As children begin returning to school, we felt it was important for you to be aware of the approach that we are taking as a school.
With that in mind, we have provided a summary below of both our approach and the thinking behind it.
We hope that you feel this approach will support your child’s well-being as they begin their re-engagement with learning at school.
Please do not hesitate to contact us if you have any questions or would like more information.
A Recovery Curriculum: Loss and Life for our Children and Schools Post Pandemic
Brockley Primary School have put the child’s well-being at the centre of our thinking. We acknowledge that the children will have had different experiences during this time. However, the common thread running through all is the loss of routine, structure, friendship, opportunity and freedom. These losses can trigger anxiety in any child. Some of you may have experienced this with your own children.
We know that an anxious child is not in a place to learn effectively. So with this in mind, the school community has thought about the most effective way to support your child’s ability to learn. This approach will encompass and support the academic expectations for your child.
What is it?
Professor Barry Carpenter has developed the Recovery Curriculum, as a response to the losses described above. It is a way for schools to help children come back into school life, acknowledging the experiences the children have had. We want children to be happy, feel safe and able to be engaged in their learning. We have decided that a way to achieve this for the children is to acknowledge the importance of helping them lever back into school life using the following 5 Levers.
The 5 Levers of Recovery
Professor Barry Carpenter, CBE is Professor of Mental Health in Education at Oxford Brookes University.
Below is a link to his podcast on the Recovery Curriculum.
The National Curriculum
Brockley Primary School
In response to COVID19 our return in September will focus on a Recovery Curriculum for autumn 1 – to ensure children feel ready to learn after what has been an unusual time. Click here to find out more: https://www.evidenceforlearning.net/recoverycurriculum
The National Curriculum links and the governments plans (issued July 2020) for testing can be found by following the link: https://www.gov.uk/government/collections/national-curriculum
Learning is a jigsaw, fitting pieces into place to create a bigger picture.
We offer a stimulating, exciting, enriching curriculum designed to challenge, motivate and inspire children which is bespoke to meeting the needs of the children at Brockley Primary School.
- Broad, balanced, coherent and progressive
- Integrated, relevant, purposeful and meaningful
- Stimulating, exciting, challenging, motivating and inspirational
- Enrich, experience, first-hand
- Whole child, personalized, inclusive
- High expectations and deep learning
- Learning outside of the classroom, experts, visits, visitors and the local community
- Learning at home – extension from school to home
- Designed with the learner at the centre.
A focus on the key learning skills, both generic and specific; essential knowledge, deep understanding and personal attributes that are relevant to their lives now. This empowers them to succeed in subsequent stages of education and sets them up for the world of work and for life’s challenges.
We promote a clear view that learning is an exciting journey, that requires effort and perseverance but pays rich rewards; it’s a life-long companion, broadening horizons and opening up new pathways to varied experiences.
A dynamic curriculum which is flexible, responsive, and adaptable and which maximizes available time, ensuring that learning is relevant, deep and rich.
Learning will be integrated across the curriculum to give purpose and meaning, allow knowledge to be transferred and skills applied in different and new contexts.
Subjects will be developed so as to maintain their rigour and integrity, building understanding and skills progressively and used to integrate with other subjects to secure strong and meaningful learning.
The curriculum will provide coherent experiences to learn refine and secure the skills to be independent thinking learners, who can work collaboratively, exercising emotional intelligence, and recognising their individuality, uniqueness and creative potential.
Experiences offered will be engaging, challenging, motivational and relevant; ignite curiosity and aspiration and be memorable and inspirational.
Enjoyment and fulfilment comes as a reward for commitment, hard work, and involvement producing a sense of achievement and a love of learning.
The curriculum will build a sense of personal worth and value, help develop identity and responsibility, and shape the individual to accept the need for, and to make, a meaningful contribution to society.
We follow the National Curriculum (NC) so that children are provided with an opportunity to experience a broad and balanced curriculum. We provide integrated curriculum projects.
A map of the integrated curriculum, created by senior leaders, is in place to ensure continuity, progression and coverage within a year group, across a key stage and across the whole school.
Maths is taught daily through the Maths Mastery programme across all classes from EYFS through to Y6.
English is taught daily as an integral part of the integrated curriculum.
