Learning at Little Eaton
At Little Eaton, our curriculum aims to:
• help children build positive relationships with themselves, with others and with society
• recognise, and build upon, children’s prior learning
• provide purposeful, first hand learning experiences
• allow the children to develop interpersonal skills and positive behaviours for learning
• build resilience so that children can become independent learners
• foster creativity and individuality
• link learning in school with the major issues of our time, locally and globally
• be ambitious and optimistic for our children’s futures
We believe that for children to thrive in school, they need:
- to be articulate, literate and numerate
- good general knowledge
- positive relationships with other children and adults
- to participate in school and community life
We recognise that every child is a unique individual. We celebrate and welcome differences within our school community. We are concerned that barriers to learning are identified and addressed, particularly for disadvantaged children and those with SEND.
Learning is underpinned by the teaching of basic skills, knowledge, concepts and values.
We promote positive attitudes which reflect the values and skills needed to take responsibility for learning and future success.
The content of our curriculum is based around the early years outcomes, national curriculum, relationships and religious education curricula, outdoor learning, enhancement opportunities supporting teaching and learning and activities reflecting our local context. Community involvement is an important part of our curriculum enabling children to participate in events during the year.
We regularly provide enhancement opportunities to engage and enrich learning and believe that childhood should be a happy, investigative and enquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge.
We recognise that children’s learning is enhanced by having many different experiences. We offer children a range of educational visits which are used to motivate children and encourage engagement with learning. Visitors to school give the children another perspective on values, attitudes, learning and understanding. These include charities, people from different professions and the community.
Children have a wide range of opportunities to learn more widely, with after-school activities, residential visits, instrumental lessons and access to community events and facilities.
Find out more about our curriculum here:
Subject Specific Information
The teaching of English is structured from the National Curriculum and we use a wide range of materials to enhance the delivery of quality first teaching. We also adopt a cross-curricular approach to literacy, which means that opportunities are taken to make meaningful links with other curriculum areas. For example, this could be writing a set of instructions in Design Technology, or writing a diary entry or letter from a particular character in History. Pupils in Foundation and KS1 are taught phonics, using the Letters and Sounds framework and their attainment and progress is monitored on a tracking grid. Children’s progress in literacy is monitored through termly Pupil Progress Meetings. Subject Leader Mrs. Gardiner.
The teaching of Maths is structured from the National Curriculum. A range of additional resources, including online resources, are provided to enhance mathematical learning. Significant investment has been made to ensure a plentiful supply of practical equipment to support children’s mathematical learning is available. Children’s progress in numeracy is monitored through termly Pupil Progress Meetings. Subject Leader Miss Theobald.
The teaching of Science has been planned to ensure that the relevant scientific skills for each year group are taught through a series of topics. Scientific Enquiry is a particularly important element, which is taught throughout the school each term. During Year 6, all areas are revised to ensure that pupils are familiar with each topic in preparation for end of Key Stage Assessments. Subject Leader Mr. Thomasson.
Information Communication Technology (ICT) teaching is structured from the Knowsley Framework for ICT, which ensures a progression of skills as children move through the primary phase. An emphasis is always places upon the meaningful and contextualised application of the children’s skills. Subject Leader Mrs. Waller.
Religious Education is provided by following the Derbyshire Agreed Syllabus. Through the use of the Syllabus we use RE to enable our pupils to gain insights and knowledge to equip them as responsible members in our society. The Syllabus we follow encourages pupils to discover more about religion and world views on a range of topics. They are encouraged to express ideas and insights into key questions which face all human beings as we travel through life. Subject Leader Miss Theobald.
The three fold aims of RE in Derbyshire will ensure that our pupils:
- know and understand a range of religions and world views which will allow them to recognise diversity which exists in our society.
- can express ideas and insights about the nature, significance and the impact of religions and world views as they develop their own personal views on a range of issues
- develop and use skills which will assist them to engage seriously with religions and world views
By following the Agreed Syllabus, RE will contribute to a whole range of school priorities. Their study will promote spiritual, cultural, social and moral development, as well as enabling them to consider British Values such as tolerance and respect for other who hold different world views.
If you would like to know more about the Derbyshire Agreed Syllabus a copy is available for you to read in the school.
An emphasis is given to making work meaningful and adopting a cross-curricular approach wherever possible. In addition to this, children may be taken on visits to see other places of worship and visiting groups and workshops help provide first-hand learning experiences.
Our Foundation Stage is directed by the guidance provided in the EYFS documentation. From 2019, this involves 7 key areas, against which all children are measured on entry – and then throughout Foundation Stage 2. Subject Leader Mrs. Simmons.
Foundation Subjects are delivered by following a four-year rolling programme. Curriculum design is such that a broad range of topics is provided, upon which a range of skills, knowledge and concepts are developed in order to make learning meaningful.
History – Mrs. Dilleigh
Geography – Mrs. Dilleigh
Art & Design – Miss Treddenick
Design and Technology – Miss Treddenick
Physical Education – Miss Theobald
Modern Foreign Languages – Mr. Schumann
Music – Mrs. Dilleigh
Personal, Social and Health Education (PSHE) is delivered mainly through assemblies and themed weeks, but is also an ongoing theme throughout many lessons, in much the same way that Social, Moral, Spiritual and Cultural dimensions are regularly explored. Subject Leader Mrs. Waller.
Sex and Relationships Education (SRE) is delivered in accordance with our SRE policy (we are currently updating our policy in accordance with the new statutory guidelines).
Substance Misuse Education is taught mainly through the Drug Abuse Resistance Education training, known as D.A.R.E. This is undertaken during Year 6, usually during the summer term.
Curriculum Enrichment is provided by running a wide range of educational visits and experiences. We regularly take groups of children on educational visits and we equally value the many opportunities we have to welcome visitors into our school.
Collective Worship is carried out every day. Subject Leader Mrs. Gardiner.
Through all of this, we aim to provide the children with motivating experiences, through which they will fulfil their potential and be given memories to last a lifetime.
In EYFS & Key Stage 1 we use the Letters and Sounds scheme of work.
In school we use a book band scheme to ensure that children are reading appropriate texts.