Curriculum

The school aims to provide a full curriculum which offers pupils a stimulating and well- structured experience. A curriculum which builds on knowledge and skills over time and enriches life experiences.

 In order to develop aspiration, motivation, and enjoyment of reading, staff will provide a rich diet of well modelled reading. Children will be immersed in comprehension through whole texts and their purposes (The Reading Framework 2023), whilst developing fluency using EEF Reader’s Theatre strategies and decoding skills through rigorous phonics teaching and learning.

Lessons and learning are given relevance through our Kingsway Careers planning. This year Working Scientifically will remain a development area for pedagogy. The school will be working towards achieving Primary Science Quality Mark (PSQM).

Supporting our children to progress well in oracy, reading, writing and maths are prime concerns in order to equip children for the next stages in their learning and independence. This year, there will also be a drive to improve outcomes in writing through the innovational use of technology.

Children explore the world of work and develop a sense of aspiration, making links with the relevance of their learning and their special personal qualities and Learning Powers.

Working towards our third enterprise event and renewal of Complete Careers Accreditation, we will be furthering children’s knowledge of the world of work in order to begin to identify key skills for their own careers. By discovering and exploring the world of work we hope that children will think about skills, knowledge and qualities which may help them to achieve their ambitions and perhaps learn about a career which they might aspire to have in the future.

Early language continues to be an area for school development, particularly for disadvantaged and boys.

The progress of disadvantaged children and children with SEND is a high priority for staff and for professional development. This includes the use of EEF researched strategies, in particular feedback, metacognition, self-regulation and pre-learning. These approaches will shape pedagogy for teaching and learning.

In order to enhance personal academic development and self-awareness we aim to support children to become more reflective about their learning and progression. Through planning, monitoring and evaluating and by activating prior knowledge we aim to help children to make links in learning and to have improved recall of learning and greater independence.

The school aims to support children to make good progress in the wider curriculum and to ensure that our curriculum is broad and balanced. This includes the wider extra-curricular offer which vastly enhances the range of experiences and cultural capital for the children. This work will be enhanced further this year by commitment to environmental awareness activities. The school is working towards renewal of Arts Mark.

Health

To promote pupil well-being physically and mentally and to enhance staff well-being.

 Many pupils experience chaotic lifestyles and the school aims to enable children to more openly talk about their emotional and mental health in order to appreciate the normality of our range of feelings and to develop strategies for looking after themselves and each other. We will continue to embed use of The Characteristics of Effective Learning (Learning Powers) in order to support and improve the way children think of themselves as learners.

In addition, the school will be receiving support from Hull and East Riding Mental Health Support Team (MHST).

This year, the school will be continuing to embed pedagogy to promote children’s growth mind-set. We will ensure full entitlement to high quality physical activity including extra- curricular opportunities. The school is developing new planning and assessment tools in order to track progress in P.E more effectively. Awareness of the 5 Ways to Well-Being is now in its fourth year and will remain as a mental health golden thread throughout the year. We are working towards renewal of our WAS Award (Well Being Award for Schools)

Staff well-being is supported through access to information, planned strategies, consideration of work-load, policies and activities and this will be promoted and nurtured to ensure that staff feel valued.

Articulation

Following the work on Early Language Development undertaken with The English Hub last year, the school will implement the action plan and develop improved systems for tracking progress in speech, language and communication (Universally Speaking).

We aim to develop children’s opportunities to articulate themselves across the curriculum so that they can confidently understand and use vocabulary accurately and are able to express themselves for a range of purposes. There will be strong links with Working Scientifically this year.

 We aim to see children making use of interesting and accurate vocabulary both orally and in written outcomes. Children are both learning to read and reading to learn. A shift in approach in line with The Reading Framework 2023 will ensure that greater text exploration will be used to support children’s comprehension through big questions and book talk. There will be a change in emphasis from written comprehension questioning to promote wider dialogue on themes, ideas, situations, relationships and messages within texts.

 Chatta will also support application of more challenging vocabulary into writing. In addition a ‘scripting’ approach will support articulation of oral comprehension. Over time, we aim for test outcomes for reading comprehension and writing to continue to reflect an improved ability to tackle challenging vocabulary.

 In addition we are frequently applying ‘No hands up’ strategies to support engagement of all children.

Curriculum related vocabulary will continue be an area of focus this year. We will be making use of the school’s defined ‘Big Ideas’ words, theme specific vocabulary and ‘Big Questions’ to promote deeper understanding of key concepts and to enhance opportunities for children to revisit and apply vocabulary by making links with previous learning. Key approaches to support this will be the embedding of learning journeys to help children make connections and remember more and also the use of planned debates and drama to give opportunities to demonstrate knowledge and to correctly apply key vocabulary in context.

 Opportunities for children to have a voice in school and beyond will be promoted and this year we will continue to have a focus on emotional literacy through circle times. In addition, our Children’s Parliament will develop its voice and engage children in work towards an Eco-School Award.

Metacognition and self-regulation

To develop children’s metacognitive and self-regulatory skills so that they understand themselves better as learners and are more able to reflect on their progress and independence and discuss next steps.

This year, the school will be aiming to continue with professional development on metacognitive and self-regulatory approaches in order to address children’s ability to plan, monitor and evaluate their learning.

These will be informed by our Feedback and Reflection Policy principles:

Pupils in the driving seat. “Improve the learner, not the work”. (Douglas Reeves)

Use of effective formative assessment strategies to elicit accurate information.

Delivery of ‘in the moment’ feedback, which moves learning forward. “Feedback should cause thinking”. (Dylan William)

Partnership

A focus for this year will be on training and development for support staff so that they feel equipped and prepared for their roles.

The importance of being outward looking is not underestimated and the school actively seeks out partnerships which will develop staff and strengthen the offer at Kingsway for its children and families. We will continue to explore external links and partnerships to enhance opportunities for our children. The headteacher ensures her inclusion at ERSA (East Riding Schools Alliance, SEND Sufficiency and Early Help Strategy Teams) meetings in order to engage with local needs and developments.

We are actively engaged with locality projects and will continue to take a lead in the area on careers based work through Opportunity Goole and Siemens Young Engineers.

This year, the school will benefit from training provided by the NHS funded PINS (Partnerships for Inclusion of Neurodiversity in Schools).

The school is working further to develop communication and relationships with the families of EAL children.

We will be continuing to address affordability for parents and carers. This will be considered as a priority throughout the year and through our pre-loved uniform facility and for trips and visits.

In addition, we will continue to work on building the confidence of some parents/carers to support their children’s learning and to communicate with staff. Our successful progress over the last two years in welcoming families to short ‘Come and’ activities will remain an area to develop further into support for learning.

The school is active within GASP (Goole Area School Partnership) which provides a network for headteachers and school staff to provide more effective practice, cohesion, CPD and support for colleagues across Goole and improves opportunies for children, particularly in relation to transition, sporting events and challenge for children with specific curriculum strengths. Representatives from GASP sit on wider LA strategic groups.

Success

The school is maintaining a strong focus on standards in phonics, reading, writing and maths and professional development in these areas will continue. The school will be addressing writing and early language in particular as the areas most in need of improved outcomes. The impacts of pedagogy and interventions is evaluated throughout the year so that the most effective strategies are developed and shared.