Killinghall CE Primary SchoolInformation Evening

December 2014

Objectives of the evening: To give an overview of changes in

education since Sept 2014. To share our School Improvement

Plan To introduce our new target system. To introduce our new mental maths

scheme and calculations scheme. To discuss core British values in light

of Ofsted.

Overview of changes in education since Sept 2014.

• New curriculum 2014, including complete overhaul of content of KS1 and KS2 curriculum.

• Changes to assessment – life without levels.• New Ofsted framework changes, including

huge changes relating to safeguarding and SMSC

• Changes to SEND in schools• Universal free school meals• Funding changes

New curriculum 2014, including complete overhaul of content of KS1 and KS2 curriculum.The school curriculum in England - Sept 2014

Every state-funded school must offer a curriculum which is balanced and broadly based and which: • promotes the spiritual, moral, cultural, mental and physical

development of pupils at the school and of society, and • prepares pupils at the school for the opportunities,

responsibilities and experiences of later life.

Although the new curriculum is intended to be more challenging, the content is actually slimmer than the previous curriculum, focusing on essential core subject knowledge and skills. Children are expected to gain a real depth of understanding.

As you know we have already started to implement our new curriculum following meetings last year.

We have identified 4 main ‘drivers’ which are constantly considered when deciding how and what we teach. Our drivers are factors that we value as a school, these coupled with our agreed visions and aims give focus to learning opportunities and are embedded throughout teaching and learning, developing the child as a whole.

OUR

SCHOOL DRIVERS

Creative collaborators Pupils have opportunities to communicate their ideas in a range of different and imaginative ways. Individuality and self expression is promoted whilst developing resilience, resourcefulness and risk taking when faced with more challenging tasks. Positive relationships are encouraged that enable all pupils to feel safe and cared for in an ethos of teamwork and respect. Pupils are encouraged to share their views and opinions within all areas of school life, knowing that their voice matters. Children are encouraged to be empathetic and appreciate that collaboration includes listening. Creativity is encouraged in all areas, the arts are an important aspect of school life.

‘Our’ place in ‘our’ world. Pupils develop a good knowledge of the local community, national context and wider world. They are good citizens and have a developing awareness of their responsibility to care for the environment. Links to other schools, local businesses, heritage and cultural organisations, voluntary groups and other faith communities are developed. Children are aware of world events and have a growing general knowledge. Children develop a knowledge of the differences and diversities there are across a range of global cultures. Pupils are made aware that their own health is an important aspect of their place within the world.

Aspiring entrepreneurs Pupils begin to engage in the concept of the world of work and have an understanding of the value of money. Pupils are encouraged to challenge themselves to gain high aspirations about what their future ‘world of work’ may look like. Entrepreneurship is encouraged by engaging the children in activities that fire their imaginations towards enterprise and fund raising. Children are encouraged to face challenges with resilience and self reliance while also using team work and problem solving skills within an ethos of positive competition Pupils reflect upon their work to ensure that they are able to improve it and set themselves aspirational targets for the future.

Inquisitive investigators Learning is fun and actively promotes pupils exploration of knowledge and skills. Children are encouraged to be inquisitive learners who are prepared to take a risk and question outcomes; they are engaged in active learning that gives them opportunities to tackle activities and problems in imaginative ways that enable them to develop solutions and outcomes for themselves. Children are actively encouraged to formulate questions, gather information and summarise possibilities. They can apply, analyse and evaluate their learning to ensure a real depth of knowledge is gained.

  AUTUMN SPRING SUMMER

CYCLE A 

  WATER WARRIORS CHANGING WORLD PEOPLE, POWER, PROGRESS

CYCLE B

  MEDIEVAL MARVELS MIND BLOWING MEMORIES

TIME TRAVELLERS

CLASS:

SPRING TERM 2014

Year Group:

Literacy Changing Wor l d

RE

Maths

Science

Computing

Our place in our world We will investigate our immediate location more thoroughly and learn about the different physical features in our village. We will learn about the people who have lived here previously when we investigate the war memorial and find family names linked to pupils today. We will understand how children are the same the world over when we learn more about our partnership school in Ethiopia.

Aspiring entrepreneurs As aspiring entrepreneurs, we will have a competition to see who can come up with the best water saving device. We will investigate how much rainfall we have and how much water we consume as a school. We will give our ideas to the Eco-committee. We will create some pieces of water art work to sell at the Christmas Fair to raise money for school.

Creative collaborators As creative collaborators, we will use our class fence as a backdrop for seasonal artwork that will remain throughout the year. It will be added to through each season to inspire colour and decoration to the school grounds. Each piece of cloth will weave to become a tapestry of outdoor colour. Parents and the community will be encouraged to add to this marvellous art work.

Innovative investigators As innovative investigators, we will be learning more about our immediate location. We can use what we now know to help us to improve and add to our community in a positive way. We will be thinking about how we can make a difference to our school and community.

Geography ..

History

Art & Design

Design Technology

Music

PE

Our cor e dr iver s, l ear ning val ues and ethos ar e the f oundation of al l we do.

The Children’s version of our aims To make sure that we all work together in a happy and safe

school where everyone is involved and is encouraged to do their best.

To allow the children to give and share ideas, having care for others in our community and around the whole world.

