This section of our website is focused on our Curriculum and provides an overview of the Early Years Foundation Stage (EYFS) Framework and the Curriculum offer for children in Years 1 to 6.
The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Over the last few year, this has included developing a school link with Kiungururia Primary School in Kenya and participation in the Go Givers award scheme.
Our Curriculum also includes the social aspects imperative for life-long learning. The Investing in Children Award and the Go Givers award scheme demonstrates the importance of children having high expectations of behaviour and tolerance towards each other and having a ‘voice’ in school. Sunnybrow Primary School was awarded ‘Good’ from Ofsted in June 2013. The school continues to maintain high standards believing that education has to continually improve.
Sunnybrow Primary School aims to place the child at the centre of their learning, and provide every child with a broad, balanced and developmentally appropriate curriculum. This means that all pupils follow the National Curriculum, but at a level and a pace that is appropriate to their abilities. Our Special Educational Needs and Disabilities philosophy places Special Educational Needs and Disabilities children at the heart of personalised learning and our curriculum is tailored to meet individual pupils needs.
At times and when it is felt appropriate, modifications to the curriculum may be implemented. To successfully match pupil ability to the curriculum, Sunnybrow Primary School remain committed to:
- A range of teaching and learning styles
- Differentiated learning materials
- Access to ICT and Technology
- Additional in class support
- Additional out of class support
- Flexible groupings – including small group support work
- An innovative and supportive curriculum
- The appropriate use of rewards and sanctions
- A broad range of extra-curricular activities, including homework, one to one support and booster/extension sessions
- Assessment procedures that emphasise pupils’ strengths and achievements
- Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate
We continually monitor and review our practice to make sure that we are meeting a child’s needs to the best of our ability. We do this by:
- Using daily assessments and formal testing to ensure that work is pitched at the right level
- Having termly pupil progress reviews, where teachers are held accountable for the amount of progress each child in their class is making and targets for achievement and attainment are set
- Evaluating and amending our planning in line with assessment evidence
- Evaluating and amending our interventions in line with assessment evidence
Reading in EYFS and KS1
In EYFS and KS1, we use the Oxford Reading Tree scheme and Bug Club for children’s home reading books. They work through the books throughout their time in school as they gradually increase in difficulty. The books progress from wordless books, where children are asked to describe what is happening in the pictures to tell a story, to books with phonics decodable words and books which have a range of more complex words.
In school guided reading sessions, our pupils also follow the Read Write Inc and Rigby Star reading schemes. Throughout the reading stages, pupils are asked comprehension questions to check their understanding of words and stories.
Reading in KS2
In KS2 children continue to work through the Oxford Reading Tree according to their reading ability and progress onto the Treetops reading books. We also use the New Way and Ginn 360 schemes so our children gain a wider experience of different types of characters, genres of writing and a range of font styles. Children are encouraged to read at home as often as possible and there are adults in school who will also listen to the children read. As they move through KS2, children are increasingly encouraged to change their own reading books and they also have the opportunity to select books of their choice from the library to read at home and in school during our daily quiet reading sessions.
Reading comprehension skills are regularly taught during literacy lessons and children who are identified as needing additional support are given intervention in reading comprehension to enable them to make good progress. Each child has a reading reward bookmark to collect signatures when they finish reading a book. Once their bookmark is completed, children earn a raffle ticket with a chance to win a free book in our prize draw at the end of every half term.
In guided reading, we teach the skills that children need in order to be able to read and understand a range of text types. We use a wide variety of books according to the children’s needs and the learning objective. Our guided reading books include: Treetops Classics, Rigby Navigator, Literacy World and Rapid Readers,
Spelling in KS2
The majority of children in KS2 learn spellings by working through the National Curriculum Appendix 1, which organises learning objectives and spelling patterns into age related expectations. Each week, a particular spelling pattern (e.g. words ending in –tion or words containing ‘ough’) will be taught to children in class and the children will be given a list of words including this pattern to learn. Children will practise these spellings in school but are also expected to practise reading and spelling the words at home, in preparation for a spelling test on Fridays. This helps children to gain a greater understanding of the words so they can spell them correctly in their writing.
The aims of Mathematics teaching and learning in the school are:
- To ensure all pupils acquire the skills required to become independent mathematical thinkers with the knowledge and confidence to tackle problem solving and investigational tasks.
- To provide opportunities for all pupils to develop the ability to apply Mathematics within a wide range of contexts and an appreciation of its importance in our everyday lives.
- To encourage each child to achieve their full potential by providing an effective combination of teaching and learning strategies.
- To provide an appropriately differentiated curriculum where every child experiences an increase in motivation, confidence, enjoyment and ability.
