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Policies, including
individual curriculum subjects, Behaviour (including Anti-Bullying), Sex and
Relationships, Collective Worship, Feedback and Marking and Special
Educational Needs, are available from the school website or the school
office.
The
National Curriculum
The
school aims to offer all pupils a rich, broad and balanced curriculum which
meets the requirements of the National Curriculum and Foundation Stage
Curriculum, follows the renewed Primary Framework for Literacy and Mathematics
and works within the Cambridgeshire Agreed Syllabus for Religious Education.
The National Curriculum sets out the skills, knowledge and understanding and
the expected levels of achievement to
be acquired in each subject at Key Stage 1 (Years 1–2) and Key Stage 2 (Years
3–6). The core subjects are: English, Maths, Science and ICT.
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English
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By its nature, the teaching of English extends into all
aspects of school life and literacy skills are promoted across the whole
curriculum.
The curriculum is grouped under the three Attainment
Targets for English which are: Speaking and Listening, Reading and Writing and includes the
systematic teaching of phonics. Each year group follows units of work based
on the Renewed Primary Framework for Literacy. In addition, literacy skills
are constantly being developed, reinforced and practised in all other
subjects. Children are taught the Sassoon handwriting style throughout the
school.
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Mathematics
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The Renewed Framework for Mathematics provides a structured
and progressive programme for the teaching of mathematics across the
school. The curriculum is broken down into seven strands: counting and
understanding number; knowing and using number facts; calculating;
understanding shape; measuring; handling data; using and applying
mathematics. These strands are taught in five blocks each term.
Use of ICT is an important factor in developing children’s
understanding of mathematics and opportunities to use computers are built
into lessons across the week. The acquisition of mental Maths strategies,
problem solving and discussion are central to learning and teaching in
mathematics throughout the school. Opportunities for the use and
development of mathematical skills are continually explored in all subject
areas.
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Science
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Science in everyday life is central to the scheme of work
and activities are based upon the exploration and understanding of the world
around us. The curriculum is largely practical and aims to develop
children’s investigative skills as well as their knowledge.
In accordance with the National Curriculum, children learn
about Life Processes and Living Things, Materials and their Properties and
Physical Processes. They also learn the scientific skills of prediction,
observation, questioning and discussion, interpreting and drawing
conclusions from their findings and communicating them to others.
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Information and Communication
Technology (ICT)
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ICT at Milton Road is
constantly and rapidly evolving at a pace driven by the demands of the
modern curriculum, combined with the possibilities afforded by technical
innovation.
Each classroom is equipped with an interactive whiteboard,
a projector and a DVD player. There
are five computers in every group room between classrooms. These are used
during lessons and allow the children access to computers on a daily basis.
The school also has a set of eighteen laptops and a set of eighteen tablets.
These are used continuously in classes and enable teachers to conduct
lessons in which every child can work at their own computer.
Children have the use of digital cameras, camcorders and
editing software to record their work and manipulate images. Eighteen
electronic keyboards allow children to compose music and interface with the
computers for editing and production. Digital microscopes, data loggers and
Roamers are also available to support scientific and mathematical
investigation.
Children develop their skills, knowledge and understanding
in four aspects of ICT: Finding Things Out; Developing Ideas and Making
Things Happen; Exchanging and Sharing Information; Reviewing, Modifying and
Evaluating Work as it Progresses. These skills are used, developed and
reinforced as an integral part of all other curriculum areas.
Our ICT Vision
ICT at Milton Road will
prepare children for life in a technology rich global society harnessing
their abilities and interests.
All our children will be motivated by personalised
learning, facilitated and enhanced through the use of ICT in every aspect
of their school life.
Our children will learn how to learn, using resources at
least as good as those found at home.
The whole school community will know how to exploit the
potential of technology and maximise use to enable effective learning,
creativity and personal success inclusive of all children.
The school will give community access to technology
enabling ‘anytime anywhere’ learning and establishing links within and
beyond the school.
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Internet
Safety
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Children have access to the World Wide Web and email
through the County Broadband Network. This has strict filtering pro-visions
that protect the children from accessing inappropriate material.
Including photographs of groups of pupils on the school
website can be motivating for the pupils involved, and provides good
opportunity to promote the work of the school. Such photographs will only
be used for educational purposes and the identity of children will be
protected. The full name of a pupil will never
be included alongside the photograph. Parents who do not wish their child’s
photograph, within a group picture, to be used on the school website,
should notify the school office in writing.
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Design and Technology (DT)
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In DT, children explore a range of techniques; learn how to
use tools safely and effectively; and investigate the use to which a
variety of materials and products (including fabrics and food) can be put. They
use this knowledge and understanding to design, make and evaluate their own
products, including the preparation of a variety of cooked foods.
