Synergy Multi-Academy Trust is made up of schools, both secondary and primary, from north Norfolk. The Trust was initially established by Reepham High School and College in 2015. Our vision is simple; for all of our schools to work together to provide teaching and learning of the highest quality and for all of them to provide an exceptional range of educational experiences and opportunities.
At Bawdeswell Primary school we intend to develop a broad and balanced curriculum which will help children become –
· Strong, resilient and self-aware.
· Curious, inquisitive with the confidence to explore.
· Empathetic, open-minded and value difference.
· Life-long lovers of reading and writing.
· Life-long lovers of numbers, technology, investigating and building.
Bawdeswell Primary School Senior Leadership team and teaching staff have been working with other Synergy staff to develop and plan a new and exciting Curriculum for the children in our schools. We have been supported by a National Leader of Education throughout the process with the aim to develop a curriculum which is ambitious and bespoke to the children of Bawdeswell, including disadvantaged and those with SEN.
We have written documents which outline the skills and knowledge provision throughout the school ensuring the teachers are always building on the learning which has taken place in previous years.
These plans will be updated and reviewed regularly, however we are aware that we are on a ‘curriculum journey’ and the completed rolling curriculum will not be fully embedded for several years to take into account mixed year groups and erratic class sizes and so should be read with consideration of future and previous plans.
The National Curriculum will be used to form the basis of our teaching; however our teaching and learning will not be restrained by the National Curriculum allowing the children to have a strong input into what they want to learn about throughout their time at Primary School.
How do we teach reading and writing?
In Reception the teacher plans early reading and writing opportunities which build on what the children have already learnt at home and at Pre-School. The children have access to a good selection of books in the classroom and they have access during the school week and with their parents to our school library at the end of the day. The learning is planned to ensure the children progress towards the Early Learning Goals and are ready for Year 1.
Read Write Inc programme is covered in YR and Y1 to ensure the children are competent at phonics and ready for Year 2 learning.
From Year 2 onwards the reading and writing is always planned around good quality fiction and non-fiction books. In Year 2 shorter books are chosen and usually are read and explored in a 2 week cycle. During these 2 weeks the children are given the opportunity to write both fiction and non-fiction pieces of extended writing.
Weekly spellings, grammar, handwriting and new spelling patterns are taught each week.
As the children progress through Y3 and beyond, longer texts are introduced to the children to inspire and encourage them to be readers and writers, always teaching new skills and knowledge each week.
From Year 2 onwards the children complete group reading with adults each week, the children are encouraged to take books home from the school library and read with adults at home. The children can become reading stars with rewards (an incentive to read at home). Reading is our school priority (2019/2020).
Any children who have SEN or need extra support acquiring reading and writing skills will receive extra support in the classroom/differentiated work planned and interventions throughout the week to help them make progress.
How do we teach Maths?
In Reception the teacher plans early counting and numeracy opportunities which build on what the children have already learnt at home and at Pre-School. The learning is planned to ensure the children progress towards the Early Learning Goals and are ready for Year 1.
As the children move through the school we strive to make maths fun, engaging and meaningful to every child. We are aiming for every child to be fluent in skills, knowledgeable and confident in reasoning and problem solving.
We use a wide range of equipment (for example Numicon, beads, counters) with the aim to build children’s concrete understanding of numerical concepts. When the children are ready we move on to develop this understanding using diagrams and pictures, finally securing children’s understanding at conceptual level. (Teachers willingly explain our methods if you are unsure of how to support your child with any aspects).
How do we teach RE?
We have a daily assembly (whole school/class) and have accepted the revised Norfolk Agreed Syllabus for RE. We encourage visits from local clergy and visitors to enable greater understanding of the world and tolerance of others. Any parent wishing to discuss how RE is taught is welcome to discuss this with their class teacher.
How do we teach PE?
The children have opportunities for physical development throughout the day, through activity playtimes, games, athletics, movement, drama and dance. The school is developing its equipment for indoor and outdoor use and plans to install more static climbing equipment in 2019/2020.
The school follows the ‘Real PE’ programme and the National Curriculum. All children have the opportunity to take part in PE lessons with specialist PE coaches and the older children swim at a local swimming pool.
The school has a very active role in the Dereham Schools PE partnership. The children take part and are very successful in a range of sporting events. Often celebrating county success!
How do we teach PSHE (including Citizenship and Relationships and Sex Education)?
Our programme of Personal, Social and Health Education helps our pupils learn progressively more about health, hygiene, human biology, personal development and social issues from YR to Y6 in an age appropriate way. This learning takes place in the classroom, outside (cycling proficiency) and in our daily assemblies.
Any parent wishing to discuss the more sensitive areas of learning is welcome to view the resources we use and discuss their concerns with their class teacher.
How do we use the forest to help the children learn?
The school are lucky enough to have their own ‘forest’ on site. As a school we are very passionate about the benefits for all children in spending time and learning outside the classroom. All children spend at least an afternoon in the ‘forest’ or gardening. This is an important unstructured and structured time to develop the children’s knowledge and understanding of the world and their emotional and physical development.
How do we organise learning outside the classroom?
We recognise the value of learning outside the classroom (Educational trips) and this is something we have prioritised this academic year (2019/20) by purchasing a National Trust membership. This will allow us to explore many local spaces affordably.
In 2018/2019 the children benefited from trips to Harry Potter World, Bewilderwood, Wells Beach, Gressenhall, a local library and regular walks and trips to the village park (rewards for good behaviour)
How do we assess the children’s learning?
The Reception children are assessed during their first year using the Early Years Profile. An initial baseline assessment is completed within the first half term of the year.
Any learning needs which may be identified can then be addressed, by the class teacher and special educational needs coordinator. Outside agencies may be sought to assess or support children in their learning.
Records of the children's progress and learning are kept throughout the year using Tapestry and shared with parents.
From Year 1 onwards the children are assessed to monitor their progress across the curriculum. These assessments can be formal and informal.
Statutory testing/assessments takes place at the end of YR, Y1 (phonics) Y2 and Y6. Parents are encouraged to make an appointment with their class teacher if they have any concerns about their child’s progress. Parents receive three short reports each school year and parents are encouraged to make appointments to discuss these reports if they wish to with their class teachers.