There are six learning values which underpin all aspects of the discrete and integrated curriculum. These have been developed as a staff, are known and understood by the children and ensure that children become life-long learners.
Planning for each integrated project is overseen by the Headteacher (as Curriculum Manager) so as to ensure coverage, high expectations and progression of key learning skills.
The project overview for each integrated unit is written to provide teachers with a secure understanding of how the project is going to work. It includes a rationale, the hook to the project, the outcome, the two learning values (including key statements to be taught), the three lead subjects (with key learning intentions), the two applications (with suggested tasks), any associated texts, home learning tasks and visits or visitors to be made.
Home learning is planned to ensure quality, challenge and progression. Each integrated curriculum project has identified programmes of study from the National Curriculum attached to it to ensure coverage.
A key part of each integrated curriculum project planning is the assessment grid. The assessment grid identifies the key knowledge, key skills and key concepts to be assessed by the teacher. Opportunities for mastery learning are identified at this point.
Each year team is responsible for completing the project plotter which enables teachers to identify the key learning and plan for the completion of the project. This ensures projects are completed within the allocated timescales.
Phonics is taught on a daily basis in EYFS to Y2 using a range of resources.
Cursive handwriting is taught from the beginning of FS2.
No Nonsense Spelling programme is used across KS2 every day.
Enrichment weeks and days are key to developing aspects of the National Curriculum such as the yearly MAD (music, art and dance) week and World Book Day.
The computing aspect of the National Curriculum is taught discretely through having a termly computing day. The scheme is self-devised.
French, RE and PE are taught discretely through PPA (planning, preparation and assessment) in some classes where appropriate.
RE is taught using the locally agreed Derbyshire syllabus.
Outdoor PE takes place weekly led by the class teachers.
PSHE is taught through using the PHSE Matters scheme.
The Safer Schools Police Team, Fire Service and other local agencies are an integral part of our PSHE work and come into school to give planned inputs to year groups across the school.
Key Stage and year group assemblies are used to develop and promote the children’s understanding of the ethos and learning values, British Values and Spiritual, Moral, Social and Cultural expectations (SMSC).
Residential trips are offered in Y3, Y4,Y5 and Y6 with the number of nights away increasing and distance becoming greater as the children get older.
Theatrical skills are developed across the school so that vocabulary can be developed and understood, and speaking and learning skills developed. All children take part in a class assembly to parents at least twice an academic year. All children in Y5 and Y6 are invited to take part in the annual theatrical production either at Christmas or summer.
Parents are invited in to see the school in operation during an Open Morning held in the autumn term and an Open Afternoon in the spring term.
Music concerts are held in school termly where the band and choir perform together to celebrate their progress.
KS1 choir sing at the Winding Wheel in Chesterfield annually as part of a cluster event.
KS2 choir sings with Young Voices at Sheffield annually as part of a national event.
We know our curriculum is impacting as children tell us they love their learning and they take great pride in their books, especially the project books.
Teachers have high expectations of all children and are able to provide challenge, stretch and enrichment in learning because they know the starting points of the children and understand the progression required to reach the end goal. This is achieved through the use of a range of assessment and analysis strategies: timely testing, moderation of work, pupil interviews, use of assessment grids and data tracking systems. The results are seen in outcomes of work, feedback from the community and in the pride the children have of themselves and their school.
Monitoring shows that children are active in their learning, are able to construct their own knowledge and are able to think flexibly and creatively.
Analysis of internal testing provides staff with an accurate overview in order that gaps in learning can be closed.
The planning shows that staff design learning activities that offer challenge and provide a sense of achievement and personal success.
Parents have regular planned opportunities to come into school to see the integrated curriculum project outcomes – they give us feedback saying how impressed they are.
Written feedback is provided by parents on the Open Mornings and Afternoons which is overwhelmingly positive
Parental feedback from questionnaires is very positive about the school (see website results summer 2019)
Results show that we are making improvements and children do achieve well.
The learning attitudes shown by the children are very good as they are motivated and engaged in their learning. Comments are often received by visitors to the school and when on visits confirming this.
Engagement levels of home learning are high. The quality produced is of an excellent standard.
The new Ofsted Framework from 2019
Amanda Spielman, Her Majesty’s Chief Inspector, have highlighted some of the key changes.
