At Lawn Primary School we strive for all children to achieve their absolute potential, by having high expectations across all aspects of school life. Children make very good progress from Foundation Stage to the end of Key Stage 2. Our curriculum prioritises core skills in English, Maths and PSHE whilst actively encompassing the acquisition of knowledge and skills across all areas of the National Curriculum.
This curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality-first teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on children's outcomes.
The impact and measure of our curriculum is to ensure children not only acquire the appropriate age-related knowledge linked to the curriculum but also skills which equip them to progress from their starting points.
In shaping our curriculum this way, progress measured and evidenced for all children, regardless of their starting points or specific needs. Enjoyment of the curriculum promotes achievement, confidence and great behaviour.
When our children leave us, as well as being ready for the transition into KS3 curriculum, they have a wealth of transferrable skills which have been developed throughout their time at primary school in an inclusive and nurturing environment. Our children enjoy lessons, and we believe this early love of learning stimulates children to be come lifelong learners. Our work on promoting social skills and character traits through our PSHE and Relationships curriculum along with links throughout the curriculum, enables children to become role models and aspire to be the best they can be. Developing their independence, motivation and attitudes as learners, and their sense of responsibility as future citizens is at the heart of our teaching and learning.
We ensure quality-first teaching enables our children to develop their long-term memories and define their progress as knowing more, remembering more. Teachers and staff work hard to plan a broad, balanced and ambitious curriculum which is expertly delivered to ensure a child's entire school experience enables them to develop a deep bank of knowledge which will see them through to further study, work and a successful adult life in whatever pathway they choose.
Assessment should have a purpose, be meaningful, impact on outcomes and inform future teaching and learning. We use a range of assessment strategies to build a clear picture of the progress our children make.
They are assessed within every lesson which helps the teacher plan the next steps of learning, and regular 'check-ins' take place to continue to shape our curriculum to meet the needs of our learners. Assessment week takes place towards the end of each long term (3x a year), with assessment data being gathered, analysed and interpreted with the support of SLT in Pupil Progress Meetings.
Day-today teacher assessment and moderation, from a range of evidence also helps to inform overall termly judgements being made. Children are expected to make good or better progress in all subjects and this is tracked and reported to parents at Parents' Consultation Meetings. Bespoke support and interventions are put in place to accelerate the progress of any children who are identified as 'at risk' learners.
Subject Leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review and the celebration of good practice contributes to the ongoing commitment to evolve and improve further. All subject leaders are given access to training and CPD opportunities to keep developing their own subject knowledge, skills and understanding, so they can support curriculum development and the professional practice of colleagues.
The role of the subject leader and/or team is to:
Governors take an active role in supporting the curriculum review process. A termly schedule is in place to allow Subject Leaders with link Governors to see their subjects in action across the whole school.
Governors take accountability for feeding into the Subject Leaders post-review report - these are shared and discussed at phase/staff meetings as appropriate. Reports are also shared with the Full Governing Body so that they are fully kept in the loop.
