Curriculum Statement

Curriculum

Earley St Peter’s is a Church of England Primary School where one of our key aims is to ensure that all pupils achieve their academic potential. Ensuring personal development and the well-being of all learners is at the heart of all we do.

The aim of our curriculum design is to inspire pupils to learn. We place a strong emphasis on the development of skills, knowledge and understanding in literacy and maths and we strive to ensure that our pupils leave this school with high standards of academic achievement having progressed well from their starting point. 

The Core Aims at Earley St Peter’s are:

  • To instil in all pupils a love of learning and a desire to grow as a learner;

  • To enable pupils to become confident, resilient enquiring and independent learners;

  • To ensure that all pupils have an equal opportunity to take part in the life and work of the school;

  • To develop children’s self-respect and demonstrate respect for the ideas, attitudes, values and feelings of others within our community; 

At Earley St Peter’s we have core principles of teaching and learning which drive how we plan and teach:

  • We work together to ensure that all learners succeed and that every child is confident, happy and secure;

  • We use questions to deepen understanding and we see mistakes as central to the learning process so we encourage resilience and a love of learning;

  • We aim high and value excellence;

  • We place a strong emphasis on creativity in all aspects of school life and work;

  • We strive to make learning activities engaging and real;

  • We believe understanding is built through collaboration between teacher and pupil and among pupils and that dialogue is central to learning;

  • We take time to recognise and celebrate success and praise effort and perseverance;

  • We have a core commitment to equality of opportunity; 

Assessing Progress

Formative assessment is a key part of every lesson at Earley St Peter’s. Teachers assess pupil progress through asking questions, as they read and discuss work taking place and ask children to review their learning during the course of the lesson. This style of formative assessment during lessons, informs teachers’ planning and helps to identify the next steps in the learning process.

We also place great store by reviewing mistakes – making mistakes is the first step in learning and “fix it” time is planned encouraging pupils to have a greater resilience and a positive attitude to more challenging activities and learning from them.

When teachers mark they regularly identify “next steps” for each child. Clear learning objectives and success criteria are used in lessons and pupils self and peer assess against these.

Summative Assessment also takes place at the end of each key stage - Foundation 2, Year 2 and Year 6. The results show their standard of achievement which can be compared to national figures.

At the end of each school year, teachers write an annual report on each child. Parents are invited to discuss this report with the teacher.