Curriculum

Curriculum Statement

At Barlby Bridge CP School we are committed to providing a curriculum which is interesting, engaging, diverse and aspirational. Our core aim is to ensure all pupils attending Barlby Bridge receive a rich and diverse curriculum which develops long-term knowledge of a range of subjects critical to their lives in modern Britain. It is essential that pupils remember and can apply their knowledge when encountering new learning and different contexts.

Pupils’ development as self-critical, independent and reflective learners is at the heart of our school curriculum and we encourage a broad and balanced school experience which enables pupils to develop the skills necessary to succeed as life- long learners.  Developing the cultural capital that pupils need to succeed in the future is  absolutely critical and we foster high expectations for all; removing external barriers to ensure all are able to access the same high quality curriculum offer. We believe that all pupils at Barlby Bridge have an equal right to achievement and personal growth; both academically, emotionally and socially.

Our whole school aims underpin our curriculum intent and are a critical part of the work of the school. The ‘We Care’ vision permeates through all aspects of school life. We want our pupils to be kind and caring individuals who take their roles in school and society seriously. Contributing to the life of the school and the wider community is a key part of our work in fostering pupils’ understanding of their responsibility as positive citizens both within the school and society. The key learning dispositions of Resilience, Respect, Aspiration, Creativity and Empathy are given high priority in the curriculum and through whole school focus work to ensure all pupils develop lifelong skills and understanding to equip them for future education and achievements. A range of extra-curricula focus teams are in place to foster this commitment from the pupils which include: Well-being and Healthy Child ambassadors, an Equality Team, School Gardeners, Digital Safety Champions and School Councillors. We have democratic voting systems and ensure wide pupil representation within these groups.

In developing the school curriculum, we have reviewed our commitment to ensuring all pupils experience a range of exciting and engaging opportunities that place learning into a meaningful context. The Barlby Bridge ‘Magic Moments’ passport has been developed to ensure that key skills and the acquisition of new knowledge are placed into meaningful and worthwhile contexts linked to real experiences for all pupils who attend school. Providing curriculum experiences that are closely linked to the context of our school is essential in ensuring all pupils have an exciting, engaging and memorable curriculum offer.Our school curriculum is designed to achieve several critical aims:

• To develop pupils’ curiosity for learning and a thirst for future knowledge and learning experiences.
• To ensure pupils develop the necessary skills and knowledge within each curriculum area and make clear progress at each stage of their education across the curriculum.
• To ensure pupils are thoroughly prepared for the next stages of their education.
• To develop creative, resilient and aspirational learners who recognise that failure is a part of the learning process.
• To provide opportunities for pupils to develop their own skills and talents through the curriculum and wider school experiences.
• To offer a wealth of experiences which broaden the pupils’ horizons, both within the context of the school and the wider community.
• Ensure that content knowledge is progressive in each year and that pupils develop the skills to apply their learning across a range of contexts and subject areas.

Early Years

Pupils are provided with a supportive and nurturing start to school in Early Years. The focus is placed on developing key knowledge, thinking and skills through play-based activities and focused sessions that quickly begin to build knowledge of phonics and number. High expectations for all are in place and pupils are directed through their play to access new learning across all aspects of the curriculum. Where pupils require additional support in phonics and maths, this is given immediately to accelerate the progress that pupils make in the Early Years and develop readiness for learning in KS1. Extra support is a priority for SEND and disadvantaged pupils and targeted groups of pupils are identified to receive priority support and intervention. Developing early reading skills is a key priority in the Early Years and this focus continues in KS1 and KS2.

Curriculum Intent

Our curriculum has the acquisition of knowledge at its heart and we ensure pupils are taught to remember connected and essential knowledge through KS1 and KS2, incrementally building their long-term memory.

The focus on pupils’ knowing more over time is aided by sequenced planning with regular revisits and recalls which link long term learning across the different curriculum areas. Pupils know how to complete tasks and apply skills and link their knowledge when solving problems. The curriculum is enhanced by special events and visits which are carefully planned to ensure they are placed within the learning context and focus on pupils knowing more over time. Lessons are carefully planned to meet the needs of all pupils and to ensure the majority are taught their year group entitlement. Lessons are differentiated to support different pupils in accessing their year group objectives. Pupils working significantly below age related expectations will access previous year group content to support them in making good progress and closing gaps. Extra resources are used effectively to support closing the gaps faced by disadvantaged and SEND pupils. Same day catch up work and next day ‘pre-teach’ is used to support pupils to make good rates of progress and ensure full access to the curriculum content, key knowledge and skills being taught.

Monitoring the impact of our school curriculum

Senior school leaders, including governors, regularly monitor curriculum provision through learning walks, lesson drop ins, work scrutiny and by talking to pupils. Subject leaders also regularly monitor their curriculum area, at least twice per term. Key knowledge being monitored by subject leaders is highlighted onto our curriculum progression documents and teachers maintain an evidence portfolio which demonstrates examples of pupils work evidence. Curriculum leaders use this evidence portfolio to monitor progression across year groups. Governors are linked to specific curriculum focus areas and a monitoring calendar is in place linked to the school development priorities for the year. Curriculum leaders regularly feedback progress within their area/s of responsibility in Standards and Pupils Committee meetings.

Data analysis also forms an important part of the picture. For both core and foundation subjects, teachers make judgements about pupil achievement and attainment and subject leaders analyse this data annually (termly for maths and English.)

Parents, Pupils and Community Links

We value parental contribution in the whole school curriculum and provide regular opportunities for parents and carers to participate in school through open curriculum mornings, curriculum launch days and parental workshops. The consultation on the school experience passports involved parental and pupil feedback. Regular forum meetings are held for parents to learn about and contribute to the work of the school and therefore shape future decision making.

The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.

The National Curriculum

Below you can find out what our children will be taught; across the full range of subjects.

Follow this link to the Department of Education website.