At Eglinton we aim to develop children’s mental and written calculations, while developing their love for number and problem solving, helping them to become more curious and enjoy mathematics.
All classes have a daily mathematics lesson based upon the 2014 national curriculum objectives. The mathematics curriculum is devised to develop fluency, reasoning and problem-solving in all areas of mathematics.
As Mathematics is such an important life skill, we have not only embraced the new curriculum, but have introduced a new ‘Mastery’ approach to our lessons.
What this means is spending greater time going into depth of all maths strands and operations.
These operations would be addition, subtraction, multiplication and division.
The key idea of mastery is that pupils gain a deeper understanding of the mathematical concept being taught, so that they can apply it to new situations and contexts.
Another feature of the mastery approach is the importance of high expectations - that all pupils are capable of achieving high standards and that the majority of learners will progress at the same pace, using the concrete, pictorial to abstract model.
Here is an example of the concrete, pictorial, abstract model
Alongside this teaching and learning strategy, all pupils are encouraged to learn key number facts, such as number bonds to 5, 10, 20 and 100 and multiplication tables.
Maths intent statement
Key Mental Maths progression policy
Speaking and Listening
Children are exposed to a wide range of language during English lessons to broaden their own vocabulary. Staff model good speaking and listening, showing children how to adapt their own language for the given purpose and/ or audience.
Children are given a wide range of opportunity to apply their spoken language skills in context. This includes: drama and role play, assembly and performances, presenting ideas within class and when showing visitors around school.
Within lessons, there is regular use of talk partners and dialogic talk which ensures children are encouraged to take ownership of their own learning. Children are encouraged to form and discuss their own opinions, as well as listen to, and challenge, others.
Reading and Phonics
We currently use Little Wandle phonics program in Reception and Year 1. Children are provided with a wide range of books which are levelled according the Little Wandle program. Children in year 2 up, who are yet to become fluent readers, are supported through daily rapid keep up sessions. Children in year 2 and up who still require phonetically decodable books continue to have access to a range of levelled books.
Reading is taught throughout the school primarily using a whole class reading model to ensure all children have the opportunity to be exposed to challenging texts. Lessons focus on explicitly teaching reading skills through discussions and activities. The skills taught build upon each other as children progress through the school. The provision of reading at Eglinton consists of:
- 1 to 1 reading
- Shared reading
- Guided reading
- Whole Class Reading
- Reading for Pleasure
In order that the children gain a life-long love of reading, we provide them with a wide range of stimuli, including visual media. These include interesting, age-appropriate books in class reading corners as well as the large school library. We host book fairs, which provide parents and carers the opportunity to spend time with their children choosing books to purchase for home. We also have a Book Hut which all the children have access to on a daily basis. Here, they can reads books on the playground and enjoy a comfy area on which to do this.
In order to promote a love of reading and develop an interest in the world of books, we invite authors and theatre companies to school on a regular basis and take part in local projects and initiatives.
Writing is a key part of the curriculum that is taught throughout the week. Creative writing is developed using the core text to influence the children’s own ideas for writing. The core texts are selected to ensure that children are exposed to a wide range of stories which reflect the community and world they live in.
When writing, pupils understand the following:
- There is a purpose to all types of writing.
- The need to consider their audience when writing.
- There are a range of text types; each with their own features and conventions to be applied when writing.
- Their writing must make sense and flow.
- The need to pay close attention to Spelling, Punctuation and Grammar (EGPS) when working in order to improve the sense and clarity of their work.
- Writing is a process which allows for changes and edits to be made.
- A wide range of interesting and exciting vocabulary should be experimented with.
- That writing is an enjoyable activity with great value.
- There are different dimensions to the writing process; immersion, practise and application.
At Eglinton, we use the Nelson Handwriting Scheme. In EYFS and Year 1, children are taught to form individual letters and then taught to join their letters from Year 2. Practise is given daily to handwriting. Across the school, spelling is taught using No Nonsense Spelling where the children are taught regular lessons to help develop their understanding of different spelling rules and etymology.
Phonics is a key aspect in developing reading and spelling. Phonics is the practice of blending letter sounds (known as phonemes) to make words when reading, or segmenting words into sounds to help with spelling. Phonics is taught every day at Eglinton from Reception to Year 1. Further phonic teaching and support then continues into year 2 and beyond.
How Phonics is taught
Children are taught phonics following the Little Wandle teaching sequence. New graphemes are introduced using an image to make them memorable. Decodable reading books are closely matched to phonics phases, so that children apply their phonics knowledge when reading. Children learn through hearing, saying, reading and writing phonemes and our approach is to make the sessions lively and active; using a wide range of resources including ICT, playing practical games and puzzles.