A voluntary contribution of £2.00 is requested each term to
help cover the cost of materials used during the course of the year. We
particularly welcome parent helpers in this curriculum area.
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History
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The approach to learning in History is one of investigation
and enquiry, using artefacts, photographs, paintings, DVDs, music, ICT,
visits, the experiences of different people and our memories. Children
begin by learning about themselves, their families, the history of their
locality and the history of their school. As they get older, they learn to
use historical documents and to recognise and interpret historical
evidence. A wide range of artefacts, ICT resources and published materials
are used.
History is taught largely through topics. In addition to
British history, children study Ancient Egypt, Ancient Greece and Ancient
China. A number of the history topics also involve educational visits to
local museums and other relevant places of historic interest. We aim to
make history both thought provoking and fascinating.
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Geography
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Geography is also largely taught through topic work and links
are made with other areas of the curriculum.
Children explore the natural world and the way humans live
in it, affect it and change it. Emphasis is placed upon the development of
geographical skills, such as: the use of geographical language; the study
of maps and plans; investigation and observation in field study work.
Children learn: where geographical features are located and how to find
them on maps; how and why these features change over time; how to care for
the environment and how it is affected by natural and human forces.
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Music
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Children are given opportunities both to compose music and
to perform it. We aim to develop and extend the children’s musical
experiences, so they become attentive, discriminating listeners and enthusiastic
music makers. Where possible listening to, composing and performing music
is closely linked to class topic work. A wide variety of musical activities
and resources are provided, including the use of ICT music programmes,
electronic keyboards and a range of percussion instruments which involve
children individually, in groups, as a whole class and as a school. Pupils
throughout the whole school take part in the preparation and performance of
a dramatic/musical production on at least one occasion in the year.
Cambridgeshire Music (the Cambridgeshire Instrumental Music
Agency) runs a ‘Colour Strings’ scheme in Foundation Stage
and Year 1. In Foundation Stage, this programme develops musical concepts
and in Year 1, it develops skills needed for the initial experience of
stringed instrumental tuition. In Year 2 the music leader teaches the
recorder and music notation to all the children. From Year 2 onwards the
children have a wide range of choices available for individual and group
lessons in violin, cello and piano, as well as to join ensembles for
playing the recorder, singing and playing other instruments.
There are frequent opportunities for the children to
perform
with children from other schools, including Chesterton Community
College. The musical opportunities at our
school available through Cambridgeshire Music are expected to expand
further.
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Physical Education (PE)
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The skills of gymnastics, games and dance are taught and
progressively developed throughout the whole school. In addition, at Key
Stage 2, extra aspects of swimming, athletics and outdoor and adventurous
activities are also included in the PE curriculum.
All children are encouraged to evaluate and improve their own
performance, to understand the importance of keeping fit and to take
responsibility for working within the limits of safety. As well as
promoting fitness, PE plays an important role in the development of
children’s self-discipline and social skills.
Children also have the opportunity to take part in
extra-curricular sports and dance clubs, enabling them to develop existing
skills and try out new activities. The school is always pleased to hear
from parents who have coaching skills and can spare the time to help with
training.
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Art &
Design
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Children experience and explore a variety of forms of art,
craft and design, using a range of materials and processes, such as
painting, collage, print making, digital media, textiles and sculpture.
Alongside the acquisition of technical skills, creativity and free
expression are promoted and celebrated through the use of displays around
the school.
Children are encouraged to value and develop a critical
response to their own work and that of others, including modern day artists
as well as those from different periods and cultures. In addition to books
and prints, access to these works of art is gained by visiting museums, art
galleries and internet websites.
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Religious Education (RE)
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RE is the study of the principal religions represented in
this country – primarily Christianity, Judaism, Islam, Hinduism, Sikh-ism
and Buddhism. The scheme of work, based on the new Cambridgeshire Agreed
syllabus and aspects of the QCA scheme, explores the themes of: religious
people, places and writings; worship; feasts, fasts and festivals; rites of
passage; the concepts of self and community; and an understanding of the
natural world.
Learning and teaching in RE seeks neither to impose
religious beliefs on children nor to compromise the integrity of their own
beliefs by promoting one religion over another. Work in RE aims to develop
in children an understanding of the influence of beliefs, values and
traditions on individuals, communities and cultures. It seeks also to
foster tolerance, empathy and sensitivity towards the beliefs and
traditions of others. Where possible, visits are made to local religious
sites and places of worship to investigate the form and use of the
buildings and the roles of people who work within them. No acts of worship
are undertaken during these visits.
Any parent considering withdrawing their child from all or
part of RE and assemblies should discuss the matter with the Headteacher.