To create a school where the children have a passion for their learning so they are proud of everything they do.

To encourage the children to live in a Christian way, having an understanding of the church and bible stories, as well as accepting that other people have different beliefs.

To ensure that the children understand what is right and wrong, use good manners, and care for each other; where we all get on and relationships are strong.

To help everyone to understand how to live a healthy life style and be able to make their own sensible choices.

To embed the sports curriculum, evidencing impact in line with the use of new Govt funding. To develop strategies for sustainability

Our place in ‘our’ world Aspiring entrepreneurs

Creative collaborators Inquisitive investigators

Our seven Rs of learning

Our sporting values

We always strive for excellence, empowering children to be happy, well-motivated and engaged upon their learning journey. Children are challenged to be the best they can within the delivery of a curriculum that inspires and broadens their experiences and develops a lifelong passion for learning. We are a forward thinking school, preparing children for the 21st century by providing opportunities for them to be resilient and resourceful risk takers, where positive relationships and reflective skills empower children in both their own learning and that of their peers.

We commit to develop the global citizens of the future by creating a community that nurtures ambitions and aspirations, builds resilience and enables children to seize opportunities to learn. We give children the knowledge and competencies to thrive within a both a locally and globally generated curriculum. As a Church of England school spiritual and moral consideration takes high priority in all that we plan and do. Along with this we also incorporate healthy lifestyles into our work with the children. These aspects cross the whole curriculum and are embraced by our school ‘drivers’. We seek curriculum themes which will excite, inspire and motivate learning at all ages. The children are very involved in shaping both the creation and development of themes, and we encourage responsibility and independence from a very early age.

To ensure consistency and continuity of standards to maximize each child’s attainment potential in Maths and Literacy, ensuring that challenge and basic skills are evidenced, to increase the rates of progress and raising attainment. Develop and implement target setting and monitoring to effectively record progress and attainment.

To implement the new curriculum 2014 to ensure enhanced cross curricular opportunities to improve the quality of learning, developing greater depth of knowledge, independence and enquiry, in

line with the school’s curriculum vision and school drivers.

Improving basic skills

KILLINGHALL CE PRIMARY SCHOOL VISUAL SCHOOL DEVELOPMENT

PLAN 2014/2015

Assessment and targetsThe government’s policy of removing level descriptors from the National Curriculum is set out in terms of freeing schools from an imposed measure of pupil progress. The Department for Education (DfE) has said that levels are not very good with respect to helping parents to understand how far their child is improving in real terms. In their place, from September 2014, “it will be for schools to decide how they show pupils’ progress”.With levels removed and the focus now on raising the achievement of every pupil, schools need to choose whatever measure of pupil attainment and progress they feel is most appropriate.

We believe that a whole school system that is understood by everyone is vital. A system that enables the children to know where on their own learning journey they are, and what they need to do to improve. Parents, too, need to understand how they can support their children with their next steps.

Astronaut selection

Launchpad

Mercury

Venus

Earth

Mars

JupiterSatur

nUranu

sNeptun

eMilky way

Outer Space

What is important is that each child’s journey is their own individual story.

Some journeys will seem shorter on paper but to get real depth of understanding may take time.Assessment in school will us a 6 step system B, B+, W, W+, S and S+

New mental maths targets

Instant Recall Mission

Log Book

Name ………………………………

Each child will have their own log book containing the mental maths facts that they need to learn.Speed of recall is vital as the children are assessed using 10 facts that they need to recall within 30 seconds, ie 3 seconds each.This will again reflect their own journey through the planets.

So Venus ‘Know by heart all bonds of multiples of 10 to 100 would be tested with a list of 10 multiples and the children would need to wrote or respond to each correctly within 30 seconds.

So what does this mean to you and your child?We have worked this term to assess the children to ensure that they start on the right planet for their journey.

In January your child will receive their personal learning journey targets to bring home so that you can help them to develop the skills and knowledge necessary to reach the next planet. They will also have their sheets in their books at school so that they are a constant reminder during lessons.

Initial targets will be in Maths, including mental recall, Writing and

Reading.

In terms of discussing attainment and progress we will use the following:

Below expected, Expected, Exceeding to describe your child’s attainment against National age expected descriptors.

Progress will be split into the small 6 step system, but measured as a journey from one planet to the next over a 12 month period ie 2 steps per term. (Assessment in school will us a 6 step system B, B+, W, W+, S and S+)

End of year reports will need to be changed to reflect the new assessment systems.

Children will be introduced to strategies when they are ready. Many of the strategies expected in the new curriculum are those that parents will probably have used at school.

The policy will be on the website for easy access by parents.

“Keeping our children safe and ensuring schools prepare them for life in modern Britain could not be more important. This change is an important step towards ensuring we have a strong legal basis for intervening in those schools where this is an issue.”“The vast majority of schools already promote British values. This is about making sure we have the tools we need to intervene if children are being let down.”

Schools are required to actively promote and not undermine “British Values”

The government has set out its definition of British Values as: democracy the rule of law individual liberty mutual respect tolerance of those of different faiths and beliefs

British Values

What do you think we need to include for the children at our school?Phoenix class did a great job with their ideas….

The new target and mental maths policy will be implemented from January 2015.

If parents have any concerns please speak with teachers.

Thank you.