CURRICULUM POLICY Prep School
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1 CURRICULUM POLICY Prep School INTRODUCTION Our school s curriculum is all the planned activities that we organise in order to promote learning and personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the various extra- curricular activities that the school organises in order to enrich the children s experience. It also includes the hidden curriculum what children learn from the way they are treated and expected to behave. We want children to grow into positive, responsible people who can work and cooperate with others while at the same time developing their knowledge and skills, in order to achieve their full potential. We also value the breadth of curriculum we provide. AIMS To enable all children to learn and develop their skills to the best of their ability; To promote a positive attitude towards learning, so that children enjoy coming to school and acquire a solid base for lifelong learning; To teach children the basic skills of reading, writing, communication and mathematics; To foster creativity and to help them become independent learners; To teach children about the developing world, including how their environment and society have changed over time; To understand Britain s cultural heritage; To appreciate and value the contribution made by all ethnic groups in our multicultural society to enable children to be positive citizens to teach children to have an awareness of their own spiritual development, and to distinguish right from wrong; to help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all; to enable children to have respect for themselves and high selfesteem, and to live and work cooperatively with others. Headmistress December 2003 Page No. 1 of 5
2 ORGANISATION AND PLANNING Schemes of work in the Preparatory School are based on the National Curriculum/QCA programmes of study in Key Stages One and Two and Foundation Stage in the Early Years. We plan our curriculum in three phases. We agree a long-term plan for each key stage. This indicates what topics are to be taught in each term, and to which groups of children. We review this long-term plan on an annual basis. Through our medium-term plans, we give clear guidance on the objectives and teaching strategies for each topic. As we have adopted the National Literacy and Numeracy Strategies for our school, we take our medium-term planning directly from the guidance documents. We also use the national schemes of work for much of our medium-term planning in the foundation subjects. Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the learning objectives for each session, and to identify what resources and activities we are going to use in the lesson. In the Foundation Stage, and at Key Stage 1, we adopt an interdisciplinary topic approach to curriculum planning. We plan the curriculum carefully, so that there is coherent and full coverage of all aspects of the National Curriculum and early learning goals, and there is planned progression in all curriculum areas. In Key Stage 2, we teach the foundation subjects separately, but make cross curricular links where possible. This means that, for example, a child may concentrate in one term on a history topic, then switch to a greater emphasis on geography in the next term. Thus, in due course, each child has the opportunity to experience the full range of National Curriculum subjects. THE CURRICULUM AND INCLUSION The curriculum in our school is designed to be accessed by all children who attend the school. If we think it necessary to modify some children's access to the curriculum, in order to meet their needs, then we do this only after their parents have been consulted. If children have special needs, our school does all it can to meet the individual needs, and we comply with the requirements set out in the AEN Code of Practice. If a child displays signs of having special needs, then his/her teacher makes an assessment of this need. In most instances, the teacher is able to provide the resources and educational opportunities that meet the child's needs, within normal class organisation. If a child's need is more severe, we consider the child for a statement of special needs, and we involve the appropriate external agencies in making an assessment. We always Headmistress December 2003 Page No. 2 of 5
3 provide additional resources and support for children with identified special needs. The school provides an Individual Educational Plan (IEP) for some children who are on the learning support register. This sets out the nature of the special need, and outlines how the school will aim to address it. The IEP also sets out targets for improvement, so that we can review and monitor the progress of each child at regular intervals. If children in our school have disabilities then we are committed to meeting the needs of these children, as we are to meeting the needs of all groups of children within our school. All reasonable steps are taken to ensure that disabled children are not placed at a substantial disadvantage compared with non-disabled children. Teaching and learning are appropriately modified for children with disabilities. The Foundation Stage The curriculum that we teach in the nursery and reception classes meets the requirements set out in the revised National Curriculum at Foundation Stage. Our curriculum planning focuses on the Early Learning Goals, as set out in these documents, and on developing children's skills and experiences. Our school fully supports the principle that young children learn through play, and by engaging in well planned and structured activities. Teaching in the reception class builds on the experiences of the children in their pre-school learning. We do all we can to build positive partnerships with the various nurseries and other pre-school providers in the area. Each term in the reception class, the teacher will assess the skills development of each child, and record this in the Foundation Stage Profile. This assessment forms an important part of the future curriculum planning for each child. We are well aware that all children need the support of both the parents and the teachers to make good progress in school. We strive to build positive links with the parents of each child, by keeping them informed about how the children are being taught, and how well each child is progressing. THE ROLE OF THE SUBJECT COORDINATOR The role of the subject coordinator is to: Provide a strategic lead and direction for the subject; Support and offer advice to colleagues on issues related to the subject; Provide efficient resource management for the subject. Headmistress December 2003 Page No. 3 of 5
4 It is the role of each subject coordinator to keep up to date with developments in their subject. They review the way the subject is taught in the school in liaison with senior teachers and plan for improvement. This development planning links to whole school objectives. Each subject coordinator in liaison with senior teachers reviews the curriculum plans for their subject and ensures that there is progression planned into schemes of work. GENERAL POINTS Each subject coordinator has a copy of the programmes of study and a copy of all curriculum policies are kept in the curriculum handbook. Specialist teaching: In Early Years and Key Stage 1 the girls have specialist teachers for swimming, music, French, gymnastics and dance. These subjects continue to be specialist taught through Key Stage Two, with additional subjects taught by Senior School staff. All members of the Preparatory School staff have curriculum responsibilities as subject co-ordinators and in some cases teach these subjects in the junior end of the school. There are two part time Learning Support teachers, one for KS1 and one for KS2. There is a designated member of staff responsible for AEN in the Early Years. There is a written procedure for staff to follow. Pupils can be taught in small groups, or have 1:1 support within/outside of the classroom. Where appropriate IEPs are written and there is regular feedback to the class teacher and pupil's parents. During Key Stage 2 the curriculum also focuses on preparing the girls for entry examinations to a variety of senior schools, including the Kent Selection test at age 11. LEARNING SUPPORT The curriculum in our school is designed to provide access and opportunity for all children who attend the school. If we think it necessary to adapt the curriculum to meet the needs of individual children, then we do so after consultation with the parents of the child. If a child has a special need then the school does all it can to meet these individual needs. In most instances the teacher is able to provide resources and educational opportunities, which meet the child's needs Headmistress December 2003 Page No. 4 of 5
5 within the normal class organisation. If a child needs more specialist support then the class teacher refers them to the Learning Support Teacher following the agreed procedure. The school provides an IEP for some children on the learning support register. This sets out the nature of the special need, and outlines how the school will aim to address the need. It also sets out targets for improvement, so that we can review and monitor the progress of each child at regular intervals. MONITORING AND REVIEW Regular Key stage meetings are held for all staff to review and discuss curriculum matters. Meetings take place between the preparatory school subject coordinator and the senior school head of department, where ways to improve communication and liaison between different key stages of the school are discussed. Subject coordinators monitor the way their subject is taught throughout the key stage/school. They examine long-term and medium term planning and ensure that appropriate teaching strategies are used and scrutinise the work of the pupils. They also have responsibility for monitoring the way in which resources are stored and managed. A E Lawson: July 2009 Agreed by SLT: July 2009 Approved by Education Committee: September 2009 Reviewed: Headmistress March 2012 Headmistress December 2003 Page No. 5 of 5
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