Stratton Primary School's Curriculum 

'Successful learning in a happy environment'

Early Years Foundation Stage (EYFS) 

We plan an exciting and challenging curriculum based on our observations of children’s needs, interests and stages of development across the seven areas of learning to enable the children to achieve the early learning goals. All seven areas of learning and development are important and interconnected.

These three are the prime areas of learning:

● Communication and Language

● Personal, Social and Emotional Development

● Physical Development

Children are also supported through the four specific areas, through which the three prime areas are strengthened and applied. These specific areas are:

● Literacy

● Mathematics

● Understanding the World

● Expressive Arts and Design

Each area of learning and development is implemented through planned, purposeful play and through a combination of adult-led and child-initiated activities. We plan a balance between children having time and space to engage in their own child-initiated activities and those that are planned by the adults. Through adult-led activities we introduce children to new ideas, provide opportunities for them to develop their skills and ensure that they experience all areas of learning in the EYFS. During children’s play, practitioners interact to stretch and challenge children further, through building conversation, facilitating and sharing ideas and modelling skills. Such interaction with the children is essential as this helps to build the children’s understanding and therefore guides new learning. We also plan a variety of enrichment opportunities and trips within the community to bring the children’s learning to life.

Key Stage 1 & Key Stage 2 (Years 1-6)

At Stratton Primary School, we aim for a broad and balanced curriculum, valuing every subject.  We aim to be creative and memorable whilst providing rich opportunities for the children to ensure all children are successful and happy learners. Our curriculum is enriched with visitors, educational visits and our wonderful grounds.

We are passionate about planning and delivering a creative, challenging, inclusive curriculum which is purposeful for all students and follows the 2014 National Curriculum. This builds progressively over the children’s time at Stratton to develop their skills and knowledge in individual subjects, with cross-curricular links utilised wherever possible.

The children are frequently encouraged to retrieve their prior learning through a variety of activities. This can include low-stake quizzes and knowledge organisers for example. To consolidate their prior learning, lessons are carefully planned to build progressively within individual units. This will be in line with our progression of skills documents and our curriculum maps.

Topic Overviews for 2022 - 2023

Topics are taught for either half a term or a whole term depending on the level of depth the area requires. Below is our current topic overview.

Year Group Overviews

Each year group has a yearly overview they follow which outlines the coverage for each subject in accordance to the unit or topic being covered. Below is the overview for every year group. 

In addition, PSHE, RSE and SMSC are taught discretely as well as threading through the heart of our school.  We ensure our children at Stratton Primary School experience purposeful social situations in preparation for them becoming citizens of the future.

RE

The school follows the Cornwall RE syllabus which is planned on a two year rolling programme.

PSHE (inc RSE) and SMSC

Our curriculum is formed by combining The Cornwall Curriculum, Go-Givers (scheme of work) and additional resources for specific areas.  A comprehensive curriculum map outlines our coverage.

SMSC threads through the very veins of Stratton Primary School.  The following document outlines how.

Curriculum information and key documents

The school has devised several documents to support the curriculum.  Some aspects are subject to change. 

Remote education provision: information for parents December 2021

This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home.

For details of what to expect where individual pupils are self-isolating, please see the final section of this page.

The remote curriculum: what is taught to pupils at home

A pupil’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.

What should my child expect from immediate remote education in the first day or two of pupils being sent home?

Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?

Remote teaching and study time each day

How long can I expect work set by the school to take my child each day?

We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:

Accessing remote education

How will my child access any online remote education you are providing?

If my child does not have digital or online access at home, how will you support them to access remote education?

We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:

How will my child be taught remotely?

We use a combination of the following approaches to teach pupils remotely:

Engagement and feedback

What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

How will you assess my child’s work and progress?

Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:

Additional support for pupils with particular needs

How will you work with me to help my child who needs additional support from adults at home to access remote education?

We recognise that some pupils, for example some pupils with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those pupils in the following ways:

Remote education for self-isolating pupils

Where individual pupils need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.

If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?

Remote education provision: information for parents  version 1 January 2021

This information is intended to provide clarity and transparency to pupils and parents or carers about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home. 

For details of what to expect where individual pupils are self-isolating, please see the final section of this page.

The remote curriculum: what is taught to pupils at home

A pupil’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.

What should my child expect from immediate remote education in the first day or two of pupils being sent home?

On the first day of isolation, your child needs to complete the work set at the top of every class webpage. 
 
Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?

We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, a practical science experiment maybe replaced with a film to watch with a clear demonstration of a scientific concept. 

Remote teaching and study time each day

How long can I expect work set by the school to take my child each day?

We expect that remote education (including remote teaching and independent work) will take pupils broadly the following number of hours each day:

Primary school-aged pupils: 3-4 hours

Accessing remote education

How will my child access any online remote education you are providing?

EYFS and KS1 will access work via Tapestry.
KS2 pupils will access work via Google classroom

 
If my child does not have digital or online access at home, how will you support them to access remote education?

We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:

• If you require us to loan a device, please contact a member of the SLT – Mrs Simpson, Mrs Glasby or Mrs Bridgman 
• In special circumstances, some pupils may require paper copies of work.  Please contact your class teacher who will discuss this with a member of the SLT
   

How will my child be taught remotely?

We use a combination of the following approaches to teach pupils remotely:

• work will be set, in line with the curriculum we follow in school, with clear instructions on the online platforms stated above. 
• live teaching (online lessons) including well-being sessions 
• recorded teaching (e.g. Oak National Academy lessons, video/audio recordings made by teachers)
• reading books pupils have at home (during isolation we are unable to loan extra reading books from our library)
• commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences (as per normal practice)

Engagement and feedback

What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?

• We expect 100% engagement with remote learning 
• We expect parents to support pupils with:
• organisation of resources
• daily timetables
• deadlines
• participation of online live sessions (inc providing safe, appropriate live online working spaces)
• we do recognise the challenges of remote learning and the pressure on families in a wide range of scenarios. Please contact your class teacher for support if required because we do expect pupils to complete all of the work set.

 
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?

In this section, please set out briefly:

• Staff will check daily for submitted work.  Work will be acknowledged and feedback given where necessary
• Whole class or group well-being sessions will be planned, giving opportunities to discuss work load and coping strategies.  
• If a pupil requires an individual phone call for support, we can organise this. 
• If your child does not submit work, we will contact you to discuss the situation
• we do recognise the challenges of remote learning and the pressure on families in a wide range of scenarios.  Please contact your class teacher for support if required

How will you assess my child’s work and progress?

Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:

• Via online platforms, your child will have an acknowledgement that their work is received. 
• As in school, some pieces of work will have a comment if it is to impact on your child’s progress. 
• Some pieces of work may require further responses from your child, for example a piece of written work.  This would be private between the teacher and pupil, and yourself. 
• Feedback may be in the form of discussion during weekly well-being check ins

 
Additional support for pupils with particular needs

How will you work with me to help my child who needs additional support from adults at home to access remote education?

We recognise that some pupils, for example some pupils with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those pupils in the following ways:

• Work may be adapted for your child in order for them to continue their education remotely.
• Pupils with additional needs will receive extra support and guidance from teaching staff.
• Please discuss this further with your class teacher

Remote education for self-isolating pupils

Where individual pupils need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching pupils both at home and in school.

If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above? 

Your child’s class teacher will follow all of the steps above to ensure your child learns as much as possible.

• Your child will be set work for English and Maths every day
• A range of other work (science and foundation subjects) will be set depending on the time span of the absence