Curriculum

At Frittenden School, we have developed a creative and cross-curricular approach to learning. We aim to develop the children’s knowledge, skills and understanding whilst taking into account what the children want to find out. We encourage our children to become independent learners who are also able to collaborate effectively in problem solving situations. Our teachers use innovative and inspirational approaches, tailored to their class and each child’s specific needs, in order to work towards our Vision:

To engage every child in an exciting and meaningful educational experience.

Because our Key Stage 1 and Key Stage 2 classes comprise of two year groups, we have devised a two year rolling programme of cross-curricular units. From September 2014, we will be basing our units on the new National Curriculum for all year groups. The current 2 year long-term plans can be found within the class pages.

For the teaching of phonics, we mainly use the ‘Letters and Sounds’ programme but we supplement this with other materials to make the learning stimulating and enjoyable.

We have invested in the Nelson Reading Scheme which is carefully banded to enable children to progress through the levels, with sufficient challenge. We use PM Benchmarking to assess the children. Reading books are sent home regularly. For guided reading in Key Stage 1 and EYFS we currently use Oxford Reading Tree books. 

The Early Years Foundation Stage Curriculum

The Early Years Foundation Stage (EYFS) Curriculum aims to build a secure foundation for the children’s future progression through both school and life. It is aimed at children from birth to 5 years and all pre-school, nurseries, childminders and reception classes are required to follow it. To learn more about the EYFS curriculum, have a look at these documents:

The Statutory Framework

Development Matters

A Parent’s Guide to EYFS

The National Curriculum – Years 1 to 6

The subjects that form the national Curriculum for Key Stage1, Lower Key Stage 2 and Upper Key Stage 2 are the core subjects of English, Maths and Science and the foundation subjects: art and design, design technology, geography, history, computing, physical education, languages and music.

To learn more about the National Curriculum have a look at this document. 

To find out more about the teaching and learning in different year groups, have a look at the class pages: 

  • Year R - Potter Class
  • Year 1 and 2 - Dahl Class
  • Year 3 and 4 - Wells Class
  • Year 5 and 6 - Shakespeare Class

Assessing And Tracking Progress

ASSESSING AND TRACKING PUPILS’ PROGRESS

From September 2014 how schools assess children’s progress and attainment is changing in Key Stages 1 and 2. EYFS remains the same for the next two years.

The New Curriculum requires that schools no longer use the ‘Level’ system which you may have been familiar with. Scroll below for information about tracking Progress in the EYFS and for Frequently Asked Questions.

The changes and the new system

The changes are for children in Years 1-5, who are taught the National Curriculum. The National Curriculum has changed and with it the way all schools track attainment and progress.

Previously, if you have a had child in school, teachers will have given you a Level to represent your child’s attainment.  For example, if your child was a ‘3C,’ the number indicated the level and the letter denoted steps within that level. So 3C would be a child just entering level 3, and 3A  a child who was secure in the level and ready to move on to level 4.

Because of the way the old curriculum worked, the numbers did not automatically represent the year group a child would be in. The new National Curriculum has been written to give an Age Expected Standards (AES) for the end of each year. As children move from Year 1 to Year 5 in our school, they will be tracked against the Age Expected Standards. At Frittenden CEP School, these are numbered bands: the bands give the level of attainment. Therefore, Year 1 is band 1, and so on.

Because all children are individual and develop at different rates and have differing needs, they will work in the band which is appropriate to them; ensuring that their learning is giving them appropriate challenge. Support and challenge is given to consolidate or extend learning.

Progress within bands:

As children progress through each band and we track their progress carefully. Each band is broken into 3 steps which roughly represents a term’s progress. Over the year the steps are called:  ’beginning,’ (B)  ‘within’ (W) and ‘secure’ (S)*

Year

Autumn

Spring

Summer

1

1 B

1 W

1 S

2

2 B

2 W

2 S

3

3 B

3 W

3 S

4

4 B

4 W

4 S

5

5 B

5 W

5 S

Teachers can further break down each step in order to tightly track children’s progress and ensure they are consistently and continually moving forwards, building on their previous learning. The extra steps are denoted with a ‘+’ 

2W+ shows a child is working very well within Band 2, and teachers will be looking to move them to 2S

4S+ would show a child is very secure at band 4, and teachers will be preparing them to move to Band 5

1B+ would show a child has an excellent basis to begin level 1, and teachers will be ready to move them to 1W.

This gives a total of 6 steps for a year. Where ever children begin their learning in September we expect them to make at least 6 steps progress So if they start at 2W+ in Year 3, we generally will expect them to be at least 3W+ at the end of Year 3. Over time, accelerated progress of more than 6 steps will close gaps.

 

 Tracking Progress in the EYFS

Children in the EYFS continue to be tracked on the Development Matters bands of the Early years Foundation Stage Curriculum. By the end of their Foundation Year it is expected that they will have reached the ‘Early Learning Goals’.

At the beginning of the year a ‘baseline’ assessment is made of everything they can do in order for teachers to know what individual children’s next steps are. This is shared at the first parents’ evening of the year. Children’s development and progress is tracked via: what and how they record; observations of child initiated and teacher led learning; how they interact with others; and their ability to orate what they know.

A learning Journey is kept of their development - which we will share with you throughout the year - parents can contribute to this by including what their children can do, and their child’s interests are at home.

At the end of the EYFS year the EYFS Profile completes the picture of everything they have learnt, and are able to do.  This is reported to parents in July, so parents know if their child is at the age expected standard, or if they are emerging or exceeding. More importantly, it shows how much progress has been made from the baseline.

 

Frequently Asked Questions

Why is the system changing?

It is part of the new revised National Curriculum. The Government wants a simpler system for parents to understand and for each school to develop their own. The new system enables teachers, pupils and parents to concentrate on learning to make progress, rather than just focusing on levels.
Will children still have SATs?

Yes, in both Years 2 and 6. In fact at Frittenden we also administer optional SATs for Years 3 and 4 too, this is a great opportunity to find out what children can do and for teachers to complete gap analysis.

What can I do to help my child?

There are so many ways parents can help: reading daily, learning time tables, spellings and practicing number bonds (in KS1). Our website has links to resources which can be used to support learning. Your class teacher will also give you some specific pointers to help with home learning.

What do teachers use to gauge children’s progress?

Children’s independent work is the biggest indicator of what they can do and the progress they are making.  Teachers use books, questioning and marking every day to identify and check pupil understanding and progress. Teachers additionally use progress tests three times a year to gauge progress against the year group’s objectives. This gives teachers another opportunity to complete a gap analysis to teach the areas that children universally or individually have not understood.

How is the progress between each step worked out?

We use the Rising Stars and Testbase to benchmark progress and attainment and align this to the Target Tracker system: ‘B’ Beginning, ‘W’ Working within and ‘S’ secure for progress within each band. Click here for to link to Essex TargetTracker. http://www.targettracker.org/

How do all schools know that their judgements about progress and attainment match up with each other? 

We work both within the school and across local schools in our Quad and Cluster to  agree and ’moderate’ attainment and progress. This enables teachers to validate their judgements and have professional dialogues and share best practice. All school have external moderation from the Local Authority for Years 2 and 6. Essex Target tracker also enables us to moderate against samples of work nationally.

Do the teachers use any other forms of assessment?

Teachers are continually monitoring and assessing learning, thus ensuring that any misconceptions are quickly addressed, in order that children continue to make progress. 

Any further questions, please do ask your child's class teacher.