The English Curriculum is delivered using the National Curriculum 2014 and the Early learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum.
SPEAKING AND LISTENING
The Four Strands of Speaking and Listening: Speaking; Listening; Group Discussion and Interaction, and Drama permeate the whole curriculum. Interactive teaching strategies are used to engage all pupils in order to raise reading and writing standards. Children are encouraged to develop effective communication skills in readiness for later life.
The opportunities, organisation and provision for the teaching and learning of reading are as follows:
• Shared reading; incorporating Book club- an opportunity for a class or group to share a common text together with an adult
• Guided reading; where children work in a small group with an adult on specific reading objectives
• Independent reading; children have an individual reading book. In Key Stage 1 we use Oxford reading tree as a basis for acquiring the skills of a reader which progresses into independent reading as and when children are ready. We value the input of parents both at home and in school as reading volunteers to help our children in their reading development.
• Phonics is taught through the letters and sounds structured phonic acquisition approach.
Teachers also take time to read class novels and model reading for pleasure. It is important that children enjoy reading and also have the opportunity to experience books from classic and modern classic authors.
• Resources – A book banded reading scheme operates across the school which comprises of a range of different schemes. Children work their way through the Key Stage One and Two schemes and then become independent readers.
• Links to parents – Each child has a reading record book which logs books they have read and comments about their reading. Parents and teaching staff write in this book.
• Class books: Stories are read to the children regularly throughout the school.
• Reading at home: Children are encouraged to read at home every day.
Opportunities, organisation and provision for the teaching and learning of writing are as follows:
• Phonics and spelling: Daily Phonic sessions in Key stage 1 and Reception. This is used flexibly in year 3 where children may still need support in phonics acquisition.
• Emergent writing: In Reception and Key Stage 1 children are given regular opportunities to write freely within a particular genre and across the curriculum. This gives them the opportunity to become emergent writers.
• Guided Writing/Independent Writing: Each teaching sequence builds towards sustained narrative/non-narrative writing where children can show the skills they are acquiring in their independent work. It is important that children have a regular opportunity
• Extended writing: Throughout the term there are opportunities for extended writing. On a termly basis samples of these extended writing outcomes are used for assessment purposes. Children are immersed in high quality stimuli; books, film, pictures, sounds, in order to ensure they are truly inspired to write.
• Handwriting: The school has adopted a cursive handwriting script ( Penpals ) and this is taught and reinforced regularly in Key Stage 1. As children move through the school opportunities to practice handwriting continue and when the class teacher feels a child is able to join fluently they are encouraged to write in pen though the awarding of a pen licence.
• Spelling: Children from Years 1 to 6 are given lists of spellings each week to learn at home. Children are tested on these words weekly. Throughout the school we use Oxford spelling as a core spelling spine, which allows children to develop as confident and accurate spellers.
• Grammar and reading comprehension are taught on a weekly basis through the Oxford scheme. Children are then encouraged to show their emerging skills through their independent writing
Teachers provide personalised targets for reading and writing and the children work to achieve these over the course of a term. These targets are shared with parents on a regular basis and are available to the children in their classrooms.
Work is marked and assessed in line with the marking and Assessment policies and work is regularly moderated either in phase groups or as a whole school. We are supported in our moderation by our academy trust, Education Central (ECMAT) where teacher and subject leaders regularly meet with other professionals to moderate our work and set next steps improvement targets.
Work is assessed, using South Gloucestershire assessment grids based on the National Curriculum Age Related expectations criteria. The findings of the assessment are used to inform planning to help the teaching and learning process. In line with the New National curriculum requirements and the raised expectations that this document requires teachers also assess half termly whether a child is working at/below or above the level expected for their age.
We believe that mathematics teaches us how to make sense of the world around us through developing a child's ability to calculate, to reason and to solve problems. In our school we want to help children to understand and appreciate the pattern in both number and space in their everyday lives in and out of school. We encourage the children to develop these key and fundamental skills through their growing knowledge and understanding of the world. The Maths Curriculum is delivered using the National Curriculum 2014 and the Early Learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum.
Maths is taught using concrete apparatus (including Numicon and Dienes), pictorial representations and using numbers. This ensures that children have the opportunity to gain a firm understanding conceptually before moving on to more abstract concepts. In developing children's skills through enhancing their factual, conceptual and procedural knowledge, we allow them to deepen their mathematical understanding and be able to apply what they know to help them to solve problems. The use of mathematical equipment is used throughout the school across the Maths curriculum, helping our children develop into confident mathematicians.
Maths is taught across a range of areas including but not limited to: Data Handling; Shape, Space and Measure; Number; Calculation and Using and Applying. We provide a daily maths sessions that seeks to reinforce previous learning and allow children to take on new skills and apply these in a range of contexts. The progression and development of mental calculations and efficiency in strategies will provide children with the skills which will allow them to communicate and present their findings effectively using appropriate mathematical language. Each class also has a daily arithmetic session focusing upon fluency and accuracy of key maths skills focused around the four operations.
It is crucial in a child’s maths development that they are able to manipulate number through reasoning and problem solving activities which are integral to every maths lesson. Children represent problems using bar models so they can identify what they already know and what their next step should be. We use a range of resources, including White Rose maths hub to help us achieve this aim.
Teachers work collaboratively with the children to help them identify their strengths and areas of improvement. In each lesson child will help create Step to Success so they have both ownership of their learning and a route to support them being successful. Long-term assessments are undertaken through a combination of ongoing teacher assessments, half termly pupil progress meetings and end of year tests. The tests used are the national tests at the end of Year 2 and 6 and the optional tests for Years 3, 4 and 5. A yearly overview, supported by medium term plans, is created for maths; this ensures continuity and progression throughout the school. Maths in led by a maths led who regularly supports staff in the planning, delivery and assessment of maths.
