Our school vision:
We believe that every child should have the opportunity to thrive and be future ready through a curriculum which is inspiring, diverse and challenging. Our curriculum not only aims to provide children with the skills and knowledge that they need now but also the ability to be:
In an ever changing world. we strive to prepare our children to be confident, adaptable and driven member of the community.
We are a school that:
- puts children and learning at the heart of everything we do.
- creates learning opportunities which build skills for life and encourage curiosity and exploration.
- delivers an inclusive and captivating curriculum which provides a range of opportunities in which to participate and excel within and beyond the school day.
- has culture that enthuses and empowers everyone to take responsibility and extend their own learning.
- is a listening school where children and adults know their views are valued, respected and acted upon.
- provides a warm, positive, safe environment where we value effort, recognise success and celebrate achievement at all levels.
We follow the National Curriculum in all subjects for all year groups.
The Early Years Curriculum
The EYFS refers to the period spent in school by your child up to the term in which they reach five years of age. The Early Years Foundation Stage curriculum develops pupils’ knowledge and skills in seven areas of learning:-
Three ‘Prime Areas’:
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
And four ‘Specific Areas’:
- Understanding of the World
- Expressive Arts and Design
In a typical EYFS day children will be involved in a combination of teacher led and child-initiated activities. It is vitally important at this young age that children have lots of opportunities to explore and make sense of the world around them. Learning is carefully planned to give pupils first hand experiences through structured and free play, both in the indoor and outdoor classroom.
Pupils’ progress and attainment is tracked against the Development Matters document – click here
Our aim is to provide our children with an engaging, exciting and empowering curriculum that equips them for today and tomorrow.
At Longlands Primary School the curriculum is designed to: recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers.
Every child is recognised as a unique individual. We celebrate and welcome differences within our diverse school community. The curriculum is underpinned by a mastery approach to the teaching of basic skills, knowledge, concepts and values with a vision to prepare all pupils for cultural competence and a life beyond primary school. We constantly provide enrichment opportunities to engage learning. We believe that childhood should be a happy, investigative and enquiring time in our lives, where there are no limits to curiosity and there is a thirst for new experiences and knowledge. We use our Trusts’ values (Excellence, Equality, Empathy, Integrity and Creativity) to promote positive attitudes to learning which reflect the values and skills needed to promote responsibility for learning and future success.
Community involvement is an integral part of our curriculum, inviting families and visitors to facilitate learning new skills and sharing experiences such as assemblies, curriculum outcomes and Community Food Evenings and Community Open Events.
Children leave Longlands Primary School with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.
Mastery in maths is at the heart of our school’s maths curriculum. We aim to ensure that children acquire a long-term, secure, adaptable understanding of mathematics. We ensure that they are secure in each element before advancing onto the next. At each stage of their learning, they progress through small steps, in order to become competent and then accelerate their learning.
In our school, we focus on promoting five key ideas:
- Coherence, where children become coherent in understanding different mathematical concepts and are competent in using relevant, accurate vocabulary;
- Representation and structure, where the children explore many different ways of representing numbers, calculations and other contexts, in order that it expands the way that they think and see things;
- Variation, where children are encouraged to look at different contexts and explore similarities and differences, therefore making links between them in order to aid their learning
- Fluency, where children rehearse basic skills in order to recall facts and information quickly;
- Mathematical thinking, where children look for patterns, make links, find relationships and connections, reason logically, explain and prove their findings.
In mathematics lessons the mastery approach means we will:
continually assess children’s understanding by using challenge questions throughout the structure of a maths lesson to challenge thinking and the way pupils approach the maths task.
provide support and scaffolding when needed
present reasoning and problem-solving opportunities throughout each stage of the lesson so children can demonstrate mastery, deepening understanding
At Longlands Primary School we use White Rose Maths Hubs materials, Testbase, NCETM Mastery PD materials and Shanghai Maths PowerPoint presentations to plan and deliver high-quality mathematics lessons to our children. In addition, Year 2 pupils take part in the Mathematical Reasoning Project (EEF).
The school uses Ruth Miskin’s Read Write Inc (RWI) approach to teach phonics and emerging reading and writing in KS1 and as an intervention for those children in KS2 who still need support in the form of Fresh Start Interventions: https://ruthmiskin.com/en/
At Longlands we foster a love and enthusiasm for reading. All year groups have daily story time sessions. Reading for pleasure and enjoyment is a high priority and time is set aside regularly for this activity. All staff embody a love of reading by modelling reading out loud and presenting themselves as readers. We provide incentives to read by having schemes such as the reading passport system, class reading challenges, Reading the Game parent and child sessions, Drop Everything and Read sessions (DEAR) , and organising regular Book Fairs and book character dress up days.
All classes have a range of fiction. non-fiction and poetry books that children can access and all classes visit the school library regularly.
