New Parents

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Photo credit Heidi Marfitt, copyrighted

Our School Curriculum

At Threshfield Primary School, we provide a broad and balanced curriculum which:

  • promotes spiritual, moral, social, cultural, mental and physical development
  • promotes an understanding of British Values
  • prepares children for the opportunities, responsibilities and experiences of later life.
  • The National Curriculum forms the basis of our school curriculum and provides our children with an introduction to the essential knowledge that they need for life. It provides an outline of core, statutory knowledge around which our teachers develop exciting and stimulating lessons to promote the development of the children's knowledge, understanding and skills.

 

Children from Year 1 to Year 6 follow the National Curriculum.

 

At Threshfield Primary School we believe that each child should experience a curriculum suitable to his/her ability and which motivates him/her. We aim to make the children’s experience of school a happy one and one that celebrates childhood. The good discipline and atmosphere present in the school is greatly valued by all.

Teaching and Learning:
Children are taught in classes, small groups or individually according to their needs, within the framework of the National Curriculum and the Early Years  Foundation Stage. Subjects are linked together based on a common theme where  possible to make the curriculum more creative and meaningful.

A variety of teaching styles are used in the school, and the staff are always seeking to innovate where appropriate, to maintain and enhance standards.
We believe that children learn best when they are involved in assessing their own learning. They are always given the objective for each lesson (We are learning to …) and how they will know if they’ve achieved it. Your child will be taught to self evaluate their success, and identify what they need to learn next. Our marking system links directly to the learning for the lesson, and children are given opportunities to self and paired mark on occasions.

Teaching Assistants work throughout the school to support and enhance the delivery of the curriculum. Volunteer helpers are always welcome in school as their experience is invaluable.

Information to Parents:
Parents are given an outline curriculum plan at the start of each half term to enable them to support and encourage their child’s learning. It also reassures parents whose children say they’ve done “nothing” at school all day!
 

Numeracy
There is a structured daily mathematics lesson for every child. Learning takes place through a variety of approaches: practical activities, adult/child  questioning, problem solving tasks, oral and mental activities, exposition and discussion. Children are encouraged to develop and apply their mental calculation skills and their decision making skills. (i.e. when to use either jottings or a pre-learned method). We want the children to be able to apply their acquired skills to real-life contexts.

Literacy

Speaking and Listening:Children are given opportunities to develop self-confidence and fluency when speaking to a variety of audiences. They are taught to listen to the opinions and experiences of others.

Reading:
When children first start school they are introduced to segmenting and blending skills taken from Letters and Sounds. Letters and Sounds prepares children for reading and builds on their existing Literacy knowledge. 

Books from a number of reading schemes are used and children are encouraged to take books home regularly. Teaching a child to read is a partnership shared between home and school. A great emphasis is placed upon reading and the enjoyment children gain from books. Through shared and guided reading children are given a rich experience of a wide range of challenging texts. We aim for each child to be an independent, enthusiastic and reflective reader.

Writing:
English is a core subject. A firm grasp of basic Literacy and language skills is essential for the development and understanding of all other subjects in the National Curriculum. Our school views writing as a developmental process, so what each child is able to do at each stage is highly valued and raised. Children learn to write in order to be able to  communicate meaning to a wide range of audiences. They need to learn to match the style of their writing to the needs of their audience. They need to be able to structure their writing so that it is coherent and they must understand that correct spelling, punctuation and grammar help to make the meaning of their writing clear to the reader.

They need to develop as wide a vocabulary as possible so that they are able to express their ideas in writing and can engage the interest of the reader. It is also important that children recognise that  writing is essential for learning, as a means of developing and organising, as well as  communicating ideas. Presentation is very important, and each child is encouraged to develop a legible and neat style of handwriting as they mature.

Science
The teaching and learning of Science follows the programmes of study for the National Curriculum and Early Learning Goals. This begins with elementary observations and investigations for the youngest children in the school. Through these early explorations children begin to develop a sense of wonder and curiosity for the world they live in.

