On a tour of Kingham you will discover a happy, thriving school alive with learning. Students are given an excellent grounding in core skills interwoven into an exciting, thematic curriculum. Learning is at the centre of all that we do.
Our vision is of a truly exceptional education for our next generation. We aim to provide our children with an inspirational, engaging, ambitious and relevant curriculum that equips them for today and tomorrow.
We try to ensure that our school is at the heart of the community, where all stakeholders feel good when they walk through the door and where everything is done in the best interests of every individual child.
At Kingham, we endeavour to provide magical experiences, friendships and lifelong memories. We believe that teaching and learning should be exceptional with teachers knowing their students well and challenging all students, whatever their starting point.
Our thematic curriculum utilises cross-curricular links wherever possible under a broad theme to ensure that the learning is exciting, has a clear context and embodies what we know about cognition and memory. Our curriculum rigorously focuses on the essential skills of English, Maths and Digital Literacy, while aiming to develop a love of learning and nurture any, and all talents, including music, sport and the arts. A wide range of cultural experiences (including, music performances, theatre, museum and gallery visits, places of worship and the Houses of Parliament) are woven into our curriculum to enrich and enhance learning experiences and to help ‘engender an appreciation of human creativity and achievement’.
Through our curriculum we seek to teach how and why (as well as what) and through our Kingham Learning Skills and our Values-based approach, students develop a range of thinking and life skills as well as a strong moral compass, and an appreciation of diversity. Our intention is to cultivate great communicators and critical thinkers who can independently question and analyse information they receive, articulate their thoughts confidently and provide a school where students are responsible and confident with a desire to make a difference globally and locally. A school which develops collaborative, enterprising learners who are creative and well-placed to enjoy future success in education, the workplace and life.
Blessed with beautiful grounds and an extensive forest our active, outdoor curriculum develops an interest in the great outdoors and a respect for and appreciation of the natural world.
Our curriculum overviews show the learning units undertaken each term from Early Years (Nursery) through to Year 6. The units are specifically designed to ensure there is a clear progression in knowledge, content and skills learning across the school, based on the National Curriculum. We are in the process of creating comprehensive, long-term and medium-term plans and through our monitoring and evaluating cycle we see the impact the curriculum is having on pupils.
Our learning environment and our curriculum outcomes provide an opportunity for children to showcase their learning with parents and other groups.
Our Personal Social, Health and Citizenship Education (PSHCE) aims to provide students with the skills, knowledge, attitudes and values they need to lead confident, healthy and independent lives. It helps them to understand how they are developing personally and socially and addresses some of the issues that are part of growing up. Through PSHCE, we teach students about how to have healthy and successful relationships with friends and family and how to look after themselves and others.
All schools are required to teach Religious Education. The school follows the Oxfordshire Agreed Syllabus for Religious Education and children learn about and from the six major world religions for an hour each week.
The school offers specialist Music tuition each week from external specialist teachers as a part of the normal school timetable.
Schools are also required to promote Spiritual, Moral, Social and Cultural development. This includes promoting the British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.
Kingham provides a Values-based curriculum. This means that we promote and teach a set of values to our pupils that will ensure they develop the skills to be good citizens in the future. We support our curriculum with a set of principles (values) that are woven into teaching and learning in order to develop improved social and emotional skills that will positively affect behaviour.
“Why do we behave the way we do? What is it that drives us to give to charity or to help children to develop as happy, stable people? It is our values that determine our thinking and our behaviour. They are the principles, standards or life stances that act as guides to our behaviour. They are our beliefs about what is worthwhile, the ideals for which we strive. They are the standards by which particular beliefs and actions are judged to be good or desirable. They help us make decisions and evaluate the actions of others.”
(Dr Neil Hawkes)
There are 11 Values that we teach. Each month we lead a special values assembly, teachers also explicitly teach the ‘Value of the Month’ in PSHE lessons. Wherever possible the value of the month is taught in other areas of the curriculum. Most importantly, adults in the school ensure that we are role-models for each of the values.
Teaching children values improves pupils’ self-esteem, improves their behaviour and raises standards of learning even higher.
Kingham Learning Skills are ways of thinking and learning that are associated with advanced cognitive performance. Learning to think in advanced ways is critical to future success in an uncertain world. Teaching our children Learning Skills enables them to make sense of information, create new thoughts and know how to approach complex ideas.
