IMPLEMENTATION

• Each curriculum subject has a progressive long term skills and knowledge maps which ensures coverage and layering of knowledge overtime written by the subject leader specifically to reflect our schools context 

• Subject leaders have clear roles and responsibilities which include monitoring to ensure progression and coverage of skills and knowledge across the Key Stages.  

• Subject leaders are appropriately supported and are given time and help to develop their own skills.  

• Key concepts are presented clearly so that they are embedded in the long term memory and over- learning is prevalent, this is also monitored by subject leaders 

• Pre- knowledge and skills are retrieved through starting point assessments and built upon during the learning journey.  End point assessments are used to assess knowledge at the end of each topic.

• Subject leaders produce an annual review and action plan in July and this feeds directly into the School Improvement Plan.

• Reading is sequential, developing pupils’ fluency and enjoyment of reading. It is promoted in all subjects.

• We have specialist teachers in art, music, Spanish and PE which ensure excellent learning in these subjects 

• We have a recently reviewed RSE and use ‘Live Life to the Full’ as our main scheme of work (Catholic resource by Ten:Ten)  This has been incorporated into our PSHE curriculum  

• The curriculum is effectively enhanced with a wide range of extra-curricular activities that reflect the needs of the pupils with clubs such as Karate, Lego Therapy, Sign Language etc.

• All curriculum subjects include memorable experiences and help to add knowledge to long term memory  These include Residential, trips to the theatre, musical and sporting experiences etc. 

• Senior Leadership Team/Governors oversee the implementation of the curriculum; most subjects have link governors who review the work of the subject leader 

IMPACT

We use rigorous triangulated monitoring throughout the year to gage the impact of our curriculum design. Alongside senior leaders, middle leaders and core subject leaders, we monitor individual subjects: reviewing learning, evaluating pupil voice, providing individual feedback to move practice forward, celebrating positives and highlighting areas of development. This is identified through half-termly monitoring schedules on key priorities throughout the year.

Our whole school team strengthen our ethos and vision as we work together to reflect upon our curriculum and share outcomes driving forward next steps. 

We are mindful of the coverage within the curriculum but the learning is measured through careful analysis of the application of skills across the curriculum; showing how acquisition of knowledge is enhanced dramatically by expectations to evidence quality thinking and demonstrate individual understanding. 

The impact of our curriculum is seen in:

• High standards and High expectations
• Progress which build incrementally year-on-year at a pace and momentum appropriate to the learner.
• Quality first-hand experiences which are memorable, worthwhile and challenging.
• Teaching which is rigorous, personalised, innovative and learning-centred.
• Learners that are resilient, questioning, resourceful and independent.
• Self-aware learners, with well-formed characters, who have a thirst for learning and see it as a route to maximising their life’s chances.
• Individuals who value and respect one another and demonstrate our mission in action.

The curriculum is regularly reviewed, developed, monitored and evaluated by the Executive Headteacher, Head of School , School Leadership and Management Team, external advisers and governors, leading to improvements and innovation.

Assessment is both formative and summative and progress and attainment are regularly tracked throughout the year.

The curriculum is lively and interesting. Pupils enjoy the wide range of topics they study.’ Ofsted July 2018

‘The curriculum is broad and balanced. Pupils say they enjoy learning through topics such as

‘The Egyptians’ and ‘What a Wonderful World’. Pupils particularly enjoy the homework that is linked to this work. Cross-curricular links are evident in pupils’ books and on displays around the school, for example pupils’ mathematical skills being applied in geography and science lessons.’  Ofsted July 2018

‘Art and music are strengths of the school.’ Ofsted July 2018

‘We have nice trips’ Year 2 Keele Survey 2018 – 2019

‘We have a very good-teaching teacher and teaching assistant, they help us all the times.’ Year 5 Pupil Keele Survey 2018-2019 

‘The quality of teaching is good. Teachers have a strong understanding of the needs of their pupils and how to help them succeed.’ Ofsted July 2018

95% of St Paul’s pupils believe we are a good school with 89% liking school.  99% of pupils say that they usually work as hard as they can at school with 94% believing that the work they do in school is very important to them.

Assessing our children’s learning within the curriculum

Day to day assessment is used to inform planning so that all learning is challenging for all pupils.  Adults are engaged in an ‘on-going- assessment’ throughout the lessons and will intervene whenever children need redirecting, challenge or support with misconceptions, either as an individual or as a group.   It has been recognised that verbal feedback is a vital tool in raising achievement.  Marking at the point of learning involves giving effective verbal feedback.  A discussion should be accompanied with the ‘VF’ marking code in the pupil’s book with an accompanying note to serve as a permanent record for the pupil and adult about the discussion.   (Feedback Policy 2019)

The evidence in the pupils’ books, the quality of teaching and discussions with pupils all combine to show that attainment and progress in RE are good, with some elements of very secure practice observed on the day of the validation. -  RE Validation 2019

‘Assessment systems are well established and are carefully used to track the pupils’ progress. Teachers are held to account for the progress of pupils who are at risk of falling behind. Teaching is adjusted, and targeted support put in place to support these pupils as appropriate.’  Ofsted July 2018