May 2019 update – After consultation, Ofsted released their new inspection framework 2019 on 14th May. https://www.gov.uk/government/consultations/education-inspection-framework-2019-inspecting-the-substance-of-education/education-inspection-framework-2019-inspecting-the-substance-of-education
During the summer term of 2019 Brockley staff will review the current curriculum and whether it is fit for purpose and offers children a broad, balanced and challenging learning journey where good progress and attainment is made.
Watch this space during the autumn!
Handwriting at Brockley Primary School
Even in a digital age it is important that children master handwriting. Whilst children are required to handwrite their notes in class and exam papers, it is crucial that they master a fast, legible and fluent style of handwriting as soon as possible. This explains why increasing numbers of research studies demonstrate that pupils who can write legibly and fluently are able to access the curriculum more efficiently. We also know that pupils who can write are also better behaved, more confident and more academically enabled than those who struggle to write fluently and legibly.
This is why we are proud to be a Start-Bee® Centre of Handwriting Excellence. Start-Bee delivers our handwriting lessons in Reception and Year 1 and monitors progress through the Handwriting Match Fit Assessment. These assessments are delivered towards the end of each school year to ensure all our pupils are achieving the Standards & Testing Agency’s Expected Outcomes for KS1 and KS2 for Handwriting. The Start-Bee method has been proven to deliver outstanding results, very quickly. Designed in conjunction with and specifically for primary school teachers, handwriting lessons are accessed ‘on-demand’ via Start-Bee’s video-streaming platform and executed by children completing practical exercises using specialist equipment and carefully chosen stationery. Schools using the system have shown extraordinary handwriting progress and this improvement has been recognised by the children, teachers, parents, and Ofsted. Experience has shown the children thoroughly enjoy the Start-Bee lessons and look forward to the music, exercises, and projects within each streamed lesson. You can read more about the company here at www.start-bee.com.
Aspirer Research School & Brockley Primary School 2018
Brockley Primary School Improving Maths in Key Stages 2 and 3
Based on the EEF’s guidance and rooted in the latest research, this professional development programme will help improve maths teaching across Key Stages 2 and 3, pupil progress, and both KS2 and GCSE outcomes.
Why Brockley Primary School is taking part in this programme?
- To make evidence informed decisions about improving teaching and learning
- To gain a range of tools to implement evidence-based CPD
What is the commitment required?
- All participating schools will need to sign a memorandum of understanding to sign up to the course.
- The maths Subject Lead will need to attend all 4.5 training days. The senior leader involved will attend two 3-hour sessions. A second-in-department is encouraged to attend one of Day 1, 2 or 3, the in-school coaching session and Day 4.
- Schools will need to provide time and support for the Leads to undertake the gap tasks between training sessions.
- Participating schools will need to host a ½ day coaching session.
The Structure of the Programme
Exploring the evidence base
Who: Miss Bates Senior Leader for Maths
- Introduction to importance of using evidence
- Aims of the programme
- Overview of guidance report and alignment with national curriculum and exam requirements
- Initial audit of schools’ maths teaching
- Focused introduction to the Implementation Guidance
Day 1: Pitch and Progression
Translating evidence to the classroom (1)
Who: Maths subject lead
- Challenging current assumptions and developing understanding of effective teaching
- Pitch and progression
- Using misconceptions to support learning
Day 2: Manipulatives and Representations
Translating evidence to the classroom (2)
Who: Maths subject lead
- Using manipulatives and representations
- Looking at bar models, number lines, algebra tiles, Cuisenaire rods, multilink
- Making connections across aspects of mathematics
Day 3: Problem Solving
Translating evidence to the classroom (3)
Who: Maths subject lead
- Supporting pupils to become effective problem solvers
- Planning for different types of problem
- Using worked examples
- Strategies for problem solving
- The importance of metacognition (and how to develop it!)
½ Day In-school coaching visit
Who: Maths subject lead and second in department
- Focused 1-2-1 coaching looking at action plan
- Review and refine planning to date
- Work on sustainability and sharing success across the school
- Collecting staff voice to inform planning
Day 4: Embedding and Developing Practice
Embedding and developing practice
Who: Maths subject lead Senior leader for final ½ day.