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Personal, Social, Health and Citizenship
Education (PSHCE)
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PSHCE, though not statutory, underpins most of the
day-to-day interactions in school. It is delivered through a variety of
learning opportunities, such as: in designated PSHCE lessons and circle
times; in other curriculum subjects; through the enrichment of assemblies,
visitors to school and visits out of school. Class discussion and debate,
drama and role play, group work and presentations are some of the ways
learning in this subject is approached.
Children are encouraged to: develop self-awareness,
positive self-esteem and confidence; develop a healthy life style; learn to
keep themselves and others safe; develop effective and satisfying
relationships; learn to respect the differences between people; develop independence
and responsibility; play an active role as members of society; make the
most of their abilities.
We have adopted the national SEAL Strategy (Social and
Emotional Aspects of Learning) which provides a whole-school framework for
promoting the social and emotional aspects of learning, which are
self-awareness, managing feelings, motivation, empathy and social skills.
PSHCE provides opportunities for children to develop
knowledge, skills, attitudes and behaviour which will enable them to become
successful learners and effective citizens both within and beyond school.
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Assessment
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At the Foundation Stage, children are assessed using the
criteria set out in the Foundation Stage Profile. This information is used to
help with the planning and delivery of the National Curriculum as they
enter Key Stage 1.
At Key Stage 1, progress is tracked throughout each year
group and the nationally required Key Stage 1 teacher assessments are
carried out at the end of Year 2.
At Key Stage 2, children are assessed in Reading, Writing and Maths each term to
track their progress. In Year 6, children sit the national SATs tests in
May, the results of which are reported to their parents at the end of the
summer term.
In all year groups, continuous teacher assessment is used
to identify strengths and areas for development, and to help target groups
or individuals requiring particular support, including children with
special educational needs and those of high ability.
Assessment for
Learning in all subjects is used by teachers and teaching assistants on a
daily basis, to inform their planning for the next stages of children’s
learning. This assessment takes a variety of forms, for example: marking
children’s work, observation of children at work, dialogue with children
about their work, and concept maps completed by children.
Parent consultations are arranged in the Autumn and Spring
Terms to discuss progress and achievement, with a written report to parents
provided at the end of the Summer Term.
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Sex
and Relationship Education
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Parents are the key figures in helping their children to
cope with the physical and emotional aspects of growing up and in preparing
them for the challenges and responsibilities that sexual maturity brings.
SRE is complementary to and supportive of the parental role.
Children’s questions relating to sexual matters are
answered in a frank, sensitive manner at the level judged to be appropriate
to the maturity and needs of the questioner. Consideration is given to any
religious beliefs, ethnic traditions or cultural views which may have a
bearing on the discussion of sexual and relationship issues.
It is hoped that parents will welcome the fact that SRE is
included in the curriculum. However the school respects the right of
individuals to be able to withdraw their child from all or part of the SRE
programme.
The Parents’ Library in the main reception area
includes books and videos on Child Development
and Sex Education. Parents are welcome to call in
any time to borrow these items.
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Modern
Foreign Language
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All children will be given the opportunity to study a modern,
foreign language and develop their interest in the culture of other
nations. From September 2008 the children in Foundation Stage will develop
their understanding of different languages through song, rhymes and
stories. Years 1, 2 and 3 will learn Italian through story telling,
concentrating on developing their understanding and oral fluency. Year 4
will learn French through storytelling, continuing to concentrate on
developing oral
fluency and intercultural understanding. Years 5 and 6 will learn French in
preparation for their transition to secondary school. They will concentrate
on speaking and literacy skills as well as developing awareness of France and
other French speaking countries.
To make the most of the diversity of languages spoken at Milton Road, all children will spend half a term
developing their cultural understanding and awareness of the languages
spoken within their class (eg. learning to count to ten; learning a song,
rhyme or game). In addition, Years 1 to 6 will spend half a term developing
awareness of another language, spoken or written, to broaden
cross-curricular links (eg. Year 5 may look at Chinese writing as part of
their topic on China).
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Special
Needs
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The school aims to give all children equal opportunities to
access the curriculum and other school activities. Where a child may be
experiencing difficulties in learning or in participating fully within the
class room setting, the class teacher will discuss with the
Inclusion Manager appropriate differentiated learning and
intervention. The child’s name will be put on the school’s provision map.
Parents are consulted and ways of supporting at home discussed.
Where special educational needs are identified, an
Individual Education Plan (IEP) will set out the nature of the difficulties
and steps taken to address these. The IEP will be reviewed two or three
times a year with parents. If appropriate, a teaching assistant or teacher
may occasionally withdraw the child from the class for specific teaching
individually or as part of a small group.
Following consultation with parents, it may be necessary to
seek the advice of professional support services to meet the individual
needs of some children.
Please contact the Inclusion Manager for Special Educational
Needs, Mrs S Smith, to discuss issues associated with special educational
needs.
