Our Learning

Gainsborough Curriculum Statement 2015

Curriculum Provision at Gainsborough Primary School

In the nursery and reception classes (EYFS) the children follow a broad foundation stage curriculum organised into 7 areas of learning and development. Three areas are particularly crucial for igniting children's curiosity and enthusiasm for learning. We believe in experiential and child initiated learning.
These three Prime Areas are:

  • Communication and language
  • Physical development
  • Personal, Social and Emotional development.

The Specific Areas are:

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design

By the end of the reception class it is expected that most children will have reached the early learning goals.

The curriculum for children in Key Stages 1 and 2 is underpinned by the National Curriculum (2014), we enhance this with planned opportunities that make up the wider school curriculum. Learning is exciting and happens in a meaningful context for children. Where commonality exists between subjects and aspects learning is linked and lessons are taught using a cross-curricular approach. Where this is not achievable subjects are taught discretely. The rehearsal and application of basic skills learned in the core curriculum is a driver for the entire curriculum.

The children study: English, maths, science, geography, history, art, design & technology, music, PE, RE, computing, Spanish (KS2) and PSHE. We aim to develop the intellect and the child’s physical, emotional, social, cultural, spiritual and moral capacities. We aim to provide a broad, balanced and relevant curriculum. Over 6 hours a week are spent studying English and just over 5 hours are spent studying maths. A mixture of methods are used to teach, including - whole class, group and individual approaches, as appropriate to the area of learning and the class. Trained teacher assistants work in all classes.

We place a strong emphasis on the development of the basic skills necessary to be confident independent learners and successful adults. Children begin to read in our Reception and Y1 classes by following a programme called 'Read Write Inc.' All children engage in a daily literacy skills session where they develop their reading and comprehension skills in addition to developing a command of all aspects of the English language. In addition, all children take part in a daily English and Mathematics lesson. 

As a fully inclusive school and with a resourced provision for children with ASD, we make adaptations in the curriculum to meet the needs of all learners. Those with the highest level of need have inclusion plans which provide an individualised programme of learning. We have specialist staff who ensure our children are supported and challenged as they grow as learners.

At Gainsborough Primary School children develop a strong sense of moral purpose in addition to a respect, understanding and inclusion of people who have different characteristics to themselves, whether that be age, disability, gender, race or sexuality. A rigorous, well planned curriculum, delivered by excellent staff in an ethos of care and support enables our pupils to be well rounded, empathetic young people who have a thirst for learning and respect for all around them.

Religious Education is delivered through the Newham Agreed Syllabus 2014.

The curriculum at Gainsborough Primary School aims to:

  • Inspire children to develop a love of learning. 
  • Embed skills to prepare children for further learning and productive adulthood.
  • Take learning beyond the classroom.
  • Develop children to become reflective learners who have a sense of responsibility for their own learning and development.
  • Build confidence and motivation within our children.
  • Grow children who understand the importance of perseverance, resilience and tolerance.
  • Enable children to use their acquired skills and knowledge to observe, question and think.
  • Learn to value others, their views, cultures and beliefs.

What we believe is important

  • The children need to see the links that exist between subjects.
  • It is important that children learn to think for themselves.
  • The children need to have an in depth knowledge of their locality.
  • The children should take a key role in planning learning opportunities alongside their teacher.
  • The curriculum should be used to develop emotional intelligence and raise aspirations.
  • There should be opportunities to develop creativity across the curriculum.
  • Learning opportunities within humanities and the arts are essential and can also be used to raise standards in literacy and numeracy.
  • Much of the best learning takes place outside the classroom and children should experience their learning
  • We must make sure children understand the nature of learning and strive to become better learners.
  • The curriculum must help to make children socially responsible.
  • There must be opportunities for children to actively explore the issues associated with growing up in 21st century Britain.

Assessment arrangements

The new national curriculum programmes of study sets out what pupils should be taught by the end of each key stage. We assess children against age-related expectations and track their progress within them.

Our assessment system:

  • assessment will use the language of beginning, working within, securing or greater depth, in relation to the end of year expectations..
  • a child is beginning (B) if they have secured the previous year group expectations and  are ready to tackle the current year group programme of study.
  • a child is working within (W) in their understanding of a programme of study if they have a good understanding and knowledge of around 60% of the age related expectations
  • a child is secure (S) in their understanding of a programme of study if they have a good understanding and knowledge of 100% of the age related expectations
  • a child is greater depth (S+) of a programme of study if they have a good understanding and knowledge of all the age related expectations and can apply this knowledge and understanding in a variety of contexts.

We also expect every child (unless working within P Scales) to make a minimum of 3 bands progress during a year, so if they start as Year 2 (2B), we would expect them to be working at 2S or better, by the end of the year (2S+). Those working within P-scales have challenging targets set, these are in line with other children who have a similar level of need and the same starting points nationally.