- Planning for improvement
- Sharing successes and challenges
- Thinking about sustaining and securing change, including SLT
- Primary and secondary schools working together in the future
Brockley Primary School 2018 – 2019
Meet the Reading Buddies.
We are really excited to be part of Project READ in Derbyshire; it is an innovative programme to improve pupils’ reading from EYFS to Year 6.
The aim of the project is to inspire children to want to be readers and to improve outcomes in our school for reading.
Mrs Rodgers is our Project READ Champion and will be involved in training staff and leading the project.
Our staff will be trained by Specialist Leaders in Education for phonics; vocabulary; and comprehension.
We want all of our children to:
Learn to read
- Read to learn
- Love reading
Focus: As a response to the needs of our pupils, we will be focusing on two aspects over the year. These will be: developing vocabulary; and developing inference as pupils read.
Talk Champions: These will be Mrs Goodison (KS1) and Miss Bates (KS2) who lead Talking Strategies across school
National Curriculum 2014
From September 2014, a new National Curriculum was introduced to all schools. At Brockley School we have worked hard to develop the statutory National Curriculum into a school curriculum that meets the needs and ethos of our school. This letter will outline the changes brought about by the new curriculum, as highlighted in the curriculum briefings we held for parents and carers at Brockley Primary School.
The new curriculum has been slimmed down and is far less prescriptive. It allows schools to make their own choices about what and how to teach. It is a minimum requirement which can be added to. As a staff we thought about what we want to drive our new curriculum. We decided that diversity, creativity, enquiry, enterprise and the environment should be at the heart of all we do. The new curriculum will also reflect our school’s location and community, as well as the interests and passions of the children.
The expectations in Mathematics and English have been raised to bring them in line with the new Early Learning Goals for Reception.
Learning a language is now compulsory at KS2. We have decided to introduce a language and have chosen French, as it is one of the world’s most widely spoken languages, children may have the experience of visiting a French speaking country as it will enable school to make links with geography topics.
ICT has been replaced by Computing. ICT skills will be embedded throughout all curriculum areas and computing taught as a discrete lesson that will shift the focus from using software to creating, for example, coding and programming. We use KindleFire and Ipads to help support the computing curriculum.
Cooking is also now a statutory part of the design technology curriculum and will be taught across all year groups.
Assessment through levels will be phased out by 2016. We have adopted the language as indicated by the LA and DfE. This will enable staff to present information regarding a child’s performance to parents in a clear and concise format. The outcomes for children at the end of KS1 and KS2 will be reported as:
- Working towards the expected.
- Working at the expected standard.
- Working at greater depth towards the expected standard.
We will update you on any changes relevant to your child throughout the academic year.
We have decided to change the way we organise the curriculum. Instead of termly or half termly topics we will move to shorter, more immersive topics that will vary in length. Some will last the whole year and be revisited at different intervals. This will allow us to create exciting learning journeys and respond to the needs of the children. There will also be space for whole school topics, topics that reflect contemporary events (e.g. the Olympics or The Queen’s 90th Birthday etc.) and topics devised by the children or teachers’ personal interests. There is an increased focus on British History. Each year group will study the period from the Stone Age until 1066 from a different perspective, with increasing cognitive challenge as the children get older. This will also allow them to revisit periods of history and develop a stronger sense of chronology. We will continue to teach Mathematics and English daily as discrete subjects that link to the topics, wherever possible, to allow a comprehensive coverage of skills and provide opportunities to apply what has been learnt in different contexts across the curriculum.
We want parents/carers to be involved in their child’s learning. We will publish the curriculum on our school website with links to topic overviews and ideas to support your child. We will also text and email parents to let them know what we are learning about and provide an opportunity for parents to volunteer their expertise, artefacts or resources to enhance learning within school. We will also be holding forums and workshops, on different areas of the curriculum, to give an opportunity for parents/carers to find out more, ask questions and make suggestions.
The NC2014 is an exciting opportunity to try new things while keeping all that we love about our current curriculum. In essence, it is not very different. We will be keeping specialist music and sports teaching, philosophy, forest school and all that makes Brockley School special. It will allow us to create a tailor made curriculum that addresses the needs of our school community. It is a work in progress and will evolve over time.
http://www.theschoolrun.com/primary-literacy-glossary-for-parents – Link to website with terminology and language explanations