Intent

Our entire curriculum is based on our curriculum driver: ‘Be Brave’. This encompasses the ability to be resilient, take risks, be independent and show determination, all of which are fundamental to learning at Woodthorpe Infant School.

We intend to ‘be brave’ through providing opportunities for all our children to challenge themselves to take risks in their learning. This takes place through direct teaching and through the continuous provision. Through the provision, lessons, trips, visitors and extra-curricular activities, we will offer a range of fun, engaging and intellectually stimulating activities and experiences. Where barriers to learning remain, we will adapt our curriculum to ensure all children succeed, including those with special educational needs and disabilities (SEND).

Our curriculum driver will be evident in every lesson and staff and children will be able to explain how they are being brave. To support our curriculum driver, we have five values at Woodthorpe Infant School that are known as our ‘learning powers’. These learning powers are about showing resilience, respect, reflectiveness, reciprocity and resourcefulness and are explicitly modelled, taught, and encouraged by staff. Through promoting our learning powers, it is our intention to equip children with learning strategies that will support them to become confident, resilient and lifelong learners.

Our curriculum has been carefully designed using an interleaving approach, to ensure changes are made to the children's long-term memory. We teach using a mastery approach, providing a high quality education for all children.

Implementation

Our curriculum is implemented in a way we feel will give all children the best opportunity to ensure changes are made to their long-term memory. Not only do we want to deliver intellectually stimulating learning, but we also want all learning to remain with the children as they progress through our school.

In Foundation 2, we follow the Early Years Foundation Stage framework. The prime areas of learning (personal, social and emotional development, communication and language and physical development) are at the heart of our F2 curriculum alongside the specific areas (literacy, mathematics, expressive arts and design, and understanding the world). We provide a varied and engaging programme of teaching and learning, and our continuous and enhanced provision enables the children to demonstrate the characteristics of effective learning. The continuous provision remains the same throughout the year, giving children the opportunities to practise and build on their skills.

Our Foundation 2 curriculum is skills-based, and our interleaving approach focuses on key skills rather than concepts, which are revisited frequently throughout the year in line with the children’s needs. Input may be through whole class teaching, group work, work with individuals, through the support of the ‘play ranger’ (adult supporting within the continuous provision) or enhancements made to the continuous provision.

We teach phonics and early reading using the ‘Little Wandle Letters and Sounds Revised’ early reading scheme. Each child on the Little Wandle scheme receives a daily phonics lesson as well as three reading practice sessions per week. In Foundation 2, the children take home a ‘Collins Big Cat’ reading practice book which is closely matched to their phonic stage and reading ability.

Impact

The impact of our unique approach to the curriculum ensures that the children are exposed to high-quality teaching and learning, changes are made to their long-term memory and all children have the opportunity to deepen their knowledge and understanding. Our children will be respectful through learning about diversity and equality, and will display this in their behaviour, interactions, attitudes and work. We use three data collection points during each academic year for maths and English: one at the end of each term. Phonics is assessed every 6 weeks.  As a school, we understand that deep learning takes place when learning is revisited regularly. The children will be given the opportunity to apply their existing knowledge and skills in new and non-routine ways. Our interleaving approach enables the children to regularly revisit learning, adding new knowledge and skills as the year goes on through the enhanced and continuous provision. Our ongoing assessment and knowledge of the children in our classes will ensure that we are fully aware of the children’s progress, and this is moderated by subject leaders.