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TEACHING & LEARNING
A broad and balanced curriculum framework allows for coverage of all subjects in the National Curriculum and the Foundation Stage curriculum as well as Religious Education. The Core subjects are English, Maths, Science and Information Technology and the Foundation subjects are History, Geography, Design and Technology, Music, Art and Physical Education. Personal, Social and Health Education and Citizenship are also important subjects included in our curriculum. RE is not part of the National Curriculum but is taught following the County's Agreed Syllabus.
We have recently revised our curriculum for both Key Stages to integrate different subjects more closely in order to encourage a spirit of enquiry and investigation. A carefully planned 2-year cycle in KS2 enables the school to cater for mixed-age classes and ensures coverage of the key skills and knowledge required by the Natiuonal Curriculum.
We believe it is important to include theme days and weeks as well as other creative and enriching events in our curriculum. Your child's class teacher will write to you at the beginning of each term with details of the curriculum your child will be follwoing during the term.
MATHEMATICS
Maths is essential in everything we construct and calculate and many of the problems we solve in our daily lives. This is reflected in school where the use of mathematical knowledge, skills and understanding is required in all other areas of the curriculum. Children's knowledge, skills and understanding in mathematics develop as they use it in practical activities, to solve relevant and meaningful problems, conduct investigations and explore the patterns and relationships on which mathematical concepts depend.
Our chief aim is that all our pupils regardless of gender or ability will develop a positive attitude towards mathematics and learn to use it with confidence, understanding and pleasure.
The National Numeracy Framework is followed and from Year 1 a daily Maths session of 45 minutes to 1 hour takes place. In Reception, sessions and activities are shorter. Each session opens with a Mental / Oral Starter. Children then work individually or in groups, independently or with the teacher before the lesson finishes with a plenary, reviewing what has been learned.
At Meldreth, our detailed planning and use of a range of resources ensure a good delivery of the National Numeracy Strategy.
We have found that children’s progress is greatly enhanced by help that parents can give at home – giving children every opportunity to talk about numbers. Counting on in patterns, and learning number bonds to 10 and then 20 will help in the early years. An emphasis on mental calculations and building up a “mental bank” of strategies for dealing with mathematical challenges is a strong feature of the Numeracy Strategy.
ENGLISH
The acquisition of language skills is central to all the teaching and learning in our curriculum. We aim to help children to communicate well in their speech and writing.
The skills of reading, writing, speaking and listening are taught in daily Literacy lessons. These skills form the core of children’s language development and enable them to access all areas of learning. Oral work enhances children’s understanding of language in both oral and written forms and models the way language can be used to communicate. It is also an important part of the process through which children read and compose texts.
All children from Reception have a daily Literacy lesson. Within the session, children are taught word, sentence, comprehension and composition skills according to the DfES Literacy Framework. Children are taught to read from Reception class, with the aid of structured reading books at first and a variety of literature. Phonic skills and word recognition are taught systematically alongside spelling and vocabulary development.
Specific grammar and punctuation skills are similarly taught continuously throughout the school as are skills of reading comprehension and writing for a range of purposes and audiences. An understanding of the difference between spoken and written language is developed and a comprehensive study of different textual genres including different kinds of fiction, non-fiction and poetry is undertaken.
We have a well-stocked library for non-fiction books and sets of books for group reading. Each class has its own book corner. We value the support parents can give their children at home as it is evident that a good home reading scheme contributes a great deal to children’s progress. Information about the scheme is available from Key Stage 1 teachers as it does vary as children progress through the classes. We believe that the tradition of reading aloud to children helps their acquisition of language skills. Hearing texts read to them which are more advanced than they can read alone helps them to learn patterns of written language which can transfer to their own writing.
SCIENCE AND ENVIRONMENTAL STUDIES
Children are encouraged to explore, observe, predict, record and think about the natural and physical world around them.
These skills are developed through both directed and investigative activities using either an integrated topic approach or as a specific topic. A variety of resources are used including IT, video, visits, and books to support the practical aspects of science teaching. Throughout such work children are encouraged to work systematically, to develop logical thinking in order to reach valid conclusions and to make connections with other aspects of scientific knowledge. The importance of creativity in all scientific activities is recognised and encouraged.
The school has a conservation area including a school pond which is used to support the teaching of science.
INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)
The school is continually developing the use of ICT in all areas of the curriculum as well as its programme for teaching specific ICT skills. Every classroom has a number of PCs connected to the Internet, on a broadband link via the county network, which is screened against the access of inappropriate material. In addition, classes have access to Roamer and other programmable resources for practising control technology. All classes can access the mobile bank of laptops. Our ICT strategic planning includes investing in additional hardware and software, further training for staff. and the possibility of developing an ICT suite. This continues to be an exciting area of development for the school.
DESIGN AND TECHNOLOGY (D&T)
There are aspects of Science which link with D&T and also aspects of art. D&T can involve investigation and the application of learning from the science curriculum as well as mathematics and language skills. For example, modelling with clay may be art, but designing a clay object for a specific purpose (e.g. to hold a nightlight) and evaluating and improving upon the design is technology. Understanding how an electrical circuit works is science but designing a mechanism to light a doll’s house when the door opens is technology.
Children will develop this area of the curriculum using a wide variety of materials, tools and components. They will be encouraged to generate ideas using their designing skills and will learn to select appropriate materials and to use tools correctly.
Evaluation is an important aspect of D&T, allowing children to identify the strengths and weaknesses in designs in order to refine their product. Work may be individual or part of a group or class project.
HISTORY
Key Stage 1 teaches an awareness of the past, and ways in which it was different from the present. Children will learn about everyday life in the past, the lives of some famous men and women, and events such as the Gunpowder Plot.
At Key Stage 2 children are taught about important episodes in Britains past, from Roman to modern times, about ancient civilisations and about the history of other parts of the world as well as local history. They are helped to learn a sense of chronology and investigate the past using a wide range of resources, including ICT.
GEOGRAPHY
Through the study of Geography we hope to develop within the children a sense of place through the study of real locations, an understanding of the interaction between people and the places where they live and an understanding of the physical, human and environmental characteristics of places and how places fit into a wider geographical context. Children will also be taught a range of skills which will help them to communicate geographical ideas effectively.
ART
We aim to promote children’s enjoyment of practical and creative work by giving them the opportunity to express themselves and communicate in a visual form, and by teaching them to look more closely, listen more carefully and touch more sensitively. We aim to teach specific technical skills that will allow children to express themselves more fully, and to develop visual literacy so that they can recognise and compare different sorts of art and respond to the work of other artists.
PHYSICAL EDUCATION
We provide a broadly based curriculum, and believe PE is for all. We hope that children will be involved in purposeful, physical activities where they can learn skills and develop personal fitness. PE in school will develop positive attitudes and an appreciation of themselves and others. Children take part in games, gymnastics, dance, athletics, swimming and outdoor adventure throughout the school. Netball and Football clubs are run after school and we draw upon providers from outside the school who run activities in other sports in school and as clubs. Matches are arranged with other schools and children take part in local tournaments. Children swim in the second half of the summer term.
All children need to wear appropriate clothing for PE. Meldreth PE kit consists of navy shorts, a white tee-shirt and in winter a tracksuit. Children are barefoot for indoor PE but need plimsolls or trainers for outdoor work. For swimming, children need a swimming costume, towel and hat. All items of clothing must be clearly marked with your child’s name. No jewellery is to be worn at all – including earrings. During the first few weeks after ear-piercing, children should be provided with and taught to use Micropore tape – a small piece taped over their studs. Please note we cannot do this for them.
MUSIC
We want to develop an awareness of music as a lifelong resource through active and critical listening, singing, composing and performing. Children will be introduced to all kinds of music, from various cultures and ages.
All children receive class music teaching and there are many opportunities for children to develop further via specialist tuition. Children are offered the opportunity to learn the descant recorder and later, treble and tenor at lunch time clubs. Usually this will be children from Year 1 or when their hands are big enough to make the notes. The school choir is open to children from Year 3. Currently this takes place during school on Mondays.
Instrumental lessons are available for children from Year 1. This year woodwind, guitar and keyboard/piano lessons are available.
RELIGIOUS EDUCATION
Religious Education occupies a particular place in the school curriculum. Although not part of the National Curriculum it must by law be part of the basic curriculum. Parents have a right to withdraw their children from RE. Such requests should be made in writing to the Headteacher.
