Curriculum - Subjects

We provide a broad curriculum for the children in our school and ensure that they are given activities to help them use and develop their skills in all areas.

In the Foundation Stage (nursery and reception) we follow the programme of work set out in the Foundation Stage guidelines which is arranged under six headings:- Language and Literacy, Numeracy, Knowledge and Understanding of the World, Creative Development, Physical Development and Social and Emotional Development.

From Years 1-6 we teach the National Curriculum which has four core subjects; English, Maths, Science and Information and Communications Technology (I.C.T.) and six foundation subjects, History, Geography, Design Technology, Art, Music and P.E.. We also teach Religious Education and Personal, Social and Health Education & Citizenship (P.S.H.E&C.).

In English we follow the programme set out in the National Literacy Strategy (NLS). Children are helped to develop all their language skills in speaking, listening, reading and writing. We are also committed to valuing and promoting the home languages of all pupils. Around the school you will find examples of signs, labels and books.

Our approach to the teaching of reading is based on the need for children to develop a wide range of strategies. Each teaching area is equipped with a variety of reading materials and we have an extensive resource bank of group reading texts. Books are chosen to give children enjoyment, aid their understanding and develop reading skills. We encourage children to extend their reading at home through sharing books with an adult or another child. We believe that parents have a particularly important role to play in this subject and emphasise the importance of talk in the home to inspire and encourage reading and writing.

A library with multimedia computer is now in use and all classes have a range of reading resources in their book corners. In addition infant classes have opportunities to visit and borrow books from the John Barnes public library. Parental help is needed to escort the children. Please see your child's class teacher for details if you can help.

In Mathematics children are encouraged to develop new concepts through practical work, investigations and by trying to solve real-life problems. They are also taught the different ways in which their results and findings can be recorded. Mental calculation skills are taught throughout the school and children use a range of apparatus including calculators and computers to support classroom work. The National Numeracy Strategy (NNS) provides a framework for maths teaching throughout the school.

 
In Science and Technology children are given opportunities to learn through investigation and practical experience. By carrying out experiments and designing and making their own moving models children are helped to make scientific and technological discoveries and draw conclusions from them.
 
Information and Communication Technology is considered to be a core subject but in addition to developing computer skills we also use ICT in most curriculum areas. We are fortunate to have an ICT suite where classes of children can be given lessons. In addition there are CD ROM machines in all teaching areas.

At Key Stage 1(infants) History and Geography are covered through topic work for example under the theme "Where we live". At Key Stage 2 (juniors) teachers plan specific topic e.g. "The Victorians". In both cases we encourage children to draw on their own experiences and learn skills in researching using books, CD ROM, artefacts, people from the community and other sources of evidence. Much emphasis is placed on these finding out skills that we believe are important for future learning.
 
Art is often integrated into themes or topics and all children are given opportunities to sketch, draw and paint using a variety of media. Display of art work is very important in our school as a means of celebrating the achievement of the children and encouraging their appreciation of form and colour. Visits to museums and galleries are used to support our work in this area.
 
It is expected that all classes will have at least one Music session every week in which they will have opportunities to listen to music and/or perform their own compositions using voices and instruments. Each week there are singing assemblies for both infants and juniors. Our extensive music resources include computers and electronic keyboards that are used to compose music for special performances.

In Design and Technology children are asked to generate ideas and produce designs that meet single or a range of needs. Children's designs should show that they have been given the opportunity to evaluate/research similar products (from healthy sandwiches to motorized vehicles) and have an understanding of the materials and tools needed to make their own.

Physical Education includes gymnastics, dance, games skills and sports training. Junior classes go to the Cally Pool once a week in three half term blocks during the year to learn the required National Curriculum swimming skills. Children are transported to the pool on coaches hired from the Borough. Swimming tuition is given by qualified instructors with class teachers in attendance. There is no charge to parents for this activity but voluntary donations are welcomed to help cover the costs. Hungerford School takes part in competitive sports in order to allow our more able pupils to experience activities against equally talented children. We therefore compete regularly with other schools in Football, Rounders, Athletics, Swimming and any other Sport that a neighbouring school would wish to play. Parental help is needed and appreciated, to help with transport as often these activities cannot take place on site. Hungerford has an exceptional record within the Borough and at National Level.