There are 9 Learning Skills that are taught at appropriate ages within the Kingham Curriculum.
We will provide remote education if groups of children, classes or the whole school are required to remain at home. This is consistent with national expectations set by the Department for Education.
We will send information to parents and carers about the first few days of remote education. We will also clearly state when our full remote education offer will be available and will endeavour to move to our full offer as quickly as possible.
Our full remote education offer includes daily activities in English and Mathematics, with other subjects being offered on a timetabled approach. We aim to cover the same subjects during the week that would be taught in class but there might be some limitations due to the nature of learning at home. Not all subjects are taught every week in school and the remote education will reflect this. For instance, History and Geography are sometimes taught in different half terms depending on the topic.
We will deliver a range of other activities including assemblies and other school events. We will also hold feedback and catch-up sessions with older students and offer sign-ups for phone calls for younger children and their parents.
Examples of our remote education approaches include:
For children in Reception we will provide an outline of activities for the following day. This will include a daily phonics lesson and a range of other activities to be undertaken throughout the day.
A weekly outline of activities will be shared with children in Years 1-6. This will include daily Maths and English lessons and another session for other subjects.
We try to ensure there are live lessons with the class teacher at least once a day, although this will be more frequent with the older classes. There will also be independent activities and tasks for children to complete.
We expect children of statutory school age to engage with remote education every day. Including remote teaching and independent work this will take children in Key Stage 1 about 3 hours a day and about 4 hours a day for those in Key Stage 2. These figures are an average across these groups, and we recognise that individual children will complete activities at different rates.
We use SeeSaw for Nursery and Reception years and Google Classroom for Years 1-6. Information about how to access these sites has been either provided to students or parents. If you or your child cannot find login details, please contact us immediately.
Our children in Years 1-6 should be familiar with Google Classroom from lessons within school. Assignments can be submitted through Google Classroom. We also make use of a wide number of other online platforms to support individual subjects. Links to these will be placed on Google Classroom.
If there are difficulties accessing online learning, parents and carers should contact the school office or arrange to discuss this with the class teacher. We will work with parents to support access to remote learning, including providing equipment if possible. If students are still unable to access online learning, the parent may request printed materials and the school will discuss alternative methods of submitting work.
If children require support from their teacher, they may post questions onto Google Classroom and teachers will be available from 9.00am – 3.00pm to answer them. Parents can also email the teacher during the same hours if they require any support.
We recognise that organising home learning can be challenging. We have designed our offer so that it can be flexibly organised around the needs of each individual home.
We ask that:
We will closely monitor the engagement of all students and will contact parents if work is regularly not completed so that we can support parents with any difficulties. Teachers will also keep a daily register of engagement. If a child has not engaged for a number of days, the school will follow its safeguarding procedures.
The school expects teachers to record all lessons for safeguarding reasons. Recordings are held confidentially and not shared outside of school.
Regular feedback is given either in writing or verbally during lessons. Feedback can take many forms and may not always mean extensive written comments for individual children. We will use a mix of different approaches to giving feedback including some marked assignments in Years 1-6, some group or class feedback, and sometimes verbal feedback.
Telephone calls are available if required for parents to discuss learning with members of staff.
We recognise that some students, for example those with special educational needs and disabilities, may not be able to access remote education without support from adults at home.
Our teachers and SENDCo (Special Educational Needs and Disabilities Co-ordinator) will work with individual families to support their child’s learning at home. In such cases, remote education may be personalised according to need, including differentiated work, physical resources, regular phone calls with a member of staff, or sessions with a Teaching Assistant. Children may be encouraged to study in school if restrictions allow.
The SENDCo works closely with external agencies, such as the ASD Outreach Service and the Speech and Language team, to identify if it is appropriate to offer remote therapy and support.
We will also provide support for remote education where individual children need to self-isolate but the majority of their peer group remains in school. In this case, activities will closely relate to what the rest of the class are studying at school. This may include occasionally streaming a class lesson so that a self-isolating child can join in with their classmates. The teacher will communicate with the child or the family regularly to ensure they are safe and well, that they are accessing the remote education, that tasks are being completed and to offer regular feedback.
Specific details of teaching and learning activities and objectives are provided to parents and carers each term and are available on request.
Full information about the Early Years Foundation Stage statutory framework and the National Curriculum is available from the Government web site.