We aim to assist children to acquire a knowledge and understanding of the origins, content and development of Christianity as well as learning about the othermajor world faiths and to raise their spiritual awareness.
ASSEMBLIES
Assemblies are held daily. Once a week separate singing assemblies are held for Infants and Juniors. Class assemblies take place termly. On other days assembly is for the whole school. Friday’s assembly is sometimes a presentation by children of some of their classroom achievements – a celebration of learning. It is an opportunity for children to develop their listening and presentations skills. Parents and family memebrs are most welcome to attend Friday class or celebration assemblies.
MULTICULTURAL EDUCATION
The school’s policy is outlined in a specific equal opportunities document and reflected in policy for all areas of the school’s curriculum as well as in staff development policy and so on. We believe in respect for each individual and try to make sure that in all aspects of school life we consider the needs and value the contribution of every individual. Throughout the curriculum we try to make opportunities to learn about other cultures and to recognise that we live in a varied community, celebrating similarities and differences alike which enrich our lives.
EXTRA CURRICULAR AND ENRICHMENT ACTIVITIES
This year clubs include football, cricket, netball, recorders, nature club, chess club, gardening, gymnastics, art, drama. Some clubs are run by teachers and others by parents and other organisations.
Special events this year have included Book Week, Decoration Day, and visits from theatre and church groups. Children in Y6 enjoyed a residential visit to Derbyshire in July 2006 and a vists is planned for JUly 2007. A group of mixed Y4 and Y5 children are going to Grafham Water Centre for outdoor pursuits in March 2007.. All these activities are possible through the energy and enthusiasm of teachers and the support of parents.
SPECIAL EDUCATIONAL NEEDS (SEN)
Some pupils may experience barriers to learning . The school is committed to inclusion and we will give these pupils individual consideration and make appropriate provision for them, working in partnership with others as necessary in order to reduce these barriers. The governors’ intention is that the needs of all pupils are identified and met as soon as possible.
The school has a staged approach to providing help for pupils with Special Educational Needs. Where teachers are concerned about an aspect of a pupil’s learning, observations and assessments may be made and if necessary adjustments made to teaching and learning within class. Where there are more significant concerns, a detailed assessment may be made and an Individual Education plan put in place. This is called “School Action” according to the Special Education Needs Code of Practice. If the school and parents feel that referral to an outside agency, or more in-depth assessment and intervention is needed, the stage called “School Action Plus” is reached. If your child has Special Educational Needs we will discuss procedures with you at each stage.
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PUPILS WITH DISABILITY
It is school policy to include all children and not discriminate against any child because of disability. In order to do this the school is equipped to cater for children with disabilities including ramps and toilet facilities. The curriculum is adapted where necessary and support offered to allow the children to be included in all activities.
SEX EDUCATION
Sex education is treated under the study of relationships and reproduction from the earliest years. Staff endeavour to provide answers to any questions that arise in a frank and open way.
Our policy has recently been reviewed in consultation with parents. Please ask for a copy if you would like one. Parents wishing to withdraw their children from Sex Education should write to the Chair of Governors.
EDUCATION WELFARE
The following is advice from Cambridgeshire County Council in “Guidance on Child Protection Procedures”, which we follow closely at Meldreth Primary School.
“It may be helpful to parents to know that the Authority requires Headteachers to report any obvious or suspected case of child abuse – which includes non-accidental injury, severe physical neglect, emotional abuse and/or sexual abuse. This procedure is intended to protect children at risk and schools are encouraged to take the attitude that where there are grounds for suspicion it is better to be safe than sorry. This does mean that some Headteachers risk upsetting some parents by reporting a case which, on investigation proves unfounded. In such circumstances, it is hoped that parents, appreciating how difficult it is for Headteachers to carry out this delicate responsibility, would accept that the Headteacher was acting in what were believed to be the child’s best interests.”
PARENT TEACHER ASSOCIATION
There is an active Parent Teacher Association which organises events through the year. You are automatically a member when your child is admitted to school. Without this hard working group the school would not enjoy many of the items of equipment we now have which enhance the quality of the education experience offered. Examples of items provided include staging, stage lighting, PE equipment, library books, reading books, musical instruments, audio visual equipment and input from visiting theatre groups and Science Workshops. We encourage as many parents as possible to be involved and to help with events. Apart from sharing the workload it helps to strengthen our community links – and it is fun!
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