Humanities: History and Geography.
In the Early Years this work involves looking at and finding out about familiar things in the locality and on visits. This  progresses into methods of study and enquiry. Children are taught, through carefully selected topics, to gain information collecting skills and to acquire factual information about the different people and places of the world. Guests to the school and visits to various localities outside the school form an essential part of this process. 

Children are taught about important events, people and developments in the past from Ancient Egypt to modern times. Artefacts, visits and ICT resources are used to support this.Children will study the physical, human and environmental aspects of
Geography through themes incorporating the local environment,contrasting localities in the United Kingdom and other areas of the world.

Creative Studies:
Art and Design, Design and Technology, Music and Drama.In Art and Design and Design Technology we encourage children to experiment with and enjoy using a wide range of media and materials. The children are helped to develop their artistic, creative and technological potential at all stages in the school. Frequently this work is tied in with a particular topic which the children are working on. There is a high emphasis on good quality display in the school and the children are encouraged to play a part in this process by contributing their own ideas, materials and comments.

Music is enjoyed in a number of ways and all children are encouraged to participate. Class work provides opportunities for singing, listening and appraising and performing. The children are encouraged to appreciate a wide variety of styles of music through the range of multicultural and different genres they listen to each week in assembly. Whole school performances are always musicals and involve singing, dancing and instruments. Other instrumental tuition is available via the peripatetic music service.

Modern Foreign Languages:

French is taught weekly to children in Years 3 – 6. Reception and KS1 children have regular French conversational experiences with a local volunteer. In addition all children are encouraged to learn and use a few basic words and phrases in Spanish, German and Italian. 

Information Communication Technology:
Children are taught how to use the computers, Internet and e-mail safely and sensibly. In addition to computers children also have access to videos, CD’s, scanners, digital cameras, Digiblue cameras, digital microscopes, kindles and video cameras. Each classroom has an interactive whiteboard which allows for ICT to be used in all areas of the curriculum.Laptops connected to the school’s own network allow children to use and develop their ICT skills anywhere in school.

Physical Education
PE contributes to the establishment of self-esteem and the development of interpersonal skills as a member of a team. Children are able to access athletics, dance,games, gymnastics, swimming and outdoor adventurous activities.

Key Stage 2 children have a weekly session with the PE department at the local secondary school working with specialist teachers and equipment. Facilities there are excellent and all children enjoy it and make good progress. Interschool competitions in cricket, tennis, tag-rugby and football challenge the most able children to compete at a high standard.

Religious Education and Collective Worship.
Objectives of the religious education curriculum support our aims further by taking into account the need for social, moral and spiritual training based on Christian principles along with some experience of other religious beliefs. The main faiths studied are Christianity, Hinduism, Islam, Buddhism,Sikhism and Judaism. Emphasis is placed on the development of a caring attitude towards others in the School, in the local community and the world in which we live.

We offer an opportunity to consider the relevance of ideas, beliefs and values to their own lives and to think about the needs of others and what it means to be part of a community.All children take part in regular collective worship. However parents have the right to remove their child from the collective worship without any need for explanation.

Sex and Relationships Education:

Parents are welcome to see the Sex and Relationships Education Policy and to view the materials used for teaching. Parents do have the right to withdraw their child from sex and relationships education and are asked to discuss this with the school if they wish to exercise this right.

Monitoring Children’s Progress:
It is most important to us to celebrate your child’s achievements whether academic or social. We give a variety of rewards for effort or excellence in all areas of school life. Merits are presented at our half termly merit assemblies with parents and we hope your child will treasure these certificates. We also have a “Gold Book of Good Playground Behaviour” to record and reward good citizenship during play times.

Informally we invite you to come into school at any time, if you are concerned about your child or you want to celebrate with us. Teachers are always available at the end of each day for informal discussions. More formally, in the autumn and summer terms we offer parent consultation sessions with your child’s teacher. This provides you with an opportunity to discuss the following:

  • Your child’s academic progress including results of assessments  social and emotional development
  • Learning targets for the future
  • The school’s approach to teaching and learning
  • How you might be able to help your child at home

In the autumn term “Open Sessions” are arranged for parents to come into school, see they are well settled in their class, look at work with their child and praise their achievements.Interim reports are sent home to parents in the autumn and spring term to ensure you are fully informed of your child’s progress.

