At Shobnall Primary School, our ethos and purpose is to provide a broad and balanced curriculum for our children, with high aspirations for all.
CURRICULAR GOALS AND AIMS
We believe in developing pupils’ understanding of British Values and celebrating our unique and diverse community.
We promote ambition, high aspirations and foster pupils’ capacity to see the possibilities within the world today.
We encourage our pupils to make the right choices in order to stay safe, healthy and happy.
At Shobnall Primary School, we strive to offer exciting and unique learning opportunities guided by our curriculum drivers of diversity, dreams and decisions. We encourage our pupils to make the best choices they can possibly make through the delivery of excellent teaching and learning that is not just about embedding the fundamental knowledge and skills of English and Maths in children, although this knowledge is essential in the world today. Our curriculum is one which nurtures and develops all talents through a rich and varied syllabus. We allow pupils to be original, imaginative, innovative and creative, and provide them with memorable experiences to positively impact on their wellbeing.
At Shobnall Primary School, we follow the Early Years Foundation Stage Curriculum and The National Curriculum. This drives the vision, aims and values of our school and serves the needs of all our community.
Our curriculum is: founded on knowledge; relevant and modern; accessible for all; and helps develop and support the vital knowledge and skills taught in English and Maths.
Our Early Years team ensure that the children’s learning is based on exploration and play, which is tailored to their needs and interests. The curriculum follows the statutory guidelines set out in the EYFS Curriculum and we ensure that early reading, writing, number and phonics is incorporated into their play, developing their fine and gross motor skills.
Staff plan topics, which have a real purpose. Our topics have a cross-curricular approach, therefore learning is linked and meaningful. Appropriate progression of knowledge is planned for and topic-based approaches ensure that appropriate semantic and procedural knowledge is acquired, embedded in pupils’ long-term memory and is relevant to age. Knowledge underpins and enables the application of skill. We strive for children to learn skills alongside knowledge, ensuring that both are explicitly developed.
Our Forest School provision places great importance on outdoor learning and enables the children to apply knowledge of collaboration and teamwork to the classroom and their everyday lives. This is complemented with the children reading a range of fiction, non-fiction and poetry around the theme too, as reading is given a high priority within our school. Maths is often taught discretely, however if there are links with the topic, it is incorporated alongside.
Sport, the Arts and extra-curricular activities are given priority within our school. Such opportunities enrich the children’s experiences, and enable our pupils to live the vision of being ‘Happy Children, Inspired Learners’. We offer a wide range of peripatetic opportunities to encourage children to learn an instrument and join our choir. P.E and healthy lifestyles are taught regularly and the children have many opportunities to compete in competitions at a local and national level in a variety of sports.
At Shobnall Primary School, we understand that SEND can be categorised in four main ways: cognition and learning, communication and interaction, social, emotional and mental health difficulties and sensory and/or physical needs. We recognise individual barriers to learning and teaching is adapted accordingly. A range of strategies are used to promote an inclusive approach for all pupils. For example, the use of visual or practical resources, adult support, pre-teaching key vocabulary, providing templates for scaffolds, spaced repetition to improve long-term memory etc. are several approaches derived from a checklist created by the school’s SENDCO.
We are passionate about developing the whole child, as reflected in our SMSC provision. Positive wellbeing and good mental and emotional health underpins all we do and we believe that this is a unique feature of our context. Our values permeate everything we do and prepare our children adequately for life in the 21st Century. We encourage our children to take responsibility for their own learning and actions, develop their thinking and questioning skills and reflect clearly between wants and needs.
None of this would be possible without our dedicated team of staff who we invest in heavily: time encouragement, support and professional development.
Please see our Curriculum Intent Statement for further information about the the intent, implementation and impact of our curriculum.
Please click on the relevant link to see the curriculum overview for that year group.
Due to the closure of schools for the majority of children during the global Covid-19 pandemic, it has been necessary to re-evaluate our approach to the provision on offer for our children when schools open fully in September 2020. This will ensure all children have the level of support that they will need to become ‘effective’ and ‘engaged’ learners who are able to access all that school has to offer. The approach we will take is formed from the theoretical perspective of the ‘recovery curriculum-think piece’, the principles of nurture that our school aims and values are based upon and the trauma recovery model of Louise Bomber. Please click on the link for further information about our recovery curriculum.