Embedded Files
Curriculum
Background of the Curriculum
October 2014 - new curriculum
Schemes help change curriculum in school, however monitoring showed problems, e.g. year groups were teaching the same things, some parts of the curriculum were not covered, etc.
Fully inclusive curriculum - children are good at different things, so an inclusive curriculum makes sure every child is catered for with outstanding teaching in every subject, and ensure progressive teaching, i.e. different topics for different years
Always a danger of focus on assessment and grades; not a broad curriculum - school needs to find balance between high standards and a balanced curriculum
Powerpoint
National Curriculum
NC is statutory document October 2014 - have to teach it
All subjects and content known as programme of study
Year group programmes of study, Key Stage or upper and lower within Key Stage
Year 1 to 6
Some areas are specific, some open to interpretation
RE - is statutory, if Church school can decide how much
Curriculum at Nicol Mere
Schemes can be bought and used
Core subjects have very high attainment
2017 / 2018 through monitoring identified a problem in curriculum - no progression between different years
Began creating their own
2018 Amanda Spielman HMI Chief Inspector of education spoke about the importance of education and curriculum
NC content
Key knowledge for each subject and year group to have
Key skills - geographer / artist / etc.
Key vocabulary
Sequenced - adds to memory
Embedded knowledge - look at teaching style, recap, sequenced learning, knowledge used and applied in other subjects, class environment, those struggling with memory supported intervention
Progressive learning
Curriculum
Schools limited curriculum for results in core subjects
Emphasis on reading - importance of children being able to read; leads to understanding and knowledge of many things
Knowledge based - the more knowledge children have, the more they will succeed
Sequenced - learning in Y3 will support the learning in Y4, etc.
Embedded learning - children remember the knowledge they've been taught; sequence learning adds to this
Curriculum and Reading
Reading is very important
To read and understand, children need knowledge
Skills
Art and design and technology very skills based
Progressive skills
Whole Curriculum
Capital culture
Visits and visitors
Assemblies
Residentials
Curriculum days - off timetable doing purposeful activities
PE 2 hours per week - weight, physical / mental health
British Values
SMSC
Three I's
Intent - Implementation - Impact
Keeping Ourselves Healthy and Safe
Nicol Mere were informed of lot of reports from police of domestic violence in the area; this led to extra funding from the council for teaching, Nicol Mere held interventions which uncovered more abuse
Sometimes there are signs of neglect; living conditions of the children and teaching children what is and isn't normal and for the children to recognise this
Physical Health and Wellbeing
Keeping Safe and Managing Risk
Mental Health and Emotional Wellbeing
Sex and Relationship Education
Drug, Alcohol and Tobacco Education
Financial Capability and Economic Wellbeing
Identity, Society and Equality
Sex and Relationship Education
September 2020
Statutory to teach about reproduction
Relationships and what constitutes a health relationship
Additional content
Mental health
Sex education is discussed with parents to what extent is taught
OFSTED
EIF - Education Inspection Framework
COVID
March 2020
Lockdown - following guidance from DfE and Public Health
School stayed open
Vulnerable children in school - keep staff and school safe
Free school meals
Home visits
Regular phone calls
Teaching and learning in school
Staff morale
Home learning
Tech support and equipment - memory cards, laptops, recorded lessons, live lessons
Phone calls home
Competitions
Visits to children's homes
Educational Recovery Plan
Document to help return to school and measure the impact
Attendance of children and staff
COVID related and non-COVID related
Measure the impact of lockdown on the children
Impact of Lockdown
Assessment of where children are at in terms of learning and progression
Pupil progress meetings to identify any struggling children
Provision mapping
Data targets set
Keeping staff and children safe
Regular meetings with the LA and guidance from Public Health and DfE
Constantly reviewing and improving
Listen to staff, parents and children
Risk assessments and individual for specific staff and children
Visits from Ofsted
Phone calls from Public Health
Funding
Catch up premium (help staff increase children's learning and development to where it should be) £80 per child = £31,000. Prove how this is spent
Tutor programme to quicken children catching up
How has it affected Curriculum?
Monitoring
Writing - back to basics
SPAG
Scaffolding
Modelling
Reading
Build stamina
Budget
£1.2 million
Things automatically taken out of budget; staffing, building, etc.
Powerpoint
National Funding Formula
This is the biggest factor used to allocate funding to schools, set by LA. Every primary school will be awarded at least £3,500 per pupil per year, regardless of location, size of school or any other factors
This money is allocated on basis of 5 additional needs:
Deprivation
Looked-after children (children in care)
Prior attainment: additional funding based on number of children assessed as not achieving a good level of development in the Early Years foundation Stage Profile
English as an additional language
Mobility (optional, for schools that have high numbers of pupils leaving and joining throughout the year)
The aim is to provide extra funding for schools in deprived areas or that have large numbers of pupils from a disadvantaged background, to help raise attainment of children who statistically perform less well than their peers
Vision - Monitoring and Triangulation - SIP -Budget
School funds (fund raising) - anything non-curriculum linked
Main budget - spend on vision of school
Nicol Mere Budget
Over £1,000,000
Staffing costs
Pupil premium
Own income
1 year and 3 years budget
SFVS
Formally audited
Bursar
Page updated
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