You will receive a full written end of year report at the beginning of July that will include effort grades and levels achieved in all the National Curriculum subjects.

Assessments
Assessment is an integral part of the teaching and learning at our school. The purpose of assessment is to indicate the progress and achievement of our children and to help staff to identify the next stages of learning.

We use assessment as a baseline or as an indicator of a child’s present performance with continuous reassessment at a later date to measure the effectiveness of the teaching to guide children with next steps for learning.

We use assessment to evaluate and analyse levels of pupil achievement across the whole school and to help us to pinpoint areas in which we, can set school targets to improve our performance.

Homework:
Our aim is that homework should:

• Help to encourage children to develop a positive attitude towards their work
• Provide an opportunity for older children especially to begin to develop independent learning
• Extend the work done in school and contribute to improve standards of attainment
• Help to further develop the partnership between home and school in relation to children’s learning 

Homework should not be an unpleasant experience for children. The purpose is to reinforce learning and make links between lessons, and is an ideal opportunity for you to share and discuss the learning that is happening currently.

After School Activities:

We offer a variety of after school activities at various times throughout the year. They are usually run by staff and change after half a term. .Football, Cricket and Rounders are organised after school by the School Sports Partnership, governors and staff during the lighter months.

INCLUSION STATEMENT
To promote equality, diversity and cohesion within the local community, we believe that our organisation has to reflect all the communities and people is serves; to challenge discrimination on the grounds of gender, race, age, disability, sexuality (including sexual orientation), religion or belief.

Our vision for equality and diversity goes beyond establishing processes to achieve change. All our staff will consistently challenge all put-downs, harassment, name calling, bullying, threatening or hurtful behaviour (physical and psychological) that violates a group or individual and leads to marginalisation, exclusion, and feelings of powerlessness and worthlessness because of: culture, faith, belief, disability or impairment. We strive to be a ‘listening school’. We take seriously all experiences of bullying and hurtful behaviour resulting from bullying. We encourage all our pupils to talk to us about their worries, particularly about bullying, where it happens, who is doing it, and what it involves.

We will continue to develop preventative measures to deal with discrimination including promoting human rights and equality through the PHSCE Curriculum and Inclusion Policies and, in particular, focusing on the ‘rights of the child’, the ‘right to education’ and the right to be safe.

Recent comments from the 'Parents Matter'  questionnaire.

Question: In your eyes, how is Threshfield Primary School successful?

“The school is successful at helping pupils realise their true potential.”

Special mention was made about “staff working particularly hard to help SEN pupils “fit in” with their peers.”

“It’s a safe, happy, nurturing and caring environment with good facilities.”

“Children are proud of their school.”

“Threshfield Primary has a strong community involvement.”

“Children have great sporting success with fantastic provision in KS2 and after school clubs.”

“School focuses on the needs of each individual child and pushes them accordingly.”

“In general, a school of good manners.”

“Great access to teachers and a good open door policy.”

“A strong feeling of family with older children looking out for younger ones.”

“Problems are always dealt with quickly and effectively by the Head.”

“It’s nice to see governors around the school taking an interest.”

“The new Maths Club is fantastic.”

“My child in Reception is seen as an important individual.”

“Communication from staff and governors is excellent.”

“Pupils are polite and helpful.  It’s a happy and safe place to be.”

“A lovely friendly place.”

“It’s always difficult for a small school to offer a broad curriculum but I feel Threshfield manages to achieve this with its Maths Club, Art Club, sporting activities, chickens and the allotment.

“It just has a warm feeling.”

“The Head, the teachers and the governors are obviously dedicated to the school and do a fantastic job.”

“Everyone works so hard.”

“Hands-on Headteacher.”

“The children always come out smiling.”

“The staff genuinely want what’s best for the children.”