A PASSPORT TO LEARNING
Thematic-linked together learning through vibrant and engaging termly topics.
Relevant-adapted to the needs of each unique individual pupil.
Aspirational-encouraging all pupils to achieve their true potential.
Varied-activities and opportunities encouraging depth and breadth of knowledge.
Engaging-personalised curriculum enabling success and building positive self-esteem
Learning-based on pedagogical reconciliation and innovation.
As our pupils travel through our school, we endeavour to equip them with the skills they need for life, providing them with an engaging, creative and flexible curriculum that accommodates their ever-changing needs. We believe that our thematic approach provides a variety of contexts for pupils to develop and consolidate their skills, whilst ensuring there are opportunities for enquiry and independent investigation and learning. Our ‘5 keys-Roots to Growth’ is our framework for learning and improvement and underpins our curriculum.
We celebrate our children’s learning journey through school in these 5 key areas in our weekly ‘Good Work Assemblies’ and Termly ‘5 keys assemblies’
CURRICULUM INTENT
Imray 2010:
“…it is not the responsibility of the child to change to meet the demands of the curriculum; it is the responsibility of those writing the curriculum to ensure that it is flexible enough and adaptable enough to meet the needs of each child.”
Our broad and balanced curriculum is designed to allow all pupils to be taught through an individualised and flexible approach.
It is a skills-based curriculum in which children can continuously build upon their knowledge and understanding, consolidating their learning and acquiring new skills as they travel through the school.
It is a thematic curriculum, which enables our children to become fully immersed in a Topic across all curriculum areas.
Our curriculum is built upon an understanding of child-development, in which children are taught at a developmentally appropriate level; to achieve this we focus upon practical and play-based learning.
Some pupils may travel in a vertical direction, others may gain breadth and take smaller steps.
Children’s learning is continually planned and assessed so there is always the potential for progress in whichever direction is appropriate.
CURRICULUM IMPLEMENTATION
The National Curriculum and Early Years Foundation Stage curriculum form the base of the whole school curriculum. However, each curriculum provides an adapted pathway based on the differing needs of pupils.
EYFS Curriculum: A thematic approach curriculum, with a 2-year cycle curriculum map of topics with question starters. Experiences and learning opportunities are presented to the children across the 7 areas of learning and guided by the Development Matters Framework.
KS1 Semi-Formal Curriculum: A thematic curriculum, with a 2-year cycle curriculum map, for pupils working from Step 5-19, with English and Maths introduced as discreet subjects.
KS2 Semi-Formal Curriculum: A thematic curriculum, with a 2-year cycle curriculum map, for pupils working from Step 5-19, with English, Maths and Science taught as discreet subjects.
KS1/2 Informal Curriculum: A thematic curriculum for pupils working within Step 1-6, English and Maths are taught as discreet subjects, through a variety of sensory, tactile and play-based activities.
KS2 Pre-Formal Curriculum: A thematic curriculum for pupils working within Steps 1-4; pupils are not engaged in subject specific learning.
KS2 Formal Curriculum: this is subject-based, and most similar to The National Curriculum, made available for whole classes of pupils working from Step 16
RE and PSHE/RSE and P.E: are taught in all KS1 and KS2 curriculums.
Daily Key Skills: are taught in all curriculums. These are intensive individualised teaching sessions which focus on developing confidence and skill in key areas, as highlighted by a child’s EHCP/IEP.
The amount of time spent on National Curriculum subjects will vary according to the needs of individuals and class groups.
Our broad and flexible curriculum has been created to enable all children to make progress whichever pathway they travel along.
CURRICULUM IMPACT
Curriculum Impact is measured in a wide variety of ways:
- EYFS work scrutiny - Maths, Literacy, Understanding the World and Expressive Arts and Design
- Assessment - All EYFS pupils are assessed using the Rowan Gate EYFS assessment tool (Steps 1-14 / Birth to Early Learning Goals)
Annual Work Scrutiny in Maths, English, Science and the Thematic Curriculum.
Termly Deep Dives into curriculum areas
All curriculum areas are led by Middle Leaders who work in Teams:
Cognition & Learning, Communication & Interaction, Sensory & Physical/Independence and Social, Emotional & Mental Health, ensuring that as a school for pupils with SEN, we work holistically and collaboratively to promote positive outcomes for all pupils.
