We follow the National Curriculum.
New Bolsover Primary School will work with everyone to create a happy and safe and stimulating setting where children are motivated to learn together. By having high expectation of ourselves and each other, our children will be equipped to encounter opportunities and challenges with resilience and determination. We encourage a curiosity about the world and strive to ensure that our children will contribute positively now and in the future.
As a team we need to be creative and innovative but it takes hard work to become the best we can be. All staff need to contribute and collaborate and build the team and help reduce this workload. We want to make this and exciting place to learn, discover and create. We treat everyone in our school equally in everything we say and do. We celebrate our love of learning and recognise effort. We aim high to ensure that everyone fulfils their potential and achievement.
The knowledge and skills of the curriculum have been sequenced to ensure continuity and progression.
Year groups work together in teams on a two-year programme (EYFS, KS1, LKS2, UKS2) to enable collaborative planning.
Mastery teaching and mixed ability methods are used, however differentiation still plays a key and necessary role so that individuals needs can be met.
The curriculum has been planned by the teachers/subject leaders for the pupils, their interests and needs, the local environment and how this relates to the wider locality, county, country and world. Reading, vocabulary development and real-life experiences play a large part of the curriculum. Active lessons and learning are a feature of the school day. Visits and visitors are planned to enrich the curriculum further.
Weekly quizzes take place. This enables us to evaluate depth of learning- what has stuck and what needs embedding further. Information from the quizzes is used to plan future learning and enable consolidation for all or groups of pupils.
Pupils are involved in self-assessment. Same day interventions are carried out based on pupils and adult assessment during a lesson. These enable misconceptions to be picked up and acted upon quickly to ensure learning continues the following day, or planning is adapted accordingly.
All children are challenged both in their thinking and in their independent work and AFL leads to good differentiation, the effective use of the feedback and marking books and the development of action plans.
Pupils common misconceptions and mistakes are used purposefully to develop resilience. Marking & feedback books are used to identify, record and reference this. Teachers model and peer tutoring opportunities are trialled. Subject leaders research how children learn from mistakes and support teachers on effective ways to implement this and factor in deliberate mistakes into planning as teaching points for children to explain where mistake occurs and why. Feedback books are used to note misconceptions. Leads work with teachers to use modelling of a wrong strategy or bad example to enable children to correct the misconception/error and articulate how to achieve the goal. All teachers/LSTs follow feedback & marking policy and model to children how we respond to feedback and how it impacts on work.
As a school we comply with our duties in the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014 by making the curriculum accessible for those with disabilities or special educational needs.