Curriculum |

Our Creative Curriculum

School Curriculum Overview

All children across the school participate in daily phonics. The school uses the ‘Bug Club’ scheme and ‘floppy phonics’ scheme, which are fun and interactive programmes that can be worked on as a whole class, in small groups or individually.

Children are encouraged to follow their interests at home in gathering information for their topic work, doing extra work or unfinished work to improve their standard and also to further their love of reading.

The youngest children improve very quickly if an adult is prepared to listen to their reading on a regular basis. All children benefit from parental input whether it be help with the work sent home or just encouragement.

A topic based approach is used in both classes and all subjects areas are linked in with the selected topic. The children help to decide what they would like to learn about and staff incorporate these ideas and interests while planning.

As there are mixed age groups within each class the topics are set in 2 and 3 year cycles to ensure all pupils get a broad balance of education and experience during their time at Kings Caple.

There is supervised Internet access, through a filtered system. A full copy of the Internet Access Policy is made available to parents when their child is registered at school.

The Governors statement of sex education in this school is that “part of the Personal, Social and Health Education (PSHE) of this school will include sex education”. Formal sex education is offered to Y6 children after written notification to parents/guardians. More informal, individual’s questions are dealt with in an honest and understanding way, as sensible caring parents would deal with their own children.

The recommended teaching hours per week by the Department for Education and Skills (DfES) and the actual teaching hours per week employed at this school (LSS) are as follows:
DCSF hours KCPA hours
KS1 21 23 hours 45 mins
KS2 23.75 23 hours 45 mins

The class teacher, through regular screening and assessment, identifies children with additional learning needs. Most children are catered for within the classroom by extra teaching input, teaching assistant support or small group work. After discussion with the child’s parents, the child may be placed at the SEN Support level of the school’s Special Needs Register. An Individual Education Plan (IEP) is written by the SENCO (Special Educational Needs Coordinator) in liaison with the class teacher, setting appropriate targets for progress and achievement. The SENCO has a wide range of assessment resources available for use in school. The IEP is reviewed each term and targets are updated. If it is felt that the child is not making the anticipated progress despite the school support, a referral will be made to the LA Learning Support Service or to the Educational Psychology Service for further assessment and advice on support strategies. The child will then be moved to a higher level of the school’s Special Needs Register. If the child has significant and long-term special educational needs, a request may be made for Banded Funding to help the school to meet the child’s needs or a referral for Statutory Assessment may be made.

Parents are kept informed of any developments and information on the Special Needs Code of Practice is available to explain the procedures.

The school identifies pupils who demonstrate the potential to achieve levels of performance which are significantly higher than average for their year group in one or more areas of learning. We provide good quality learning experiences for these children, with opportunities for extension and development of skills. The provision for able children is reflected in the planning and teaching of the curriculum and learning is challenging and stimulating.