At Rowan Gate we use both Summative and Formative Assessment.
The Rowan Gate assessment tool is used to assess pupils’ progress and development regularly throughout the year. (3 times – end of term 1, end of term 3 and end of term 5) This enables a continuous cycle of ‘assess, evaluate, plan, do and review’ to take place, which enables the pupils’ achievements and progress to be measured over time.
The assessment tool supports teachers’ planning – they get information about where their pupils are in their developmental path and in what direction they need to move.
All KS1 and KS2 pupils are assessed using our Rowan Gate Assessment Tool (Steps 1 – 19).
If pupils work within Steps 1-6, teachers use The Areas of Engagement tool to record pupils’ achievements. (not EYFS)
In subject areas we use a linear measuring system to show progress (encounter, engage, secure, mastered)
In the Areas of Engagement – we measure a child’s fluency and ability to maintain the skill. (not EYFS)
Alongside SUMMATIVE assessment, teachers continuously carry out FORMATIVE ASSESSMENT which includes a cycle of assess, evaluate, plan, do and review process.
CURRICULUM ENRICHMENT
ACTS OF WORSHIP: We gather together in daily acts of worship as a whole school or sometimes as class groups.
PSHE/PSED (Personal, Health, Social Education) / (Personal, Social & Emotional Development) is a valued area of our curriculum, we link this closely to our own 5 keys, British Values and 10 keys to Happier Living. From 2019, the RSE (Relationship & Sex Education.) strand has been incorporated throughout this curriculum area. At the end of each term there is a theme for PSHE lessons to be used across KS1 and 2 curriculums to ensure RSE areas are met over the year
THERAPIES: We deliver a range of Therapies and Interventions at Rowan Gate Primary School.
All pupils have access to developmentally appropriate learning activities with visual and physical structure as well as an environment carefully designed and structured to support their learning and sensory needs. This includes the commissioning of THRIVE OT services and Powerful Voices (SALT) to compliment the work of our colleagues in Special School Nursing Team, and the Physiotherapists, Occupational Therapists and Speech and Language Therapists from within NHFT.
Where it is felt that pupils are not making expected progress through an Assess; Plan; Do; Review cycle within a particular area of their development from their own unique starting points then additional support can be identified and accessed through our graduated approach to Therapies and Interventions. This might include Targeted support for some pupils and even 1:1 Therapies or Interventions for a few pupils where the need is identified. More information on our Graduated Approach can be found on our website.
WELLBEING:
All pupils participate in wellbeing sessions over the term, based on the 10 Keys to Happier Living program.
“The 10 Keys to Happier living is a scientifically backed set of actions which can help to improve levels of happiness. The actions can be used at any level and are the same for our pupils and staff.
The wellbeing sessions are an opportunity to teach children tools they can use to ensure they grow in emotional resilience and happiness during their time at Rowan Gate. More information about the 10 keys to happier living and the practical actions can be found on the website www.actionforhappiness.org
HEALTHY LIFESTYLES:
Within PSHE/RSHE themes pupils develop their understanding of healthy eating, oral hygiene and exercise and the impact these have on their lifestyles. Pupils are given opportunities to brush their teeth in school to support oral health. The free school fruit scheme is used and children are offered fruit at snack time, during lunchtimes the pupils are offered the choice of fruit with their hot dinner meals.
School councils for KS1 and KS2 meet every half term and enable pupils to share their views and support the well-being of others by providing ideas for fundraising, communicating playtime needs of others and sharing their ideas for school.
Pupils take part in PE lessons twice a week, enjoy 2 active play times each day, participate in at least 2 Daily Mile Walks each week in their local parks and experience active lesson starters to support their engagement in lessons. Sensory Circuits and Movement Pathways facilitate sensory processing to help children regulate and organise their senses in order to achieve the 'just right' or optimum level of alertness required for effective learning.
SWIMMING AT RGPS:
All children at Rowan Gate have blocks of swimming lessons when in Yr1, Yr2 (Key Stage 1) or Yr5, Yr6 (Key Stage 2) as per government guidelines. If able, we may provide additional session outside the government guidelines. Those children who need to access swimming for other reasons, for example, therapeutic, physiotherapy or as part of their Individual Education Plan (I.E.P.) will do so continually, whilst at Rowan Gate.