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Curriculum

''The lessons are fun and very helpful. I learn a lot here''  - Year 6 Pupil

National Curriculum Expectations and Outcomes 

English, Maths and PE are taught daily.  We deliver the full National Curriculum through holistic and creative teaching styles using the International Primary Curriculum (IPC).  ICT is integrated across all subjects and Computing, Science and R.E. are taught discreetly.  Work given is age appropriate and personalised to meet pupil’s needs. Progress is closely monitored and meetings are held regularly to plan for future achievement. At Hawkswood Primary, we ensure that we support and continually produce robust and sustainable methods to aid and consolidate pupils learning, providing every pupil with the opportunities to develop and secure deep, embedded learning. 

For parents, carers and our local community to find out more, follow the link below;

https://www.gov.uk/government/collections/national-curriculum

Throughout the last term, we have continued to develop our curriculum offer to remain relevant and bespoke to our current cohorts individual needs. This includes delivering interventions such as Read, Write, Inc. and Precision Teaching across the school.  These are intensive literacy programme based upon daily teaching of synthetic phonics.  Each child is assessed upon entry and then allocated to a group, if required, according to previous phonic knowledge/confidence. For this academic year we will be introducing a new intervention for Maths. 

For parents, carers and our local community to find out more, follow the link below;

https://ruthmiskin.com/en/

Our curriculum has been designed to be a progression model which builds on pupils skills and understanding which influences their decision making. Teachers ensure that they recall previous learning at the start of every lesson as this helps to secure their knowledge and understanding which gives them the opportunities to build and develop new skills. 

All pupils have Individual Education Plans (IEPs). These plans identify the pupils' needs based on their performance. Targets are set through discussion with the pupil, mainstream school (where appropriate), parents and carers.

We are continually revising our curriculum to meet the current need. Our most recent development is around incorporating the 8 Gatsby Bench Marks. From the 2nd of January 2018 onwards, a key requirement for schools is to ensure that there is an opportunity for a range of education and training providers to access pupils from year 8 to year 13, however we feel it is important to embed these principles from a much early age. 

Standardised Attainment Tests (SATS) are taken in year 6.

Please find the Curriculum Overviews for Key Stage 1 and Key Stage 2 for 2018 - 2019 attached below. 

If you would like to know more about our curriculum please make an appointment via the school office to meet with one of the following people;

Katie L'Aimable - Deputy Head and Key Stage 1 Lead

Leah Mwaniki - Deputy Head and Key Stage 2 Lead 

Hawkswood Nurture Group 

Hawkswood Primary has been successfully running an Early Years and Key Stage One Nurture Group Provision for the last 8 years. Our aim for the end of this academic year is to gain a Nurturing School Award.

The National Nurturing Schools Programme is a programme that allows staff to develop and embed a nurturing culture throughout their schools, enhancing teaching and learning, promoting healthy outcomes for children and young people, all by focusing on emotional needs and development as well as academic learning in a whole-school environment. For schools to gain recognition for achieving a higher level of nurturing provision there is The National Nurturing School Award – assessed and awarded by the Nurture Group Network. The programme is based on the six principles of nurture that have successfully underpinned Nurture Groups for over 40 years. 

Pupils benefit from the approach that supports them in their specific needs while delivering teaching and learning in a way that all can access. The pupil is at the heart of the school focus and their learning is understood developmentally.

Parents benefit from being involved and welcomed in the school, in seeing the improvement in the children’s learning, behaviour, confidence and attendance. A better outcome for their children both in and out of the school and classroom.

Teachers benefit from a renewed focus on their pupils and a culture change where every voice counts. A more balanced measure of outcomes for individual pupils ensues. 

Schools benefit from showing their commitment to developing an ethos and culture that is inclusive supports everyone in and associated with the school.

Communities benefit from having a school that wants to be at the heart of the community and demonstrates its central role in children and young people’s lives.

For more information on our Nurture Groups, please find useful downloadable materials below.

How do we measure progress? 

As many of our pupils enter the PRU below age expected expectations, we have a system that tracks progress and allows us to see even the smallest amounts of progress. We are then able to celebrate each pupil’s individual mile stones.

When joining the PRU, every pupil will undergo a baseline assessment. This is how we gain a clearer picture of each pupils starting point, which in turn, aids us in creating a purposeful, differentiated and sustainable learning program for each child. 

We formally assess all of our Pupils half termly, however teacher assessments are continuous throughout the year. We understand that testing and assessment can be quite stressful for many of our pupils and ensure our assessment weeks are met with a balance of nurturing and academic focuses. The pupils are then benchmarked against the national standards and expectations. We aim for each and every one of our pupils to make sustained progress throughout their time with us.

Achievement at Hawkswood Primary is holistic and dynamic. We not only track each pupils progress academically, but also socially and emotionally using the GL PASS (Pupil Attitudes to Self and School) surveys.

The success of young people’s educational experience is heavily determined by the attitudes that they bring to their learning, their sense of aspiration and the feelings they have about their place in the broader social context of the school. This is why we use PASS Surveys to measure and collate data on each pupils' social and emotional wellbeing. PASS is a diagnostic, powerful, multi-factorial measure of student’s attitudes to school, learning and success. Its robust nature enables the data it yields to be used as a means of establishing baselines and to support effective planning, implementation and evaluation of interventions at individual, group and whole school levels.

We have found that by using PASS as a form of assessment:

  • It Informs teaching and learning strategies and intervention programmes to help raise standards of attainment and student well-being;
  • Establishes are students’ perceptions of their school and learning experience;
  • We can respond to and improvement needs as identified by the students;
  • Support emotionally vulnerable young people and those with possible mental health issues, to ensure those most at risk do not slip through the net;
  • The benefits of PASS are extensive. In particular, it helps our school and professionals to support staff and senior leaders to challenge their own assumptions about the school and its students;
  • Address challenging behaviour
  • PASS can provide information for the school’s self-evaluation, as a consultation with its students
  • Address attendance issues through the identification of underlying factors as well identifying those most risk at of becoming alienated
  • Provide an objective means for joint collaborative problem-solving, working with parents, carers and extended families, external agencies and other professionals supporting young people.

For the latest data from our whole school PASS findings, please find the document available to download at the foot of this page.