The Parent Partnership Service, provided by the LEA, aims
to help parents whose children have special educational needs. They provide
information, advice, support and guidance to enable parents to make
informed decisions about their child’s education. For more information
contact: Sharon Camilletti, Parent Partnership Officer, on 01223 718154 or
717400. Information leaflets are available from our Inclusion Manager for
Special Educational Needs.
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Pupils with
Disabilities
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Our school aims to be an inclusive school. We aim to make
all our children welcome, feel happy and look forward to their school day.
Every child is different and we view differences as an opportunity to learn
more about ourselves.
If your child has a disability, he or she will be treated
no less favourably than other applicants for admission.
The school has a policy for supporting children with
special educational needs which is revised every year. This policy is
available on the website and in the school office. Our aim is for all
children to have access to all aspects of school life, as far as is
reasonable and practical.
We endeavour to prevent disabled pupils in our school from being
placed at a substantial disadvantage. We will take all reasonable steps to
ensure that people with disability are not treated differently. We make
reasonable adjustments for disabled pupils and our success in this can be
judged by seeing disabled pupils participating fully in school life.
In order for effective partnership between home and school
to take place, we anticipate that parents will want to:
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Inform the school at the earliest opportunity if their child has a
disability and the exact nature of it;
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Provide the information the school needs to plan effectively for the child
to be a full member of the school community;
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Acknowledge that, when deciding whether an adjustment is reasonable, one of
the factors the headteacher must consider is the effect of the proposed
change on all members of the school community;
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Recognise the importance of school and home working in partnership.
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International School Ethos
Hatsukope Basic School
in Denu Ghana is our Partner School
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We are proud that children from different countries and
cultures attend our school. We aim to help our children become confident
members of the global community and give them a sense that the peoples of
the world are interdependent.
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More
Able, Gifted and Talented
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We believe that all children in our community have equal
rights to the opportunities offered in education. More able, gifted and
talented children are supported through differentiation in the curriculum,
small extension groups, and enrichment activities. These include: creative
days; national competitions; sporting, academic, museum and university
visits; visits to school from experts. In addition, there are over thirty
clubs which children can attend, including some organised by the children
themselves. More information can be found in the Gifted and Talented
Policy.
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Foundation
Stage
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The Foundation Stage Curriculum describes the phase of
education from age three to five. The Reception year represents the final year
of the Foundation Stage and builds directly on experiences and skills
children bring from pre-school settings. It is organised into six areas of
learning: personal, social and emotional development; communication,
language and literacy; mathematical development; knowledge and
understanding of the world; physical development; creative development.
Early Learning Goals set out the learning expectations for
the majority of children by the end of the Foundation Stage. The Foundation
Stage prepares children for learning in Key Stage 1 and is consistent with
the National Curriculum.
The Foundation Stage facilities consist of three indoor
learning spaces and a large, secure outdoor area. Children spend a
considerable proportion of the day learning out of doors. The Foundation
Stage teaching team consists of four teachers, a nursery nurse and four
full time teaching assistants. When they enter the Foundation Stage,
children are allocated to a registration group and a teacher, for
organisational purposes and to give parents and children a familiar teacher
to relate to. For most of the day, our Foundation Stage children will work
with a variety of different children, various members of the teaching team
and will rotate through all the different learning areas. At the end of
their Foundation Stage year, where it becomes apparent that there is a
significant imbalance of educational needs between the registration groups,
children may be re-organised into three new classes as they move into Year
1 of the National Curriculum.
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Homework
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The content, quantity and frequency of homework and home
activities vary with each year group. The main focus of homework is on
English and Maths, with other subjects added to the programme as the
children move through the school. Guidance on the expectations for homework
routines, including using computers, is given by class teachers in their
letter to parents at the beginning of each term. Homework diaries are
provided for Years 4–6.
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Extra-curricular Activities
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The school provides extensive opportunities to participate
in clubs which take place after school or during the lunch break. These
include: sport, choirs, orchestra, recorders, dance, gardening, science,
chess, ICT and French. Close to the start of each term, parents will be
notified of opportunities for that term.
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Educational Visits and
Voluntary
Contributions
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To enrich the curriculum and help children to make
connections between their learning in classrooms and the world beyond, the school
widely uses local resources and occasionally those further afield. In Key
Stage 2, Year 6 has the opportunity to take part in a residential visit in
the Summer Term, to participate in a week of outdoor and adventurous
activities.
Where there are costs involved in educational visits or
other special activities, parents are requested to make a voluntary
contribution to cover these. As the school has no budget to subsidise
costs, an event/activity may be cancelled where insufficient contributions
are made. Any family who may have difficulty meeting the full contribution
requested should contact the Headteacher, in confidence, to discuss how the
school may be able to help.
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