At Hollinswood Primary School we believe that children learn best in an ordered and caring environment, where learning is challenging and fun.
We aim to;
As well as following the EYFS curriculum and the National Curriculum, the curriculum we offer is enriched throughout theyear by providing a range of extra-curricular experiences that build on our day to day learning. These include termly visits, weekly Forest School sessions, Arthog residential trips, Eco Committee, visitors to school and the School Council.
If you would like to see our schemes of work and long term plans, click here.
At Hollinswood Primary School, we follow the Letters and Sounds phonics programme. Children are taught at a stage appropriate to them and this allows them to understand how the sound of each letter (phoneme) links to the way in which that letter is written (grapheme).
In the Foundation stage (Nursery and Reception) and Key Stage One, all pupils take part in a daily phonics session, building on and extending their knowledge. They are taught to blend words together and read/ spell tricky words - which are the ones we cannot sound out. Foundation Stage teachers also use the jolly phonic actions when introducing a new phoneme. Children are tracked carefully through the phases to ensure they are making good progress. At Key Stage 2 children have a daily spelling and grammar session.
More about Letters and Sounds here.
The link to the video below can be used to help with the the way we articulate each phoneme (letter sound).
At Hollinswood Primary School we recognise the importance of children learning to read using decodable texts. Children are provided with reading books that are matched to their current phonics level. This allows them to practise and apply their developing phonic knowledge. We have a range of phonically decodable books from a variety of publishers including: Oxford Reading tree, Rigby Star and Pearson Bug Club. These books follow the phonics scheme that we use to reinforce the learning through Guided reading.
Across the school Guided Reading takes place daily. Teachers plan and deliver sessions which focus on key questions to challenge their ideas about a text and develop their abilities to deduce, infer and predict what may happen next.
Parents are encouraged to support their child become a fluent reader in a range of ways;
In line with the National Curriculum, at Hollinswood Primary School we aim for our pupils to:
Since the revised National Curriculum became statutory in September 2014, schools are no longer required to use National Curriculum levels and may choose a method of pupil assessment which suits their setting and demographic. Levels were removed from widespread use as teaching became a vehicle fr getting children ‘across the next threshold’ as opposed to ensuring their knowledge and understanding were sufficiently deep enough.
At Hollinswood Primary School, in Key Stage One and Key Stage Two assessment grids for Reading, Writing and Maths are used by the class teacher to determine whether a pupil is beginning to, working towards, working at the expected standard or working at greater depth. Through day to day assessments, assessment grids at the front of books are highlighted and dated when a class teacher is confident that a pupil is able to demonstrate that they meet the criteria. A ‘Best Fit’ approach is then used to decide where a pupil is working. However a pupil must meet all of the ‘expected standard’ criteria in order to be working at this standard.
Assessments are recorded half-termly and analysed by the team leaders termly. Intervention is in place for pupils who are not on track to achieve the expected standard.
For further information please see the Assessment policy
We recognise the value and importance of assembly times in order to develop the school’s sense of community, empathy and togetherness. As well as providing time to gather, reflect, share and create together as a school, assembly times are used to celebrate the achievements of our pupils and wider school community.
At Hollinswood Primary School and Nursery, we teach ‘Personal, Social and Health Education’ and ‘Relationship and Sex Education’ as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity. The development of character and confidence is integral to a successful education.
We follow a PSHE programme called Jigsaw. This programme offers us a comprehensive, carefully thought-through scheme of work which brings consistency and progression to our children’s learning in this vital curriculum area. Jigsaw develops thinking skills, emotional intelligence, problem solving and life skills through 6 ‘puzzle pieces’ that encompass self-esteem, self-awareness, managing feelings, empathy, motivation and goal setting.
This also supports the ‘Personal Development’ and ‘Behaviour and Attitude’ aspects required under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children.
At Hollinswood Primary School, we encourage our children to learn from religion, as well as about it. We aim to help children achieve a knowledge and understanding of religious experiences, insights, beliefs and practices. We hope this enables our children to deepen or realise their own beliefs, and respect the freedom of other people to hold beliefs different from their own. We teach Religious Education in accordance with the requirement of the Agreed Syllabus for Religious Education (Telford and Wrekin SACRE RE Scheme of Work).
This requires us to:
The teaching of R.E. should be a minimum of 5% of the weekly timetable. Each weekly session should last approximately 50 minutes to an hour. Collective worship is separate to the classroom teaching of R.E.
We carry out collective worship daily; either in our class bases, in class assemblies or in whole school assemblies.
The Computing Curriculum is split into three strands:
Computer Science - which covers coding, programming and learning about how digital systems work
Information Technology - where we teach children to create programs, systems and a range of content using programs like Word, Publisher, Purple Mash.
Digital Literacy - children learn how to develop their ideas using ICT so they are able to participate in our digital world. This strand also includes online safety.
Children use a range of hardware - laptops, pcs, iPads, robots and software - Microsoft programs, websites such as Purple Mash and Espresso to support their learning. Your child should bring home their Purple Mash password at the start of the school year. If not, ask your child's class teacher, as using Purple Mash at home supports their learning of Computing.