All phonics lessons include revision of previous learning, teaching of new sounds/ exception words, practise the grapheme within a word and application of new skills within a sentence. It is essential that each phonics lesson includes the key skills of blending for reading and segmenting for writing. Children are taught how to read and write graphemes and apply these skills to their independent reading and writing. Some children will receive additional support in class or as an additional intervention.
Scaffolding and Strategies
When decoding words, children segment words into phonemes, say them slowly, then blend the phonemes together again to read the whole word. For example; c-a-t becomes cat and ch-o-pp-i-ng becomes chopping. Children are also able to read nonsense or ‘alien’ words such as qu-e-m-p or b-l-ur-s-t, to ensure they decode effectively. This helps them to prepare for the Y1 Phonics Screening Check. We encourage children to use strategies to help them, so they progress through the follow selection of key strategies which to support segmenting and blending:
- Alien / Nonsense Words – these are words which are not real, so they allow children to focus on segmenting and blending and ensure that children do not sight read e.g. drap.
- Robot Arms – children move their arms like a robot to ‘chop’ a word into the phonemes they hear. Each new phoneme means moving their arms again. They repeat this, getting faster each time until they have sped up and blended the word together. They then say the blended word and put both their hands together to show it is complete.
- Sound Buttons – Sound buttons are drawn to help children segment words into the graphemes to read or spell. A dot or button is drawn under each single grapheme, a line under each digraph (two letters making one phoneme) or trigraph (three letters making one phoneme) and a curved line shows the two letters which have been split in a split digraph (making one phoneme)
- Phonics Fingers – As children progress, they may use their fingers rather than arms and count the phonemes or graphemes in a word.
- Jaw Drop – To support children identifying the number of phonemes in a word, they rest their hand against their mouth. When they say a word, every time their mouth changes shape or their jaw drops, it is a new phoneme.
The Phonics Screening Check
The phonics screening check introduced in 2012 is a statutory assessment for all children in Year 1. The purpose of this test is to confirm whether children can decode, segment and blend words correctly. The phonics test has a total of 40 words. Some are real words and some are pseudo (nonsense or ‘alien’) words. Children will be asked to read these words one-on-one with a teacher.
How you can support your child at home
Read with them as regularly as you can and listen to them read decodable books. This means your child will see and be introduced to new words to decode, segment and blend. Here are some useful websites to try with your child.
Science units are based on the National Curriculum and our progression document ensures sequenced learning builds knowledge. Investigative elements are included in all units to ensure children are exposed to enquiry and seeking answers to questions that are asked.A Science week and enrichment visits ensure pupils receive a broad Science curriculum.
There is a strong focus on scientific investigation throughout the curriculum. The main areas of teaching cover; life and living processes, materials and their properties and physical processes. Cross curricular links are made wherever possible.
We encourage children to make observations and comparisons, to test their own ideas, consider evidence and provide their own possible solutions to problems. Science is as much to do with the way we find out as what we find out.
As children grow older, scientific knowledge about subjects such as magnetism, electricity, light, temperature, growth, plants, weather and space is acquired through observation, investigation, experimentation, access to books, use of computers and visits to the local environment as well as to museums.
We aim to bring the world around us to life through our Science program of study.
For PE we use PE Passport which is a portable Physical Education planning, assessment and tracking tool. PE Passport is child centred and allows pupils' achievements to be recorded and tracked from Reception right through to Year 6. Our PE curriculum consists of engaging, interactive PE lessons for each year group with each lesson containing clear and progressive learning objectives; and teachers assess and monitor the progress of each child within the curriculum. Our provision of extra-curricular activity also enables children to develop their physical skills further and enables pupils to learn other sports and physical activity outside of the curriculum such as Taekwon-Do and Yoga.
Our children follow a progressive PE curriculum which teaches the skills necessary for a variety of sporting and creative activities and according to the requirements of the new National Curriculum 2014. Our children learn the skills necessary to take part in gymnastics, dance, team games, swimming and athletics.
The government has provided additional funding to schools in the form of a sports premium to improve provision for physical education (PE) and sport in primary schools. We believe that embedding healthy lifestyle habits and a love of physical activity in children is essential to good development, as well as reinforcing core values such as mutual respect, resilience, determination and responsibility.
We have chosen to use our sports premium in the following ways:
- A dance/gymnastics teacher to teach dance, gymnastics and performance skills.
- Provision of outstanding teaching and learning and PE training for our PE subject leader.
- A multi-sensory approach to teaching and learning in the foundation stage incorporating PE and Physical development and skills in English and Maths.
- Opportunities to take part in inter and intra school competitions and travel to and from those competitions.
- Use of the ‘PE Passport’ assessment tool to track pupil progress in PE and the development of their health and wellbeing.
