Whilst supporting the policies and aims of the School, the Governing Body of Sladefield Infant School aims to ensure an all round education of the highest quality through the provision of a stimulating, happy and safe environment where each child can develop a love of learning.

The School Curriculum

The School follows the 2014 National Curriculum, which consists of the core areas – Spoken Language, Reading, Writing, Vocabulary Development and Mathematics.  These core areas run through and support learning in all subjects.  These subjects include Science, Computing, PE, History, Geography, Design & Technology, Art, Music and PSHE. In addition, the school provides Religious Education.  These subjects grow out of the core areas.

At Sladefield Infant School, we aim to give children a happy and confident start by welcoming both children and parents to our Induction Programme; this includes a varied range of activities in the Summer Term before the child starts school in September, to prepare the children for the big and exciting event of starting school. In September, the Reception children begin school on a part-time basis initially, to settle them quickly and to develop good relationships.

The curriculum comprises of 17 Early Learning Goals, as described below. Reception teachers are required to assess each child against these goals. Teachers are only required to judge whether a child is meeting the level of development expected at the end of the EYFS (expected) or not yet reaching this level (emerging). 

 

Communication and Language	Mathematics	Physical Development	Literacy
Listening, Attention and Understanding Speaking	Number Numerical Patterns	Gross Motor Skills  Fine Motor Skills	Comprehension Word Reading  Writing
Personal, Social and Emotional Development	Understanding the World		Expressive Arts and Design
Self-Regulation Managing Self Building Relationships	Past and Present  People, Culture and Communities  The Natural World		Creating with Materials Being Imaginative and Expressive

Each of these areas is implemented through planned and purposeful play, a mix of adult-led and child-initiated activities. The children experience this exciting curriculum, both indoors and outdoors, and it is designed to meet the needs of young children. This is fun, creative and play based, and challenges each child to achieve his/her individual potential. Whilst in Reception, the children are encouraged to become independent and active learners through effective teaching and learning opportunities, this is delivered through play and exploration. Active learning and creative thinking are critical to each child’s development. We ensure that there is a balance of creative adult-initiated activities, as well as opportunities and resources for your child to initiate their own learning both indoors and outdoors. This inspires them to gain a curiosity of the world around them, develop their social skills and be motivated to try new activities.

A great emphasis is placed on the notion of play as it is through this means that children find stimulation, well-being and happiness. To ensure that children are continually stimulated and interested, we plan and provide suitably challenging and motivating activities, responding to children’s individual interests, and support them in accessing these through careful and sensitive adult interactions. 

Assessment is an integral part of the learning and development process at our school. It supports our understanding of level of achievement, interests and learning styles of children. It is an ongoing daily process and is used to plan future learning opportunities. Children in Reception are assessed continually throughout the year and their progress in each area of learning and ‘next steps’ are shared with parents termly. At the end of the Reception year, the Early Years Foundation Stage Profile (EYFSP) will be completed for every child and will assess levels of development against the 17 Early Learning Goals, and will indicate whether children are meeting expected levels, or have not yet reached the expected levels (emerging).

Parents are regularly welcomed into school and their contribution to their child’s experiences is highly valued. Throughout the year a range of activities are planned to support parents to help their children’s learning development. 

English

English is taught four times a week, alongside additional dedicated sessions for Reading, Phonics and Handwriting. Through these sessions, children develop key skills in reading, writing and speaking and listening, in line with the expectations of the National Curriculum and current guidance.

Reading and Phonics

Phonics is taught through a highly structured programme of daily lessons across the whole school. We follow the FFT Success for All programme, which provides a clear and systematic synthetic approach to the teaching of early reading.

• In EYFS and Year 1, children are taught in groups matched to their current phonic knowledge and development.
• In Year 2, Phonics is delivered through a whole-class approach, with additional targeted support for those who need it.

Each session is carefully structured to allow children to:

• revisit and review previous learning
• learn new sounds and skills
• practise and apply their knowledge in reading and writing

We are committed to ensuring that all children become confident, fluent readers. We believe that reading underpins all areas of learning and is essential for future success. A strong emphasis is placed on developing both reading skills and a genuine love of books.

Children are exposed to a wide range of high-quality texts and are given regular opportunities to read for purpose and enjoyment.