Children have a Home School Reading Diary which enables teachers to monitor closely the books children take home to read; the amount and regularity of reading; and that the reading material and level is appropriate. Children should bring their reading books to school each day.
All children are given the opportunity to read for pleasure, free choice reading, individual reading with an adult, paired reading, group reading and whole class reading.
The school uses a variety of reading materials and schemes for individual reading that are graded according to the Cliff Moon Book Band system.
Emergent Readers EYFS and Year 1
When children are emerging as readers, they will be taught to paired read the RWI Ditty Books that will be sent home after three reads. The children should be able to read these independently. They will also take home a book band book which they will be phonically decodable to match the child’s phonics attainment. The child will need help and support to read this book. They will also have access to a regular library book to share.
In Year 2, when child can decode well, they are taught using the guided reading and carousel system.
All KS1 and KS2 classes take part in whole class RIC (Retrieval, Inference, Choice) sessions www.mrspteach.com
In KS2, the class lesson consists of:
- daily speed reading challenges
- a vocabulary focus
- a modelled text – read by an adult
- 2 paired reads of the same text
- verbal discussion
- written response to a variety of well-chosen questions including the use of the Point Evidence Explain strategy (PEE) – click here
There is also a focus on meta-cognition and explicit teaching of the Reading Domains – click here
We use a variety of evidence to judge attainment and progress in reading including criterion grids, Reading Journals, Book Banding and phonics and fluency assessments
PIRA and SAT tests are used three times a year to inform and standardise pupil progress and attainment
At Longlands Primary School, we strive to give our children the best start in establishing secure foundations in talk, reading and writing. We use Pathways for Writing and Literacy Shed Plus materials to plan systematic and engaging units of work in order to enthuse, inspire and motivate our children.
Our learning environments are stimulating but supportive to ensure children are able to access the scaffolds needed to support their developing talk, reading and writing. All writing tasks are purposeful and lead to a meaningful outcome. Teachers create model texts for specific writing units which aim to demonstrate to the children the language techniques which are to be taught. Using Chris Quigley’s, Essential Curriculum model of progression https://florencemelly.org/wp-content/uploads/2016/08/Chris-Quigley.pdf , children progressively develop their writing of different genres year on year, building on their writing skills.
Early Years and KS1
We deliver English using Pie Corbett’s Talk for Writing approach. By focussing on the oral retelling of various text types, the familiar structures become fully embedded in the long- term memory so that the children can later apply the structures to their own writing whilst developing the language techniques taught for the particular area of focus.
In EYFS and Year 1, Ruth Miskin’s Read Write Inc programme is used alongside Talk for Writing to facilitate simple sentence writing, grammar and accurate punctuation and to ensure that all pupils understand the concept and structure of sentences and how to join simple sentences coherently.
As children progress in their writing, teachers follow an approach to the teaching of writing which will include elements of the diagram below depending on need:
a hook > good example (WAGOLL) > analysis > teaching of appropriate grammar and punctuation > modelling / talk for writing first draft > peer / class / teacher critique/ feedback marking > redrafting > editing > presentation of outcome
Longlands Primary School uses Engaging Science which is a Primary scheme of work based on the principles that:
Science is best taught through practical sessions and investigation
Pupils should be encouraged to think both scientifically and creatively
Curiosity, wonder, humour and even disgust are emotions that build engagement in science
Science should take advantage of the many opportunities the outdoor environment offers to learn science in context
The teaching of science should be rigorous and ensure that pupils of all abilities make progress
Assessment in science should be based on what pupils demonstrate they can do in lessons rather than on tests.
For further information on Engaging Science, please visit the link https://engagingscience.co.uk/e
The foundation subjects are:
Art and Design
Modern Foreign Languages (Spanish)
All foundation subjects are planned using the Chris Quigley Essentials Skills and Knowledge Curriculum statements. This ensures that teaching and learning is sequential, progressive and repetitive to make sure that our pupils embed the specific subject related skills. Subjects may be taught explicitly or as part of topic work.
Personal, Social, Health and Economic Curriculum
Below is an outline of how we at Longlands Primary School promote British values, and support the spiritual, moral, social and cultural development of all pupils.
PHSE and Citizenship
Below is an outline of what is covered as part of our PHSE curriculum in each term, and in each year group.
Some of the topics are covered as discreet PHSE lessons, and others are incorporated into other areas of the curriculum.
Not all of the topics will be covered every year; issues are addressed on a rolling programme, re-visited at different depths, and are often moved to different times of the year according to the needs of the pupils.
For more detail about the current topics, please refer to the class pages under the Parents and Pupils section on our website, which will be updated momentarily to reflect the new term. In the meantime an overview of what each class will be working on this spring term in some of their foundation subjects can be found by clicking here.