- Opportunities for children to exercise beyond the PE lesson e.g. interactive playground, skip to fit.
- Equipment to encourage exercise during lunch and playtimes.
- Investment in a trained coach to run after school club.
Impact - A better level of physical development in our younger children with improved fine and gross motor skills – with a noticeable impact on children with special educational needs.
Children enjoy playtimes more and have developed their skills and teamwork.
Children are confident in PE lessons and are keen to take part in PE lessons in all areas.
Children have developed their fitness and skills in various sports and physical activity and are able to confidently talk about healthy lifestyles and healthy choices with greater confidence.
Throughout Key Stage 1 and Key Stage 2 pupils are involved in investigating a variety of people, places and environments both locally, and further afield in the United Kingdom and also abroad. Geographical enquiry is undertaken inside and outside the classrooms and pupils are taught key skills such as; observing and recording, asking geographical questions, analysing evidence and drawing conclusions. Children are provided with opportunities to develop knowledge of globally significant places both terrestrial and marine, focussing of their characteristics through a range of topics. Geography
Pupils learn about vocabulary specific to the subject, the use of globes, maps and plans at a range of scales, fieldwork techniques and instruments, and the use of a range of sources of information including aerial photographs, diagrams and GPS.
We use the 2014 curriculum to uniform our planning and include topical geographical issues which relate to how people affect the environment and how they are affected by it. Environmental change and sustainable development are areas of geographical study which are especially important for the future of all our pupils.
Geography units ensure that children gain a wide knowledge of the human and natural world and understand their impact on the world. Each class has a world map through which to refer during Geography learning or when addressing current affairs.
Like geography, history is taught within specific cross curricular themes with clearly identified learning objectives. Pupils learn about the lives and lifestyles of people in the past, including those of significant men, women and children as well as events from the recent and more distant past in our own area, further afield in Britain as well as across the wider world. Chronological understanding is central to an understanding of history and our expectation is that as pupils move into Key Stage 2 they will be expected to be able to place events, people and changes into correct periods of time as well as using dates and vocabulary appropriately and with accuracy. Acquiring appropriate knowledge and understanding about the periods and the people of the time, including their characteristic features, their social, cultural, religious and ethnic diversity and being able to give reasons for, and the results of, the main historical events and changes, enables pupils to learn not only how the past is different from the present but how and why historical developments have shaped the world and their lives.
Local visits and field trips provide excellent learning opportunities for the children in history and geography and enable them to apply their knowledge.
The school celebrates in particular the achievements of pupils who demonstrate kindness and friendship and places due emphasis on the importance of developing good relationships and respecting the differences between people, both of which are an essential part of life and learning. Eglinton’s strong ethos actively promotes, supports and secures high standards of personal behaviour and our pupils are helped to learn about their own and other people’s feelings and develop an awareness of the views, needs and rights of their peers and older people.
Our policies for Behaviour and Equality reflect the importance we place upon these aspects of our curricular provision and in our day to day dealings with both pupils and adults, equal opportunities and inclusive practice are always at the forefront of everything that we try to do.
Regular class ‘Circle Time’ opportunities provide an opportunity for all our pupils to reflect upon their experiences leading to an understanding about how they are developing personally and socially. The PSHE & Citizenship curriculum across the Foundation Stage, key Stage 1 and 2 tackles many of the key spiritual, moral, social and cultural issues that are central to the process of growing up between the ages of 4 and 11 years as well as preparation for Key Stage 3 and the world of work.
The school actively supports a range of charities and fundraising activities organised by the pupils and these take place on a regular basis each term.
As well as being taught as a discrete subject through our PSHE and Citizenship curriculum, all staff and subject leaders take responsibility for SMSC and it is promoted at every opportunity through the life of the school and throughout every curriculum subject.
Eglinton is a Rights respecting school. This is a UNICEF initiative. We are working towards gaining Level 2 status. Each class has a charter, where the children choose appropriate rights and responsibilities to ensure they are able to learn in a safe and calm environment.
At Eglinton, technology is used across all the areas of school life and we give children the chance to use and explore a variety of technology and tools. This could be anything from listening to recorded stories, drawing images on an interactive whiteboard, recording sounds or creating their own computer games - the possibilities are endless. Children at Eglinton experience a broad and balanced computing curriculum that is based on the expectations of the new Computing programme of study that was introduced in September 2014. It allows staff the flexibility to plan and teach computing in purposeful contexts across different topics, subjects and lessons. There are three strands to our Computing curriculum, which are developed and built upon as the children progress through the school:
- The computer science element of our computing curriculum focuses on programming and networks through outcomes such as creating animations, interactive games and blogs.
- The information technology element includes a wide variety of outcomes including creating images, animations, recording audio, filming, presenting ideas, quizzes, a variety of graphs and designing 3D models.