Reading Practice

Guided Reading sessions take place four times a week and are carefully planned to build children’s independence and confidence as readers. Skills taught include:

• applying Phonics to decode unfamiliar words
• reading with accuracy and fluency
• developing understanding and comprehension
• making simple inferences
• self-monitoring and self-correcting

One session each week is dedicated to reading for pleasure, where children are encouraged to share and enjoy books, including those from home.

Writing

Writing is taught through a clear, structured approach that supports children to apply their Phonics knowledge and develop as confident writers.

Children are given regular opportunities to:

• write for different purposes
• practise sentence structure and composition
• apply spelling and grammar skills

Dictation is used as a key strategy to support writing. This allows children to apply their Phonics knowledge and spelling skills within sentences, reinforcing accuracy and fluency.

Handwriting

Handwriting is taught four times a week to ensure consistency and high expectations. Children are taught to form letters correctly using the Sassoon font, linked closely to the Phonics programme.

We place a strong emphasis on:

• correct letter formation
• consistent size and orientation
• developing neat and legible handwriting

These skills support children in becoming confident, fluent writers.

Our English curriculum is designed to be progressive, engaging and fully aligned with current national expectations. It ensures that all children:

• develop strong early reading skills
• build confidence as writers
• experience a rich language environment
• foster a lifelong love of reading

 

At Sladefield, we teach Maths using a ‘Teaching for Mastery’ approach. All staff believe that all children are Mathematicians, and all children are actively involved in all lessons. The children work collaboratively in lessons using a range of mathematical equipment to identify key mathematical structures and use these to solve problems. The children are encouraged to use precise mathematical vocabulary to explain their thinking . We encourage the mindset that ‘the answer is only the beginning’ and the children enjoy showing their work in a variety of ways using our ‘Show it! Tell it! Record it!’ strategy. 

All children have access to ‘Mastering Number’ sessions outside of Maths lessons; these sessions develop number sense and promote automatic recall of key facts that the children will then apply during main Maths lessons. 

• explore and observe the natural and physical world.
• develop scientific vocabulary and communicate their findings clearly.
• work scientifically, using simple equipment and practical skills to carry out investigations.
• think critically, make predictions, and draw conclusions based on evidence.

Children will learn how to think imaginatively and talk about what they like and dislike when designing and making. They will build on their early experience of investigating objects around them by exploring how familiar things work, and talk about, draw and model their ideas. They will learn how to design and make things safely using appropriate tools.

History and Geography

These two subjects are taught mainly through creative project work. In Geography, the children’s studies include: the local area in comparison to other localities; some aspects of the environment of the wider world; the relationship between people and their environment.  In History, the children will be helped to develop a sense of the passage of time and an understanding of the past. They will study local and family history and look back at events in their own lives and the lives of important people.

Music

Children are taught Music using the 'Kapow' scheme of work.  This scheme combines music appraisal, listening and attention skills, singing lots of traditional songs and rhymes, co-ordination and control skills and musical exploration in theme based lessons.  Music is taught as a discrete lesson each week, and elements of lessons are repeated and built upon, giving children ample opportunity to develop their music skills as well as their confidence in exploring different ways to play instruments.

Art

Most Art lessons are cross-curricular.  Children will be provided with opportunities to learn how to handle a wide range of tools and materials skilfully and creatively.  They will be encouraged to observe, imagine and evaluate their work and the work of others.  Children will be given the chance to see, talk about, and appreciate the work of great artists from many cultures.

P.E.

Children will be able to develop co-ordination, agility, confidence, fitness and enjoyment in P.E.  They will use the large apparatus facilities which we have available, as well as the small apparatus like balls, bats and skipping ropes to develop these skills.  They will also develop simple game skills.  In the Summer Term, the whole school participates in a Sports Day, and, whenever possible Year 1 & Year 2 enter multi-skills sports events with other schools.

R.E.

R.E. is taught through the Birmingham Agreed Syllabus. Teaching is focused on what we can learn from different religions and cultures. In particular, the children learn and respect other people’s lives.  Much of our teaching is based on the moral and social aspects of our lives, how we can appreciate each other and be tolerant of each other, regardless of what our own beliefs are.  We hope that this will build a firm foundation for the future of our children to become good citizens.  If there are any parents that decide they do not want their child to participate in R.E. lessons then they need to inform Mrs Connolly (DHT) and Mrs Allen (R.E. Lead) of this decision.  To contact Mrs Connolly or Mrs Allen, please speak to the School Office.