At Darrington CE Primary School, we provide a broad and balanced curriculum with a strong focus on the development of basic skills in preparation for lifelong learning. SEAL (Social Emotional Aspects of Learning) is central to our practice as we aim to create a happy, safe environment where children and adults can respect, value and care for each other. Our curriculum is enriched through themed weeks and events and the celebration of religious and other local global celebrations, in order to promote learning through exciting and memorable experience for our learners.
At Darrington CE Primary School, we endeavour to ensure our curriculum is:
- Broad: that it provides a wide range of knowledge, skills and experience.
- Balanced: to provide sufficient time to contribute effectively to learning.
- Relevant: that it directly relates to our children’s own experiences.
- Coherent: that elements link within and across the Curriculum to make learning experiences more meaningful.
- Progressive: that knowledge and skills are developed in a systematic and appropriate way so that what is taught builds upon what has gone before.
- Differentiated: what is taught is matched to aptitude, ability and achievement.
- Diverse: academic and creative talents are accounted for and planned for.
Children in the Foundation Stage are taught from National Guidance set out in the ‘Statutory Framework for the Early Years Foundation Stage’
Children in Key Stages 1 and 2 follow the National Curriculum Programmes of study for English, Maths, Science, Computing, PE and Music. For the foundation subjects of History, Geography, Art and Design and Design Technology, learning is linked into themes, which promote spiritual, moral, social and cultural (SMSC) development, enterprise skills, community cohesion and environmental understanding as well as opportunities for the cross-curricular application of English and Maths skills. We also teach French as a modern foreign language throughout KS2.
Phonics and Reading
In EYFS and KS1 phonics is taught following Letters and Sounds and Phonics Bug. In EYFS, ‘Jolly Phonics’ is also used to help children associate each letter sound with an action. As children progress into KS2, spelling continues to be taught using ‘Support for Spelling’ alongside spelling guidance from the new National Curriculum. Throughout school, children will be given spellings to learn at home on a weekly basis as part of their homework.
Guided reading is used throughout school to support children’s reading development. Children read in small groups at least once a week with the teacher, sharing and discussing texts to develop specific reading skills.
Bug Club and Oxford Reading Tree books are used to support reading throughout EYFS and KS1 as our core reading schemes. The Oxford Reading Tree Scheme, ‘Treetops’ continues into Key Stage 2.
Collective Worship/Religious Education
All children take part in a daily act of Collective Worship that is of a Christian nature. Collective worship promotes the school’s Christian Values. Provides an opportunity for worship as well as considering spiritual and moral issues and developing understanding and tolerance of other religions and beliefs.
Throughout school, Religious Education is taught via the Wakefield Agreed Syllabus, Religious Education takes place within the classroom to develop children’s knowledge, understanding and awareness of Christianity and of other religions.
Sex and Relationship Education
Sex and relationship education is provided through the Science and SMSC Curriculum. Issues that arise on an individual basis are handled with appropriate sensitivity. Questions that arise are answered honestly, according to the age and needs of the child, with parental involvement.
Throughout school, pupils have opportunities to play a range of instruments and to learn musical notation and composition. In addition, peripatetic teachers of stringed, brass, woodwind and percussion instruments visit the school and lessons in playing these instruments are available to children in KS2 at a cost to parents.
Sport provision throughout school is delivered by specialist coaches from Elite Coaching, who also provide continuing professional development activity for teachers. Great importance is placed upon the development of sporting skills. By participating in a range of activities and experiences, children are encouraged to acquire a sense of satisfaction, achievement and enjoyment whilst developing control and co-ordination across a range of sporting skills. They also develop an ability to work safely, using a wide variety of apparatus.
Children take part in indoor and outdoor sports activities. They develop specific skills appropriate to a variety of activities, including games, dance, gymnastics, athletics and swimming. After-school clubs also allow children to further develop their sporting skills. Children compete against other local schools in tournaments, galas and other events.
After school activities are designed to match the interests and aptitude of all pupils. The school offers a range of extra-curricular activities, including:
- Cookery Club
- Reading Club
- Computer Animation
After-school clubs are run both voluntarily by school staff and by specialist organisations. Costs vary for each club – specific information is available from the school office.
End of Key Stage national Statutory Assessment Tasks (SATs) are administered to pupils in Years 2 and 6 as required by the Department for Children, Schools and Families (DCSF). In addition, ongoing teacher assessment occurs throughout the School. The purpose of all assessment is to track progress and ensure that planning and teaching is appropriately differentiated to meet the individual needs of pupils. For further information about assessment, view our 'assessment' page.
Special Educational Needs
Children learn in different ways and at different rates and sometimes when a child has a learning or behavioural difficulty, extra support may be necessary. Support programmes are flexible according to need and Mrs L. Ranby, Headteacher and special Educational Needs Co-ordinator (SENCo), is responsible for ensuring that provision is made in line with the Department of Health and Department for education ‘Special Educational Needs and Disability, code of Practice 2014’.
Children with special educational needs and disabilities are included in daily activities alongside their peers are given equal access to the National Curriculum through the differentiation of learning objectives and success criteria. Parents of children with special educational needs are involved in formulating a Supporting Me to Learn Plan (SMLP) for their child.
The More Able
Children who demonstrate academic or creative skills or talents in any curriculum area are also identified for personalised provision. Differentiated objectives ensure that these children are given an appropriate level of challenge in the core curriculum subjects, whilst specialist teaching in the non-core curriculum subjects and extra-curriculum activities is designed to support, nurture and celebrate special skills and talents.
At Darrington CE Primary School we pride ourselves on the nature of our home-school liaison. We operate an ‘open door’ policy and warmly encourage parents to contact school regarding any matter relating to the education or welfare of their child. We endeavour to answer queries, offer advice and resolve any difficulties as quickly as possible. If longer appointments are required it is appropriate to contact school prior to your visit in order to ensure that staff can be made available to see you.
Parental support and involvement is welcomed throughout the school year in the form of:
- Helping in the classroom
- Attending school concerts and events including our weekly ‘Celebration Assembly’
- Supporting fundraising activities
- Offering a special skill or sharing experiences with children
- Accompanying classes on visits out of school
Formal parent-teacher consultations are held around October and March and annual pupil reports are given to parents in July. Appointments can also be arranged at other mutually agreeable times.
Helping Your Child At Home
The most valuable resource that you can give your child is time. Spending time together talking, playing, reading or writing with your child not only shows them the importance that you place on these activities, but can also reinforce the efforts of school. Our school homework policy places shared responsibility on parents, children and teachers.
Please support your child with homework and ensure they return it to school. Homework prepares or reinforces teaching in lessons through the use of ‘learning logs’, For more information about homework, view our ‘Homework’ page.