Curriculum Intent Statement:
At Walton, we will provide an exciting, broad, inclusive Curriculum, which includes specific drivers which we deem important to our children (Walton Drivers), supporting children with a therapeutic approach to any barriers to learning. This is based on the Essex Steps mind-set. Children use collaborative learning (such as Kagan methods) across the Curriculum to support their learning.
The ability to learn is underpinned by the teaching of skills, knowledge, concepts and values, mostly derived from the National Curricu-lum. We provide enhancement opportunities, such as Forest Schools and Wow days, to engage learning and believe that school should be a happy time in our lives, where we have the ability to investigate and inquire. There is equity for all and children leave with a thirst for knowledge.
We believe that strong links between home and school are essential for a child to flourish, therefore many events involve parents, family and carers. Our dedicated team prides itself on knowing our children and families well, working together to provide our children with the best possible futures, in a happy, secure, caring environment.
We want all of our children leaving with a love of learning, aspiring to be the best they can be. They will be responsible global citizens, mindful of their own wellbeing, able to make a positive contribution to our Society.
Every child deserves the best possible start in life and the support that enables them to fulfil their potential. EYFS September 2014
Our Curriculum is based on:
Development of Vocabulary/ Oracy skills –
Kagan methods for Collaborative Learning are used across the Curriculum. A small group of pupils (usually 4) is responsible for its own learning and the learning of all group members. Pupils interact with each other in the same group to practise skills, learn subject matter, solve a problem, complete a task or achieve a goal.
Talk for writing style mapping in writing across the Curriculum - Children are given the opportunity to orally rehearse and use the framework of Imitation, Innovation and Invention.
Development of thinking skills –
Children have a greater involvement in their work, the same starting point may allow differing responses and no cap is placed on learning. Challenges 1 to 3 and Challenge X are used.
Time for pupils to reflect and review on their learning is key, they are given next step thoughts to respond to.
Reading across the Curriculum -
Reading is given high priority across the school with specific areas designed in each classroom, class readers and various additional resources being provided for children. A regular parent session is also held for each class. High quality texts are provided to be shared with classes and new stock regularly purchased in line with requests from children.
Children are encouraged to read a wide variety of texts.
We are currently undergoing a programme of Professional development to train teachers in a new phonics’ scheme – RWI, which will run from EYFS to Year 2.
Learning experiences -
We know that giving pupils the opportunity to develop new skills and try new things helps them to grow in confidence, have more knowledge of the world around them and know what is available to them in an ever changing world. We believe the benefits of introducing the children to a new skill, hobby or passion can be huge.
We offer a variety of experiences, led by our Adventure Ambassador, which include the well-loved Grow, Cook, Eat, educational workshops, visits, bedtime story events, residentials, Beach day and Enterprise week.
Additional special days take place to introduce new topics (Our Wow days), which will be extending to Brilliant beginnings, marvellous middles and Fabulous finishes.
Individual subject days also take place, such as Maths and Science Day, e-safety day and art week.
Outdoor Learning -
For many of our children, Outdoor learning (Forest school) is playing a particular part of supporting learning at school, helping them to develop a sense of belonging and ownership of our school grounds and the wider area. This year, a collaboration is taking place with Essex Wildlife trust to widen the area and number of families able to participate.
We want our children to know what is out there- to broaden their horizons. We want them to know that achieving well at school and following their own career path is not bound by background or gender and that they should expect equity. We provide visitors to the school in the form of local businesses, for example, Tesco’s and Aldi and regular author and athlete visits. Assembly themes will cover achievements of others. Children are given the opportunity to take more responsibility and learn about democracy through school council, head Boy and head girl roles, Playground Pals and other allocated job roles.
We also provide children with specific Curriculum time to learn about being mindful, looking after their own well-being every day. This is provided through Mindfulness activities and specific pieces of work completed with our excellent Pastoral support team.
At the end of their Walton Learning Journey, the vast majority of children will show good recall and fluency of the content taught. They should be able to make connections and apply their knowledge. Some pupils will have a greater depth of understanding. We will track and monitor progress carefully using a variety of methods including book scrutiny, lesson dips and pupil voice to ensure pupils are on track for meeting age related expectations in all subjects.
A voice for the child:
Children are not the people of tomorrow, but are the people of today.
They have a right to be taken seriously, and to be treated with tenderness and respect.
They should be allowed to grow into whoever they are meant to be.
‘The unknown person’ inside each of them is our hope for the future.
Janusz Korczak (1879 -1942)
Please click one of the buttons below to view the mapping for your children’s class.