- At Sunnybrow Primary School, we teach maths using Mathematics Mastery. The Mathematics Mastery curriculum is cumulative – each school year begins with a focus on the concepts and skills that have the most connections, which are then applied and connected throughout the school year to consolidate learning. This gives pupils the opportunity to ‘master maths’ by using previous learning throughout the school year, they are able to develop mathematical fluency and conceptual understanding.
- We use resources from NCETM, NRICH, Maths No Problem and White Rose Maths Hub within the curriculum.The ‘mastery approach’ to teaching maths is the underlying principle of Mathematics Mastery. Instead of learning mathematical procedures by rote, we want pupils to build a deep conceptual understanding of concepts which will enable them to apply their learning in different situations.
At Sunnybrow Primary School, we teach maths using Mathematics Mastery.
The ‘mastery approach’ to teaching maths is the underlying principle of Mathematics Mastery. Instead of learning mathematical procedures by rote, we want pupils to build a deep conceptual understanding of concepts which will enable them to apply their learning in different situations.
The Mathematics Mastery curriculum is cumulative – each school year begins with a focus on the concepts and skills that have the most connections, which are then applied and connected throughout the school year to consolidate learning. This gives pupils the opportunity to ‘master maths’ by using previous learning throughout the school year, they are able to develop mathematical fluency and conceptual understanding.
We use resources from NCETM, NRICH, Maths No Problem and White Rose Maths Hub within the curriculum.
Children in school use the Accelerated Reader (AR) program. It has proved to be a very effective system for motivating children and ensuring good progress in reading.
What is Accelerated Reader?
AR is a computer program that helps teachers manage and monitor children’s independent reading practice. Your child picks a book at his/her own level and reads it at his/her own pace. When finished, your child takes a short quiz on the computer – passing the quiz is an indication that your child has understood what has been read. The absolute key is the understanding – your child may be able to physically read the words of almost any book out loud but the quizzes test the understanding/comprehension of the chosen text. AR gives both children and teachers feedback based on the quiz results, which the teacher then uses to help your child set targets and direct ongoing reading practice. AR will not take the place of Guided Reading. Specific skills for decoding and comprehension will be taught by your child’s class teacher, but AR will help to ensure that the children’s independent reading practice is appropriate and effective.
Children using AR have a free choice of the books they read (within their given range), rather than having one assigned to them. This makes reading a much more enjoyable experience as they feel in control and can choose books that are interesting to them. Teachers and teaching assistants will be on hand to help your child choose books that are at an appropriate reading level. These will be challenging without being frustrating and will also be at a level at which your child can pass the quiz and experience success.
If your child is struggling with the quiz, the teacher may assist him/her by:
- Helping choose another book that is more appropriate
- Asking more probing questions as your child reads and before he/she takes a quiz
- Pairing your child with another pupil or even having the book read to your child.
In most cases, children really enjoy taking the quizzes. Since they are reading books at their own reading and interest levels, they are likely to be successful.
How long will my child read during the school day?
According to research, children who read at least 20 minutes a day with a 90% comprehension rate (average percentage correct) on AR quizzes see the greatest gains. Therefore, your child will have at least 20 minutes set aside for reading and quizzing during each school day.
How can I help my child become a better reader?
As with anything, performance improves with practice. Encourage your child to read at home. Create a culture of reading in your household by reading with your child, starting a home library, visiting your local library or bookshop on a regular basis, letting your child see you reading and discussing books that each of you have read. When reading with your child, stop and ask questions to be sure your child is comprehending what is read. Reading with your child, no matter what the child’s age, is an important part of developing a good reader.
We have provided detailed subject overviews of the Sunnybrow Curriculum for children in Years 1 to 6. including Maths, English, Science and other subjects.
You can download our long term plans for each year group. There are 2 plans for each class. This is because we have mixed age classes and it is not appropriate to teach the same curriculum for 2 years in a row. By having a Cycle A and a Cycle B long term plan we can ensure full coverage of the curriculum and guarantee that children will not repeat lessons or topics from one year to the next.
Long Term Planning foundation subjects EYFS
Long Term Plan for Y1 and 2 Cycle A
Long Term Plan for Y1 and 2 Cycle B
Long Term Plan for Y3 and 4 Cycle A
Long Term Plan for Y3 and 4 Cycle B
Long Term Plan for Y5 and 6 Cycle A
Long Term Plan for Y5 and 6 Cycle B
Should you wish to know more about our curriculum, please contact the school office and we will be happy to help.
Special Educational Needs and Disabilities (SEND)
If you have any questions about your SEND requirements please contact the school and we will try our best to help you.