The school follows Islington's Agreed Syllabus for Religious Education that is taught through planned topics. We aim to respect and learn about the main beliefs of several religions. Many aspects of R.E. are also reflected in the ethos of the school which is built around supportive relationships and the recognition of the contribution every child and adult brings to our school community. We aim to prepare all children for life in a multicultural, multiracial society and to assist in combating racism in any form.
 
Assemblies are held every day with children coming together as a whole school, or in phase or year groups. Weekly themes are planned and introduced by various members of staff. A variety of beliefs are represented in our school which has no affiliation to any particular denomination. In accordance with the Education Reform Act (1988) the majority of our assemblies reflect the broad traditions of Christian belief but this does not mean that exclusively Christian material has to be used. Assemblies often include songs, stories and poetry, listening music and a quiet, reflective time. 

 

When special festivals are celebrated parents and carers are invited to join us. Coming together in various-sized groups has a social and educational value in itself and we encourage children to be actively involved in assemblies. One way in which we do this is to have special assemblies on Friday when children can share their achievements with the rest of the school. Parents and carers are particularly welcome at these assemblies which are held at 10.15 a.m.

 

Parents have a right to withdraw their children from religious education or religious assemblies. This should be discussed with the Headteacher.

Personal, Social and Health Education (P.S.H.E.&C) begins in the home and our role in school is to support and promote practises and attitudes that are conducive to good health. Health Education is incorporated into the curriculum through cross-curricular themes according to our policy. The Governors have decided that Sex Education should be included in our school health programme and have worked with the staff to produce a scheme of work that has been approved by parents.

It has been agreed that a specific module on Sex Education will be included for upper junior children. Questions which arise earlier through topics such as "Ourselves" or "New Life" will be answered with honesty by teachers and support staff in a way that is suitable for the age and experience of the child. Any questions relating to sensitive issues will be answered in a factual, non-judgmental manner with parents being informed of what has been said.

Our community is a varied one with children coming from a variety of backgrounds and cultures, with different home circumstances. Throughout the school we aim to give sufficient information and to present it in such a way as to allow children to remain open-minded and unprejudiced about other people's ways of life and to remain secure in whatever family arrangement they themselves live. 

 

Citizenship is included in the primary curriculum and in our school we try to instil a sense of collective responsibility from an early age. We have a School Council made up of representatives from all classes from reception to Year 6. The Council meets monthly to discuss items such as resources, playtimes, dinners and other community issues.

 

Monitoring Children's Progress

 

Class teachers assess each child's educational needs using their professional judgement and expertise. Careful observation, record keeping and staff discussions ensure continuity and progression throughout the school.

 

We collect samples of children's work, particularly in the English, Maths, Science and Art which demonstrate achievement. We expect children to be involved in assessing their own work, to become confident of their achievements and to learn to recognise how they can improve their work.

 

Parents are invited to school twice a year to discuss their child's progress with the class teacher. In addition to these meetings teachers will be happy to discuss any areas of concern throughout the year. Annual reports are discussed between parents and class teachers in the summer term. A copy of the report is given to parents to keep at home. At the end of the Autumn and Spring Terms parents are provided with Report Cards detailing progress within the National Curriculum, attendance and behaviour. Parents are encouraged to measure their child's progress against the targets set at the beginning of the school year. 

 

Initial Assessments (formally Baseline now Foundation Stage Profile) in language and literacy, mathematics and social and emotional development are carried out at the end of the Reception Year when children have become used to their surroundings. This gives us an indication of individual children's developmental level from which individual targets will then be set throughout their school years.
 
National Curriculum Assessment is required at the end of each key stage. This means that children in years 2 and 6 are given standardised tasks and tests (SATs), the results of that are made available together with the annual report. Children in Years 3, 4 and 5 are also given tests non-statutory tests at the end of each year.

 

Targets for achievement are set each autumn term and reviewed termly. Governors have to publish end of Key Stage 2 targets in their annual report. Teachers share information about achievement targets with parents at the parent/teacher conferences held in October.

Homework is encouraged in our school! Children who receive support at home to read, learn spellings and tables and finish pieces of work make very good progress. Key Stage 2 children are given a homework diary so that they and their parents know what is expected of them.

Regular attendance is vital to a child's progress. If your child is ill or has some other pressing reason for not being in school, e.g. a hospital appointment, we ask you to let us know either by telephoning the school or by sending a note, prior to, and not later than when the child returns to school. Absences for which we do not receive a satisfactory reason will be deemed unauthorised. If there are problems concerning persistent lateness and/or poor attendance the Education Welfare Officer will become involved.