School Curriculum – A Passport to Learning

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.

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 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.

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.

At Rowan Gate reading and writing is taught through the Read, Write, Inc. programme (RWI). The scheme, however, is adapted to suit the needs of each of the pupils. This means that some pupils are taught in whole class session, smaller groups and/or one to one. Pupils may also be placed on the scheme with a different focus, for example learning the sounds or working through the reading books.

Within this programme there are clear steps of progression using quality resources. Within Speed Sounds lessons teachers undertake a step by step process of teaching each speed sound, blending for reading and segmenting for spelling. The Handbook provides guidance on implementing RWI phonics, including initial and on-going assessment.

The programme begins with learning the letter and sounds
introducing all 44 sounds and corresponding graphemes moving on to applying phonics knowledge to reading books and writing.

There is a minimum requirement at Rowan Gate that discrete short sessions take place daily in EYFS and KS1 for sound learning and early blending accompanied by discrete sessions for early readers. This requirement is the same for KS2 with one formal lesson a week, consolidated through the week in Key Skills activities, differentiated into three groups, for example:

• Group 1 – sound learning and early blending
• Group 2 – high frequency and tricky words and emergent early readers
• Group 3 – Comprehension based activities for more fluent readers

Evidence from the English data (using Onwards and Upwards) shows that children’s progress in reading and writing through the use of RWI has continued.

In addition to Read, Write Inc Kinetic Letters has now been introduced across the school to support letter formation.

Children have access to a variety of fiction and non-fiction reading books, organised using reading bands. These reading schemes include RWI, Oxford Reading Tree and Big Cat books.

As we are a school for pupils with additional needs, the needs of the children and their families with regards to Homework are varied.

Thus the interpretation of ‘homework’ is wider than would be expected in a mainstream setting.

The staff at Rowan Gate Primary School endeavour to work in partnership with parents and carers to facilitate the development of each pupil.

For this to be successful, Rowan Gate responds to the needs of parents, carers and pupils.

Why is homework important?

• It raises your children’s achievement.
• It consolidates and extends the work they have done in school.
• It helps to inform yo u about your children’s school work and allows and gives you the opportunity to support this work.

10 things parents can do to help their child learn:

•  Give your child confidence through lots of praise and encouragement.
•  Read to, and with, your child as much as possible.
•  Encourage your child to observe and talk about what they see, feel and think.
•  Make use of your local library.
•  Visit museums and other places.
•  If your child likes watching television, watch it together sometimes and talk about what has been watched, eg news round.
•  Try to provide a reasonably quiet and suitable place where your child can work and show that you and all members of the family value and respect the homework activity.
•  Try to set time aside to support your child’s homework activities whilst also allowing some independence where appropriate.
•  Encourage your child to discuss their school day with you, relate it to comments in the home school book.
•  Enjoy the activity together.

For more more information see our Homework Policy in the sidebar of this page.

At Rowan Gate Primary School Religious Education (RE) is an essential part of our broad, balanced spiritual, moral, cultural, knowledge and skills-based curriculum. We aim to create a culture of inclusivity where the beliefs and ideas of all pupils are valued and respected. Teachers skillfully adapt learning to enable all children to engage in purposeful experiences to enable them to learn about religion and to learn from religion. RE provides pupils with opportunities to develop an understanding of themselves and others.

RE provides opportunities for children to:

• Develop their self–confidence and awareness
• Understand the world they live in as individuals and as members of groups
• Bring their own experiences and understanding of life into the classroom
• Develop positive attitudes of respect towards other people who hold views and beliefs different from their own, and towards living in a society of diverse religions and beliefs
• Reflect on and consider their own values and those of others
• Challenge stereotypes and promote a positive, inclusive community
• Deal with issues that form the basis for personal choices and behaviour
• Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in the United Kingdom
• Develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures, from the local to the global
• Enhance their spiritual, moral, social and cultural development

The Curriculum follows on from the Early Years understanding of the world following the locally Agreed Syllabus for Northamptonshire RE (SACRE 2018-2023). We support children to develop the skills they need to explore, question, compare and engage with aspects of our society’s different cultures and religious beliefs. We believe the skills developed will enable our children to become independent, curious and inclusive individuals who have a knowledge and understanding that enables them to participate in, and contribute to our diverse society.