- The digital literacy element includes teaching children to be safe, responsible and respectful when using technology and the internet to learn and collaborate.
The curriculum is divided equally between the computer science element and the information technology element with digital literacy weaved throughout. In addition to this, every half term starts off with a discrete internet safety lesson in each phase, ensuring that there is clear progression of digital literacy as children move up through the school and that using technology safely and respectfully has a continuously high profile within the children's lives. It is our ultimate aim that by the time the children leave us at Eglinton, they are competent and confident users of a variety of technology, who are aware of a range of tools and can make informed decisions about which to use for a given task. All of our classrooms are fully equipped with interactive whiteboards to support teaching and learning and the school has a bank of networked laptops for all classes to use.
Art and DT
In line with the National Curriculum, we believe; ‘a high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.’
At Eglinton we aim to teach art and design in a fun and creative way and we value the opportunities it provides for developing the core learning skills of resilience, resourcefulness and reflectiveness. In order to achieve their best potential children have access to a range of good quality resources that will support each topic and enable a confident approach. Pupils have opportunities to draw upon other areas of the curriculum, such as links to history, geography, science, RE and literacy to further develop their understanding and enthusiasm in the topics they are studying. There is also an opportunity to develop a deeper understanding of art and design by exploring various artists and their wider impact. Pupils learn to experiment with colour, form, texture and pattern using different materials. They are encouraged to use their skills and imagination to create their own independent works of art and then to evaluate their work to suggest any improvements that could be made. The use of sketchbooks throughout the school also allows pupils to record ideas and artwork produced. We ensure that this work is evident in displays around the school giving opportunities to inspire others and celebrate their success. Frequently, we interact with local community projects and we encourage participation and links with art galleries and companies, who often provide exciting visits and workshops.
Design and Technology
Using creativity and imagination, pupils design and make products, including creating puppets; buildings and toys, which incorporate the skills of cutting, sewing and food preparation. Pupils are also expected to problem solve and evaluate their own pieces of work in order to make improvements and develop the skill of adaptability. Design and Technology promotes both independent and team work, which is something we actively encourage.
Units of music are planned to ensure clear progression for all children and that children are exposed to key ideas and musical knowledge.
In line with the National Curriculum, we believe that music; ‘should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.’
At Eglinton, we provide pupils with a broad music education, which includes performing, composing, listening, reviewing and evaluating music. We recognise that music is something that develops the whole child by providing a practical, co-operative and enjoyable experience, which every pupil can access at some level and develop a life-long appreciation of the subject.
Pupils develop understanding and knowledge of music through experiencing a wide range of musical styles from different times and cultures and they also have the opportunity to enjoy music that they create themselves.
Every pupil has the opportunity to learn the recorder through whole class ensemble teaching and we offer musical instrument tuition in the: Trumpet, Guitar, Saxophone, Fife, Flute and Clarinet. As well as this pupils have the opportunity to go to musical extra-curricular activities including recorder groups, school band and choir.
Singing is a part of every pupil’s school life through all the key stages with songs being used across the curriculum as a creative and fun way to increase enjoyment and achievement in other subject areas. Singing assemblies provide an opportunity for pupils to sing as a collective group and develop their ability to sing for pleasure as well as increase their accuracy, fluency, control and expression and promote a sense of group identity and togetherness. Pupils also have opportunities to perform musically to a wider audience in class assemblies and school performances. The choir frequently sings in borough events and processions throughout the year and sings at various venues.
We have various links with colleges, companies and community groups who provide musical workshops and performances throughout the year that inspire and enthuse pupils in music.
The chosen language for MfL at Eglinton is French. It is class teachers teach French for their class and Language Angels is used to provide good models of the French language. Children in KS1 are exposed to French through a weekly assembly where songs are learnt. Children in KS2 receive a weekly lesson and key vocabulary is recapped by teachers during the week.
We aim to foster a knowledge and understanding of the diverse religions which make up our worldwide community and also to understand and respect the position of people who do not hold religious beliefs.
Religious Education is taught through a variety of approaches such as topics, themes, assemblies, stories, visiting places of worship and visits from members of different religious communities. We believe that one of the best ways to learn about people is to share our thoughts and ideas. We hope to encourage children to develop open minds with a caring and tolerant view of the beliefs of others.
Children have ‘Thinking Time’ during assemblies and discussions and considerations of our shared whole school values as well as multi-faith celebrations, also take place at these times.
If parents and carers wish to withdraw their children from assemblies or R.E, they should discuss this with the head teacher and put their request in writing. Should parents and carers wish to withdraw their children from school to celebrate religious festivals, they should inform the Head teacher or the Attendance Officer in writing.