Our school's curriculum is organised in order to promote learning, and personal growth and development. It includes not only the formal requirements of the National Curriculum 2014, but also the various extra-curricular activities that the school organises in order to enrich the children's experience.
We provide a rich, broad, balanced and creative curriculum and believe that excellence in teaching leads to enjoyment of learning. Our curriculum gives Long Lawford a distinct identity and ethos, reflecting our values, our place within the local community and an awareness of the wider world in which we live. Above all, we aim to make our curriculum a hugely rich experience for all our pupils, laying the foundations for success in life.
Year groups plan their curriculum in themes, aiming to draw together relevant learning from across the curriculum. Topics are carefully chosen to ensure a wide variety of curriculum subjects are covered. Our creative curriculum makes learning more relevant and appealing as natural and appropriate links are made between subject areas.
Foundation subjects (including Geography, History, Art, Design Technology, Music and French) are taught within topic themes. English, Maths and Science are taught discretely and meaningful links are made whenever possible to topics.
For more information about the curriculum at Long Lawford, please contact the school.
Children’s progress is closely monitored at Long Lawford Primary School so that we can provide the best possible opportunities and highest levels of support for all children. All assessment activities aim to ensure that the children are able to make strong progress in their learning whilst taking into account the needs of individual children. The school uses a mix of termly testing and Curriculum Assessment Grids (CAGs).
Early Years Foundation Stage Profile
When your child starts nursery, staff will informally monitor his/her development and keep detailed records. This information is shared with families and either transferred to the reception class or to the child’s new school.
Children, upon entry to Reception, will be assessed via the Reception Baseline Assessment. Information about this assessment can be found here. Your child will continue to be assessed throughout reception class where staff will add information to an assessment profile for each individual. Insights will be shared at parent consultation meetings. Your child will have a learning journal of photos, learning observations and comments. All children are reviewed termly and this information helps to dictate planning for future lessons. All children's end-of-reception assessments are submitted to the Local Authority and the Department for Education.
Year One Phonics Check
All children in Year 1 will participate in a phonics check. This assessment will be administered by Year 1 teachers in June. Results are included within the Year 1 end of term report. All phonics assessments are submitted to the Local Authority and the Department of Education. As a result of the COVID-19 pandemic, children in Year 2 that missed their Year 1 phonics check will undertake this check in the Autumn term.
Year 4 Multiplication Tables Check (MTC)
All children in Year 4 will participate in an online multiplication tables check in June. This check is new for 2019-20, but Long Lawford were involved in the pilot of the tests during 2018-19. This information is submitted to the Department for Education. Information for parents regarding the Multiplication Tables Check can be found here. There is also a booklet for parents below.
Children in Year 2 and Year 6 are assessed during May. The results of these assessments are reported annually to the parents by the governing body. Optional SATs materials may be used in classes 3, 4 and 5 to assist teacher assessment of pupil progress. SATs results for Year 2 and Year 6 are reported to the Local Authority and the Department for Education.
We aim to provide timely feedback to children through verbal and written comments so that they have specific advice about improvements to their work. Children are given time to review and improve their work following feedback (see the Effective Feedback on Learning policy below).
We believe that the ability to read is fundamental to a child's development as a learner, during their time at school and beyond. Reading is central to our ability to understand, interpret and communicate with each other and the world around us. Success in reading has a direct effect upon progress in all areas of the curriculum; therefore reading is given a high priority at Long Lawford Primary School, enabling the children to become enthusiastic, independent and reflective readers across a wide range and types of literature, including different text types and genres, books, posters, magazines, signs and newspapers.
We know how important it is to work in partnership with parents and carers to help children to develop their confidence in this area. Reading together at home is one of the most important ways in which you can help your child. As you share books together, you will help to develop your child’s reading skills and also show them how enjoyable and important reading is.
Phonics is the key strategy which we teach in order to enable children to read the words they see. We follow the Letters and Sounds program, supported by resources from Floppy phonics and Phonics play. By using the phonics skills that they have learnt, children will be confident to tackle new words and go on to become fluent readers.
The main reading scheme we use across the school called the Power of Reading. This is supported by home reading schemes such as Oxford Reading Tree, Rigby star and Collins Big Cat.
Reading at Long Lawford Primary School is taught and celebrated in a range of ways. Some of these are generic across the whole school, whilst others are specific to key stages. These may be implemented by the class teacher or by the teaching assistant, or voluntary readers such as parents and governors.