Bushfield Road Infant School

Our School

BUSHFIELD ROAD INFANT SCHOOL CURRICULUM

At Bushfield Infant School, we are committed to providing a rich and exciting curriculum, which will encourage all children to meet challenges with enthusiasm and positivity.

Learning is enhanced through a thematic approach, initiated by Inspiration days, Pre-Learning tasks and through exciting lessons, with first hand experiences and activities linked to a theme. Careful planning ensures a broad and balanced curriculum which is meaningful and inspiring for our young learners.

To ensure future success and academic achievement, we have developed a curriculum which promotes creativity and innovation, positive attitudes and perseverance, effective communication and problem solving skills, imagination, initiative and team work

A strong whole school commitment to creativity and enterprise is at the heart of the school’s curriculum. We pride ourselves on high quality teaching and learning and on the achievement of excellent literacy and Numeracy skills.

The school currently holds the following Awards linked to the curriculum and achievement:

  • Basic Skills Quality Mark
  • The Communication and Interaction Charter Mark
  • The 2015 DFE Character Award
  • Artsmark Gold
  • Healthy School’s Award.

The school recognises that children are individuals with differing strengths and needs and a range of teaching styles and strategies are implemented to ensure all children achieve the very best they can across the curriculum.

The school recognises that children possess differing learning styles, and as a result, teaching takes account of those children who learn most effectively by hearing it (Auditory learners), by seeing it (Visual learners) or by doing it (Kinaesthetic learners). Most children use a combination of all these styles.

The school has consciously adopted a wide variety of reading material within its reading scheme as we acknowledge the different ways and the different pace at which children learn. The core scheme includes Ginn, Oxford ReadingTree and New Way and is supplemented by a wide range of other fiction, non-fiction, poetry and plays.

The school curriculum has been designed to include:

 

  • A strong focus on the teaching of basic skills in Literacy and Numeracy.
  • Learning frameworks and pre-learning tasks which reflect the interests and needs communicated by our pupils.
  • Cross-curricular themes which enable pupils to make meaningful links between different areas of learning.
  • Enterprise projects which link with the creative curriculum to provide opportunities for communication, collaboration, positivity, initiative and presentation skills.
  • An enrichment afternoon every week with a focus on enhancing experiences within Art, PE and Music.
  • Planned Inspiration days which engage pupil interest and generate excitement and interaction across the school.
  • Additional activities specifically for those entitled to pupil Premium funding.
  • Additional PE/Sports activities and competitions funded through the PE premium.
  • Talking partners which are used daily and consistently throughout the school to enable pupils to share and communicate their ideas and feelings.
  • Short Term planning which reflects key learning skills including communication and collaboration.
  • A shared celebration assembly which provides pupils with opportunities to present and discuss their learning.
  • Class assemblies, Festivals, concerts and open sessions which all encourage public speaking and performance skills.
  • A range of ‘After school’ clubs, some led by coaches, which offer exciting activities including Street Dance, Gymnastics, Gardening, Cookery and Art.
  • Visits and visitors which promote communication within the community and enhance pupil learning.
  • A language rich environment which promotes and models good communication skills.
  • Language related to first-hand experience and specific themes which helps to broaden pupils own vocabulary.
  • Opportunities for role play and drama activities across the whole school which promote confident communication and interaction between peers and adults.
  • Planned playtime and lunchtime activities which promote interaction between groups of children.
  • A culture of shared language by all members of staff which promotes self-esteem and a consistent approach.

The Teaching of Reading and Phonics.

 

PHONICS

  • There is a systematic approach to the teaching of phonics throughout the school based on Jolly Phonics and Letters and Sounds.
  • Phase 1 Letters and Sounds alongside Jolly phonics begins in the nursery and the 6 incremental phases progress throughout Foundation and key stage 1.
  • Phonics is taught in short, discrete daily sessions with a wealth of opportunities for children to use and apply their phonic knowledge and skills throughout the day and across the curriculum.
  • Children begin to orally segment and blend sounds as they are ready within FS2 and develop this into written segmenting and blending. The phases develop quickly and are taught in a clearly defined sequence. With the knowledge that some children will develop their phonic skills at a different pace, activities are differentiated accordingly. Following on from phase 6, usually within year 2, the teachers plan phonic work using the ‘Support for Spellings’ document.

READING

The teaching of reading encourages pupils to:

  • Read for enjoyment and recognise its purpose.
  • Read a wide range of books fluently, with understanding and good expression.
  • Read, evaluate and respond to a range of texts, including literature from other cultures and traditions.
  • Develop information retrieval skills, including ICT, dictionaries, atlases and reference books.

At Bushfield Infants we are fortunate to have a well-resourced library, and a range of big books and guided readers which the teaching staff use in their literacy teaching. Each term teachers also borrow topic and literacy loans from the School Library Service linked to the year group themes. Each week opportunities are planned for shared reading, guided reading and independent reading.

(Please see Communication, Language and Literacy Policy for further details.)

Why is reading so important ?

“Research has shown that children who hear stories before going to school are most likely to succeed. Story telling helps children internalise language patterns, as well as providing them with a rucksack of imaginative possibilities to draw upon when creating. It is worth noting that the most proficient writers in the class are readers.”

Pie Cobett
Taken from www.earlyreadingconnects.org.uk

BUSHFIELD ROAD INFANT SCHOOL ENTERPRISE

At Bushfield Road Infant School we recognise Early Years Education as the foundation for future learning and development. We acknowledge that the experiences provided for children in their early education has a major impact on their future wellbeing and success and it is for that reason that we have made a whole school commitment to the teaching and development of character traits, attributes and behaviours which underpin achievement and success.

Through a rich and exciting creative curriculum and a commitment to ‘Enterprise skills’, we encourage all children to meet challenges with confidence and enthusiasm and to believe they can succeed.

It has taken four years to fully embed the ethos of Enterprise within the school and we are extremely proud that children so young can understand and transfer the skills they learn into all aspects of their school and home life. The greatest rewards from our Enterprise Projects come from seeing the children’s positive attitudes and motivation, their ability to make good choices and decisions, their enthusiasm to do their best and to persevere with challenging tasks, their desire to collaborate when working as part of a team and their growing self-confidence and high self-esteem. The greatest reward of all is to see the children enjoying school, having fun, taking pride in their work and striving to do the best they can.