Castle Hill Primary School

Castle Hill

Primary School

Belong, Believe, Achieve and Grow

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Curriculum

Our Curriculum Vision Statement 

 

Castle Hill: Our Curriculum Intent

 

At Castle Hill Primary School we believe in giving our children broad, balanced and meaningful learning experiences to build essential foundations and prepare them for future life.  We strive to make our curriculum creative, engaging and fun for all to build on their variable starting points that our children have when they enter school.

 

We use a topic based approach, with topics designed to incorporate specific National Curriculum subjects and make strong links between them for the benefit of our learners. Through a knowledge and skill rich curriculum, we aspire for children to articulate their learning using a wealth of vocabulary through the use of knowledge organisers and the sharing of a variety of rich texts.  

 

Learning takes place beyond the classroom through visits to local places of interest to enrich our curriculum.

Early Years Foundation Stage- Intent 

 

At Castle Hill Primary School we believe that children in the EYFS need to experience a wide variety of first hand, practical learning opportunities to enable them to develop to their full potential. We aim to provide a secure, enjoyable and caring educational environment where each child feels valued. We work hard to create continuity between Nursery and our Reception class so that children can build on skills already developed and follow routines that flow with their needs and with which they feel safe and confident throughout their Early Years, in preparation for their future years in school. 

 

There is a significant emphasis on developing children's ability to express themselves, communicate clearly and develop strong relationships. Coupled with focussed phonics teaching this allows children at the end of Reception to be ready to face the increased challenges of Year 1. 

 

Our curriculum is planned following the guidance from the Department for Education "Statutory Framework for the Early Years Foundation Stage", taking into account the children's needs and interests. Opportunities are provided for all children to meet the expectations laid out in the document "Development Matters in the Early Years Foundation Stage". This non-statutory guidance material supports practitioners in implementing the statutory requirements for EYFS. 

Teaching of Phonics 

 

Throughout Reception and Key Stage One your child will be taught phonics, reading and writing through the highly successful Read Write Inc programme. Further details can be found by clicking the link below. 

 

 

If you would like any further information about our curriculum offer, please do not hesitate to contact school. 

 

 

Recovery Curriculum: Castle Hill Primary School

The coronavirus pandemic and subsequent lockdown have impacted on our children’s lives in many ways.  You may have heard a lot of talk about a ‘recovery curriculum’, this term is being used to describe how schools will support pupils to ‘recover’ from the period of lost teaching and learning as a result of the Covid-19 crisis. It acknowledges there have been big losses to children as they have missed out on school life.

Our aim is to provide our children with a kind and sensitive approach to welcoming children back to school, assessing their emotional needs and supporting their emotional wellbeing within our school setting.  Key concepts such as: routines, communication, wellbeing, relationships, being active and learning core skills will benefit children both emotionally and educationally.

 

Supporting Mental Health and Wellbeing 

 

The wellbeing of our children is always at the forefront of everything we do at Castle Hill, and is key in the recovery from the Covid-19 crisis. Every child in our school has had a different experience during this time and as a school we are aware of this and we will monitor the children carefully. Enjoyment and engagement for the curriculum is still our top priority for teachers when planning how to deliver the curriculum.

 

Class assemblies, circle time and PSHE sessions will take a priority, to ensure that children have a forum to talk about their feelings and be educated about the importance of wellbeing and healthy relationships. These sessions will also provide children with strategies to use to support them with their own mental and physical wellbeing.  Opportunities for wellbeing activities will be very frequent in the first few weeks.

 

Additionally, we will provide learning mentor support and have a school counsellor to further support those children who have been identified as having a specific need and we will continue to tailor our daily routines and learning needs to those individuals who may need it.

 

 

 

All classes will have a morning, lunch and afternoon playtime to ensure children are having regular breaks from lessons so that they can physically move around and engage safely with their peers. Every Friday afternoon will be used for golden time where children will take part in fun activities with their peers. All of these activities are used to reduce anxiety, build resilience and support reintegration to the school environment.

 

Academic Recovery

 

To help children to transition back to school smoothly and reduce anxiety, children will attend a morning or an afternoon session for the first four days of term. This will assist in developing clear learning routines and getting back in to the way of school life, albeit a little different than usual.

 

Teachers have carefully planned core subjects so that the most important knowledge and understanding is taught within each year group. Core subjects will also include recap and revision of previous learning to address gaps in learning.

For the majority of children, baseline assessments will take place, so that gaps in learning can be identified and precise teaching and learning can be planned into bridge these gaps and move children on. This will be approached in a relaxed and considered way.  Senior leaders, will meet with teachers to support their teaching and learning and plan precise interventions.

Timetables have been reviewed to ensure that core subjects take a priority, but also to ensure that children are given the opportunity to access a broad and balanced curriculum.  We will continue to provide children with as many wow moments to enrich our curriculum as much as possible.

 

 

 

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