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Curriculum

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.

Early Years

Our Early Years Classes (Nursery and Reception) provide a truly magical environment where your child will start on an educational journey that is hard to match. We have a dedicated Early Years unit slightly separated from the main building where every day is a new adventure.  Our youngest students engage in a play-based curriculum where learning through meaningful and engaging experiences builds the foundations for a love of learning where every child is treated as an individual and encouraged to develop their own special talents and abilities to the full.

The Nursery and Reception classes follow the national Early Years Foundation Stage framework. The EYFS sets the standards that all early years providers must meet to ensure that children learn and develop well, are kept healthy and safe, and have the knowledge and skills they need to start school.

Years 1-6

The school provides a creative curriculum, delivered through different themes each term. Subjects are taught through engaging cross-curricular topics and high-quality children’s literature. We want learning to be a fun and memorable experience and for our students to develop a deep understanding of the concepts and themes studied. As such, students are provided with opportunities to carry out their own enquiry projects, take part in immersive experience days, think critically and creatively to answer life’s ‘big questions’, learn outdoors and make full use of our beautiful learning environment.

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.

Remote education

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.

Coverage

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:

  • Live or recorded online lessons from school teachers
  • Recorded teaching, such as White Rose or Oak National Academy
  • Google Classroom chat where students can message teachers to ask questions or clarify concepts
  • Textbooks and reading books that students have at home 
  • Other web sites supporting the teaching of specific subjects or areas, including video clips or sequences.

Timetable

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.

Access

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.

Support

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:

  • Parents set out a clear timetable for children and that they aim to keep the start time as close as possible to the usual start of learning in school (about 9.15am)
  • Children are dressed smartly (preferably in school uniform)
  • Children use their real names and keep their camera on for all sessions so that teachers can communicate effectively with them
  • Children and parents do not video or photograph lessons that are taking place.

Monitoring

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.

Feedback

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.

Particular needs

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.

Individual cases

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.

Further information

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.

www.gov.uk