Curriculum and Assessment

Curriculum

Introduction

The school curriculum is built upon a model produced collaboratively by schools within The Oak Partnership Trust.

The Oak Partnership Curriculum will promote learning through:

the planned classroom curriculum
school culture and ethos
the wider school day (break time, lunchtime, collective worship, before and after school)
relationships and expectations
the hidden curriculum*

*We use the term hidden curriculum to describe the non-academic learning promoted by schools, through the attitudes, values and culture of the school, the physical environment of the school, the social environment of the school, the unconscious and unintended teaching that occurs in the classroom.

Our Curriculum Model

The key reasons underpinning the design of our Curriculum Domains model are:

to address the marginalisation of some areas such as arts, PSHE and humanities.
to ensure that the focus on spoken language and oracy is strengthened.
to build on learning in the Early Years Foundation Curriculum.
to move curriculum planning away from subject timetabling and encourage thinking about which aspects might be taught separately and which combined.
to include nationally determined progressions from the National Curriculum but provide space for locally determined needs to be addressed within these progressions.
to promote flexible implementation and creativity in each school.
to support teachers to guard against curriculum overload.
to uphold and strengthen the interconnectivity between curriculum areas.

If you wish to find out more information about our school's curriculum, please contact your child's class teacher via the school office. Additionally, the full curriculum can be downloaded (at the bottom of this page) and information on the curriculum focus for the term can be found on the class pages. Domain Leads are also happy to help if you would like particular information on an individual subject.

Communication, Language and Literacy: Miss Stacy (writing, oracy) and Mrs Turnbull (reading)
Mathematics: Mr Pegg
Science and Technology (science, design technology and e-safety): Miss Shaw
Place and Time (Geography and History): Mrs Keene
Art and Creativity (art, drama, music): Miss Waygood
PSHE: Miss Waygood
Physical Development: Mr Pegg
Faith and Belief (R.E.): Miss Stacy

SEND

At Ruishton Church of England School, all teachers are responsible for providing an inclusive curriculum that is adapted for those with Special Educational Needs or Disabilities (SEND). We have high expectations for all pupils and are committed to ensuring our curriculum complies with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014.

Our inclusion statement emphasises the importance of providing an inclusive learning environment for all pupils including those with SEND. Additional information on this can be found in our Special Educational Needs Information Report and Equalities Policy

Phonics Scheme

Ruishton Primary School use the Read, Write, Inc scheme for all pupils in Reception to Year 2. Pupils access the scheme daily and our taught by our highly skilled Reading Teachers team. Year 3 pupils will also remain on the programme if they have not achieved the expected standard.

Pupils in Years 4 - 6 are taught through the RWI Fast Track and Fresh Start intervention programmes, where necessary.

More information on Read, Write, Inc can be found here:

RWI

Right to Withdraw from Religious Education (RE)

At Ruishton Church of England Primary School, Religious Education (RE) forms an important part of our broad and balanced curriculum and reflects the school's Christian vision and values. However, parents/carers have the legal right to withdraw their child, either wholly or partly, from RE lessons.

Parents wishing to exercise this right should contact the Headteacher in writing to discuss their request. The school will make suitable alternative arrangements for supervised activities during RE lessons, although alternative teaching will not normally be provided.

For further information about the RE curriculum or the right to withdraw, please contact the school office.

Please note: Parents do not have the right to withdraw their child from other areas of the curriculum where religious themes may arise incidentally, such as English, history or collective discussions.

Relationships, Health and Sex Education (RHSE)

At Ruishton Church of England Primary School, Relationships, Health and Sex Education (RHSE) is taught as part of our wider Personal Development curriculum and supports pupils to develop the knowledge, skills and values they need to lead safe, healthy and positive lives. RHSE is delivered in an age-appropriate way and reflects statutory guidance, our Christian values and the needs of our pupils.

Parents have the right to request that their child be withdrawn from some or all of the sex education elements taught beyond the statutory National Curriculum for Science. Requests should be made in writing to the Headteacher, who will discuss the request and the arrangements that will be put in place.

Parents cannot withdraw their child from:

Relationships Education in primary schools.
Health Education.
The statutory Science curriculum.

Further information can be found in our PHSE Policy, available on the school website or from the school office.

Assessment

Ruishton Church of England Primary School endeavours to ensure that all children make better than expected progress from their individual starting points. Formative and summative assessments are essential for supporting teachers to identify the knowledge and skills learnt and retained by children and to identify gaps and next steps in learning. Our Assessment Policy outlines our approach to summative assessment of learning and should be read in conjunction with our Feedback and Marking Policy and the Intervention Policy (available upon request).

Types of Assessment:

National Assessments:

Primary school pupils in England take part in the:

Reception Baseline Assessment: within the first 6 weeks of entering Reception
Early Years Foundation Stage Profile Assessment: between April and June of the academic year in which they turn 5
Phonics Screening Check: in June of Year 1
Key Stage 1 tests: optional, at the school’s discretion, at the end of Year 2
Multiplication Tables Check: in June of Year 4
Key Stage 2 tests (SATS): in May of Year 6

For government guidance, please follow the link below:

National Curriculum Assessments: information for parents and carers

School Assessments:

NFER Standardised Assessments – Pupils in Years 1-6 complete termly NFER assessments in reading, grammar, punctuation, spelling and mathematics to benchmark attainment, identify learning gaps, support teacher assessment judgements and inform next steps for teaching and intervention.
Writing Assessment – Writing is assessed against The Oak Partnership Trust curriculum using evidence from independent written work throughout the year, with outcomes moderated internally and externally where appropriate to ensure accurate and consistent judgements.
Salford Reading Age Test – Pupils complete an annual standardised reading age assessment to identify reading attainment, inform literacy support and monitor the impact of intervention for those not yet meeting age-related expectations.
Statutory Spelling Words Assessment – Pupils are assessed at the beginning and end of each half-term on statutory spellings through the Pathways to Spell programme, enabling teachers to track progress, identify gaps and plan targeted next steps in spelling development.