime example of this is

when our Year 6 children were at a motorway service station last summer. The manager of ‘Greggs’ bakery

came especially to speak to us to say how good-mannered and well-behaved our children were.

Extra-curricular

As always, there has been a massive range of opportunities for children outside the everyday curriculum

through a variety of clubs, visits, visitors and residentials.