Curriculum Statement

At Hamp Nursery and Infants school, we have developed a curriculum to meet the specific needs of our pupils, to enhance and enrich the national curriculum, providing knowledge, skills and experiences to develop well-rounded, responsible young citizens. We have worked beyond the national curriculum, taking into account our pupils starting places, their own communities, and their individual needs and life experiences. This curriculum has been very carefully planned to build the children’s skills and knowledge, embedding their learning, and to encourage them to become active participants in their own learning journey. The curriculum embodies our school ethos and values:

Hamp Nursery and Infants school

“Where every child matters”

Happy healthy learners

Aspiring and achieving together

Motivated and making progress

Prepared for life’s next steps!

Our curriculum is very carefully planned using our “Talk for Writing” stories as a starting point. We have taken a topic-based approach, but are still very clear about subject knowledge and skills progression within each unit of work (known as story plans), within each year group, and then across the year groups; building from our Nursery provision through to year two. Each story has a question prompt based on the context of the story, to link directly to the “topic” areas, providing a main subject focus for each story from either science, history or geography, but then including all other subjects to enhance and embed the areas of learning. Teachers can and will teach their stories in different orders, as they have been planned to introduce, embed, practise and revisit skills and knowledge. However, there are some schemes that run alongside as they must be taught in a progressive order or are standalone eg Maths and PSHE. These must be added into the relevant boxes on each story plan. 

Meeting the requirements of the new curriculum:
Teachers will maintain the high expectations for every pupil whose progress will be monitored through ongoing tracking and assessment, Data Analysis and Pupil Progress Meetings with Senior Leaders every half term.

Our Themed Weeks - Around our local area / STEM / Environment/ Worldwide Art and Cultural / Healthy Eating & Living, and visiting performers such as West End Theatre, Pete the Poet, Somerset Heritage and Somerset Film all provide cross curricular, cultural  activities to ensure a broad range of creative experiences for our pupils.

Maths resources have been extended to ensure a maths rich environment for our children which includes: Numicon package and materials for all classes, number lines, use of number and symbols in displays and Somerset Total Communication (STC).

Implementation
A series of whole school workshops are scheduled throughout the Autumn term for Co-ordinators to disseminate details of the changes, update schemes of work and share ideas/work collaboratively with colleagues, supporting where necessary.

In addition, key stage meetings every two weeks provide opportunities for Teachers and Teaching Assistants (TAs) to discuss what works well and what does not, planning, targets, monitoring and assessment as well as best practice.

Monitoring
Curriculum Co-ordinators monitor the delivery of their subject area in each year group on a termly basis and provide feedback.  Any common issues or concerns arising may be discussed via the Key Stage Meetings.
Co-ordinators’ Portfolios are being developed/updated to ensure that they contain current and relevant materials, providing a valuable resource/ point of reference for colleagues.

Through the new Appraisal Process for Teachers and an established programme of observations of both Teachers and TAs, the Senior Leadership Team (SLT) will be able to monitor the implementation of the new curriculum, to identify training needs of individuals or groups of staff and to plan/address ongoing developmental needs to ensure pupil progress.

Resources
Our school is well resourced in terms of staffing; our support staff are considered to be a vital and valuable integral element in respect of the teaching and learning.  Both indoor and outdoor learning environments and equipment/teaching materials are of a high standard. Co-ordinators have undertaken an inventory of central equipment to identify any shortages.