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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 Early Years Foundation Stage Curriculum, follows the Primary Framework for
Literacy and Mathematics and works within the Cambridgeshire
Agreed Syllabus for Religious Education. The National Curriculum sets out the
skills, knowledge, understanding and 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. Key Stages 1 and 2 follow
units of work based on the Primary Framework for Literacy while the
Foundation Stage follows the Early Years Foundation Stage Curriculum. 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 and may include the outdoor
environment.
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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 twelve desktops in the library, thirty-four laptops and a set of
eighteen tablets. These are used continuously by 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
provisions that protect the children from accessing inappropriate material.
As a further safeguard, children are given lessons every year on internet
safety.
Including photographs of groups of pupils
on the school website can be motivating for the pupils involved and
provides a 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, including learning how to use tools safely and effectively.
They 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 and the experiences of
different people. Children begin by learning about themselves, their
families and the history of their locality. 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, and 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.
The school participates in the national ‘Wider Opportunities’ programme and currently offers tuition in Djembe drumming to Key Stage 2 children.
There are frequent opportunities for the
children to perform with children from other schools, including Chesterton Community College, and other primary
schools in the area.
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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, Sikhism 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 Early Years Foundation Stage
Profile. This information is used to help with the planning and delivery of
the National Curriculum as they enter Key Stage 1.
Throughout Key Stages 1 and 2 children’s
progress in Reading,
Writing and Maths is tracked each term. In all
year groups, teacher assessment is used to identify strengths and areas for
development, and help to target groups or individuals requiring particular
support, including children with special educational needs and those of
high ability.
Nationally required teacher assessments
are carried out at the end of Key Stage 1 in Year 2 and at the end of Key
Stage 2 in Year 6. Year 6 children also sit the national SATs tests in May.
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 and written
reports to parents are 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
Education 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 Hiley, 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:
• Inform the school at the earliest
opportunity if their child has a disability and the exact nature of it;
• Provide the information the school needs
to plan effectively for the child to be a full member of the school
community;
• 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;
• 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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Early Years
Foundation Stage
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The EYFS Curriculum describes the phase of
education from age three to five. The Reception year represents the final
year of the EYFS and builds directly on the experiences and skills children
bring from their pre-school settings. It is organised
into six areas of learning: personal, social and emotional development;
communication, language and literacy; problem solving, reasoning and numeracy; 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 EYFS. The EYFS
prepares children for learning in Key Stage 1 and is consistent with the
National Curriculum.
The EYFS facilities consist of two indoor
learning spaces and a large, secure outdoor area. Children spend a
considerable proportion of the day learning out of doors. The EYFS teaching
team consists of two teachers, a nursery nurse and two full time teaching
assistants. When they enter the EYFS, 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 Reception 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 Reception
year, where it becomes apparent that there is a significant imbalance of
educational needs between the registration groups, children may be re-organised into two new classes as they move into Year 1
of the National Curriculum.
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Homework and Home Activities
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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, 5 and 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, chess, ICT and several languages. 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 the Summer Term, Year 6 has
the opportunity to take part in a residential visit, 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 or 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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