As of September 2020, our curriculum will temporarily look a little different. This is to support our pupils as they return to school after a prolonged period of absence. During the lock-down, we know that our families did their very best in difficult circumstances, however we know that this has led to differing gaps in our children's learning. Our Recovery Curriculum is designed to take into account the different learning experiences as well as the potential anxiety and emotional needs of our children. Please see the document below which outlines our three-tiered approach to support and provides information on the support available.
Our Curriculum intent
Our curriculum is organised through a themed approach, which means that individual subjects are taught by being linked to an overarching topic. This ensures breadth, balance and the progression of knowledge and skills in the different subject disciplines throughout the Capel journey. Learning is designed in such a way as to encourage independence, creativity and a sense of responsibility among our pupils.
At Capel Primary School, the curriculum is designed to recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers. We aim to inspire successful learners with high aspirations, who know how to make a positive contribution to our wider society.
Our curriculum embraces the community in which it is situated, recognising local history, heritage, geographical and business links and most importantly, the aspirations of all our children. We place strong emphasis on the spiritual, moral, social and cultural development of all our pupils and our school community has identified a clear set of values that underpin expectations for behaviour for all members of our school family.
Every child is recognised as a unique individual. Our diversity work helps children to realise that everyone is special and important and we should celebrate and welcome differences and different kinds of families.
The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. We constantly provide enhancement opportunities to engage learning and believe that childhood should be a happy, investigative and inquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge. We use a Growth Mindset approach to promote positive attitudes to learning which reflect the values and skills needed to promote responsibility for learning and future success.
We aim for all learners to enjoy their education and make very good progress in all areas of learning. Pupils at all levels are helped to achieve their potential. Those who are most able are challenged and supported through appropriate extension activities. When facing difficulties, they are encouraged and given targeted support to embed knowledge and skills, to develop at their own pace or simply to learn in a style that best suits their individual needs. Our curriculum ensures that the needs of individual and small groups of children can be met within the environment of high quality first wave teaching, supported by targeted, proven interventions where appropriate.
Subject leaders play an important part in the success of the curriculum by leading a regular program of monitoring, evaluation and review. They regularly hold pupil conferences in order to check on knowledge and skill acquisition and retention. Subjects are planned to ensure progression of knowledge and skills throughout their primary education. Key vocabulary is taught progressively and re-visited at regular intervals.
Children leave Capel with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.
In more detail:
The Early Years Foundation Stage (Reception Class)
The Early Years Foundation Stage (EYFS) Curriculum aims to build a secure foundation for children to progress through school and life. It is aimed at children from birth to 5 years and all pre-schools, nurseries, childminders and reception classes are required to follow it. We teach the Read Write Inc phonics program which starts in EYFS. To learn more about the EYFS Curriculum follow these links:
- The Statutory EYFS framework can be viewed here
- A Parents' Guide to the EYFS curriculum can be viewed here
- Our school's Curriculum Policy can be viewed here
The National Curriculum (Class 1-6)
The subjects that form the National Curriculum for KS1 and KS2 are art and design, design and technology, English, geography, history, computing, mathematics, physical education, religious education, modern foreign langauages (we teach French) and science. To learning more about the curriculum follow these links:
- the National Curriculum framework and programmes of study for the subjects can be viewed here
- a Parents' Guide to the National Curriculum can be viewed here
- our school's Curriculum Policy can be viewed here
Special Educational Needs
Supporting all our students
At Capel Primary School we regularly monitor progress. Where it is not at the expected age related point, even if a special educational need has not been identified, we put in place extra support to enable the pupil to catch up. Examples of this are additional literacy and numeracy booster groups, in-class differentiation and nurture groups. Our on site SEND team, Mrs Chivers and Mrs Haffenden, will liaise with teachers to identify students who require support, enabling us to effectively intervene to improve learning.
Some pupils may continue to make slow progress, despite high-quality teaching targeted at their areas of weakness. For these pupils and in consultation with parents, we will use a range of assessment tools to determine the cause of the learning difficulty. At Capel Primary School we are experienced in using a range of assessment tools to identify specific gaps in learning. We have access to external advisers who are able to use specialist assessments depending on need including the Specialist Teaching Service, Educational Psychologist, Speech and Language Therapy, Occupational Therapist, Physical Therapist and Counselling.
The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress. These will be shared with parents, put into a provision plan and reviewed regularly. At this point we will have identified that the pupil has a special educational need because the school is making special educational provision for the pupil which is additional and different to what is normally available.
If the pupil is able to make good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need.
We ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used.