School Improvement Plan 2020-21
We are continually aiming to achieve the best outcomes for the pupils in our school. Our School Improvement Plan (SIP) outlines the key areas for the following year to raise standards across the school. Our 2020-21 SIP objectives are:
1a) To improve the quality of teaching, learning and assessment in phonics and spelling in order to impact on pupil outcomes.
1b) To improve the quality of teaching, learning and assessment in grammar, punctuation and spelling in order to impact on pupil outcomes.
2) To further improve the impact of leaders at all levels.
3) To improve the quality of teaching and learning in computing.
4) To ensure that the curriculum is adapted to developed to meet the needs of SEND pupils so that they make good progress and are prepared for the next stage of education.
Autumn Term Curriculum Overviews
Spring Term Curriculum Overviews
Summer Term Curriculum Overviews
Below you can find copies of our long-term planning, which is used to ensure full coverage of the curriculum and informs our medium term plans for each term.
|Art Themes by Year Group.docx||Download|
|Computing Themes by Year Group.docx||Download|
|Design and Technology Themes by Year Group 2020-21.docx||Download|
|French Curriculum Themes by Year Group.docx||Download|
|Geography Themes by Year Group 2019-20.docx||Download|
|History Themes by Year Group.docx||Download|
|Music Curriculum themes.docx||Download|
|PE Themes by Year Group.docx||Download|
|PSHE Themes by Year Group.docx||Download|
|RE Themes by Year group Long Term Plan.docx||Download|
At Bedale Church of England Primary School we believe that every child should be a fluent reader by the end of year 2. As a result, we place great emphasis on the importance of phonics across the whole school. Phonics is delivered using an interactive approach, following the Government scheme Letters and Sounds. This continues until the children become fluent readers.
As a school we promote a love of reading each and every day.
We encourage reading for pleasure and the children enjoy a wide variety of books from a range of genre. Each day the children are involved in reading activities as part of their daily class work and Guided Reading work (Big Cat Phonics for Letters and Sounds); this initially allows them to develop early reading skills and then moves onto developing a deeper understanding of a text. All children take home a book matched to their ability. This initially, is the Rising Stars Reading Planet scheme until they become fluent readers.
Throughout the year the children use the school library and take part in numerous reading events such as Author visits, World Book Day and North Yorkshire Libraries Reading Challenges to name but a few.
Once per half-term, a group of children are taken to the White Rose Book Shop in Thirsk to have a really special afternoon. The manager talks to them about the wide selection of interesting books which are available. Then the children go to a cosy storytelling corner where she reads passages from some of the recently released books to fuel their interest. The children then spend time in the book shop looking at a range of wonderful stock and choose books for the school to purchase and take back with them. The book shop owners then treat the children to a nice cookie and drink in their downstairs café before heading back to school. Ben said, “I’ve been looking forward to this all week and it’s been fantastic.” It really is a lovely experience for the children!
If you feel you would still like further information about the curriculum, please contact you child's class teacher via the school office.
Mathematics is a tool for everyday life. Our school believes that every child is entitled to a high-quality mathematics education allowing mastery for all pupils and providing opportunities for children at greater depth.
We aim for children to have an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
It is our belief that our pupils should:
- become fluent in the fundamentals of mathematics, so that they:
- have a well-developed sense of number values
- know by heart key number facts, e.g. times-tables and related division facts, number bonds – in line with the latest programmes of study
- apply knowledge of the above to work out connected facts
- reason mathematically, so that they:
- are able to follow a line of enquiry
- provide generalisations and proof of findings around their investigations
- are able to justify their thinking, e.g. as to why a particularly calculation strategy is the most efficient
- solve problems by applying their understanding of mathematics, so that they:
- encounter a variety of problems
- are able to select specific maths skills and/or operations
- persevere with a line of enquiry, breaking down increasingly complex problems into a series of smaller steps
Teaching for Mastery Principles:
- Teaching is underpinned by a belief in the importance of mathematics and that the vast majority of children can succeed in learning mathematics in line with national expectations for the end of each key stage.
- The whole class is taught mathematics together, with no differentiation by acceleration to new content. The learning needs of individual pupils are addressed through careful small step scaffolding, skillful questioning and appropriate intervention is given in order to provide the necessary support and challenge.
- Factual knowledge (e.g. number bonds and timetables), procedural knowledge (e.g. formal written methods) and conceptual knowledge (e.g. place value) are taught in a fully integrated way and are all seen as important elements in the learning of mathematics.
- The reasoning behind mathematical processes is emphasised. Teacher/pupil interaction explores in detail how answers were obtained, why the method/strategy worked and what might be the most efficient method/strategy.
- Precise mathematical language in stem sentences is used by the teacher so mathematical ideas are conveyed with clarity and precision.
- Conceptual variation and procedural variation are used. These provide intelligent practice that embeds deep learning.
- Sufficient time is spent on key concepts to ensure learning is well developed and deeply embedded before moving on.