Science stimulates and excites pupils’ curiosity about the world around them. The practical nature of science engages learners at many levels. At Fairway children are encouraged to work scientifically by observing, asking questions, classifying, noticing patterns, gathering data and testing. Pupils discuss science-based issues that may affect their own lives, for example, ocean pollution and climate change.
At Key Stage 1 pupils observe, explore and ask questions about animals, plants and everyday materials. They collect evidence to help them answer questions and develop simple scientific ideas. They use books and the internet to research their topics. They share ideas and communicate them using scientific language, drawings, charts, tables and ICT.
At Key Stage 2 pupils learn about a wider range of subjects and broaden their understanding within the subject areas of living things, materials and physical processes. Practical activities continue to develop skills of enquiry and prediction and pupils learn to plan simple tests and comparisons to answer questions. Accurate measurement and more systematic recording is developed, using conventional diagrams, charts, graphs and ICT. In Upper Key Stage 2 children understand more abstract concepts and later find out about evolution and inheritance. Children learn about the work and significance of famous historical and modern day scientists.
Lessons make effective links with other curriculum areas and subjects, especially literacy, art, numeracy and ICT.
Fairway takes part in British Science Week and currently hosts ‘Mad Science’ an after school science club.
Religious Education is a curriculum entitlement for all children and the school follows the Birmingham Agreed Syllabus for Religious Education, supported by the teaching resource ‘Faith makes a Difference’.
Our aim at Fairway is to develop an understanding and respect for the beliefs, values and practices of other people and for pupils to reflect upon their own beliefs, values and developing spirituality.
Religious Education does not seek to urge religious beliefs on children or to compromise the integrity of beliefs by promoting one religion over another. Parents have the right to withdraw their children from Religious Education lessons and assemblies and school will provide alternative provision. We celebrate the different faith backgrounds of our pupils and encourage confidence and affirmation of these beliefs in all areas of school life.
A key part of our SMSC teaching at Fairway is to use PSHE lessons, circle time and restorative justice, to develop our children’s understanding of themselves and the world around them. The restorative justice approach enables the children to be confident within themselves and respectful of others. It also helps to develop an understanding of right and wrong, how to keep themselves safe both in the real and virtual worlds, and how to engage in restorative conversations through a developing emotional literacy.
As a school we welcome children from all backgrounds and are proud of how children and their families from other cultures are welcomed by our children and the rest of the school community.
In all teaching the teachers look to inspire and enthuse children. Teachers look to develop a love of learning and a working atmosphere where children enjoy learning.
Children are given opportunities to take on responsibility around the school. These roles and responsibilities include: school council, librarians, peer mediators, gardening projects, playground leaders and participate in a range of lunch time clubs.
The school has a clear behaviour policy that sets high expectations and promotes a good moral understanding, mutual respect, and understanding.
Fairway also works towards children developing an understanding of the key British Values: Democracy, Rule of Law, Mutual Respect, Personal Liberty and Tolerance of other faiths and cultures.
Fairway is a musical school. Teachers deliver lively music lessons supported by the Charanga music program. Children are taught the elements of music, and are encouraged to compose and perform, as well as to listen to and comment on different styles of music.
Throughout the year children are given opportunities to perform in front of an audience through class assemblies and key stage productions. Weekly singing practice offers children the opportunity to learn new songs and enjoy singing together.
The school is developing links with the Birmingham School Music service who provide specialist music teaching in Key Stage 1.
Visiting peripatetic teachers for guitar, violin and piano offer the opportunity to work towards music accreditation and these children proudly give musical performances for parents and pupils.
In the most part History and Geography are the key drivers behind termly topics; Greeks, Vikings, Coutries and Cultures and other areas, such as literacy, will be utilised as a vehicle to explore these areas. We are keen to provide children with opportunities to experience geography and history first hand and as such teachers organise regular school trips to help inspire the children. We choose to explore Birmingham as our home city; the canals, the museum and art gallery, the Mailbox, in order that our children have a sense of belonging and an understanding of Britain’s 2nd City.
History In Key Stage 1 children learn about the lives and lifestyles of familiar people in the recent past and about famous people and events in the more distant past, including those from British history.
In Key Stage 2 children learn about people and important events and developments from recent and more distant times in the locality, in Britain and in other parts of the world. Children will learn about historical enquiry by looking at as many real sources as possible and by recreating events from the past.
Geography is concerned with the study of places, the human and physical processes that shape them and the people who live in them. In the Early Years, children learn about their immediate environment and how to read and draw simple maps using invented and conventional symbols.
In Key Stage 2, the children develop this knowledge into a wider area and study transport, weather and landscapes, both in their local area and in many other countries.
Children have opportunities to draw, paint, print, make collages, use fabrics and threads and use clay. They are taught the skills and techniques and then given the opportunity to practise them to produce individual and group pieces of work. Children are encouraged to critically evaluate their own work and that of others in order to learn from their experiences.
DT’ incorporates many traditional skills – cooking, model making, drawing and sketching, problem solving, observation and discussion – putting them together in an approach which encourages the children to become designers and inventors.
The children are taught how to use tools and materials safely and economically.
The aim of physical education is to promote physical activity and healthy lifestyles. Children are taught to observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators.
Children take part in games, gymnastic movement, dance and athletic activities using indoor and outdoor environments where appropriate. Children can take part in after school clubs and have the opportunity to compete against other schools.
In Year 4/5/6, children go on a residential course for outdoor activities.
Children have swimming lessons in in year 3,4,5 and 6. It is our aim that all children are abel to swim 25m by the time they leave Fairway, and so we target those children who are weaker swimmers with extra swimming sessions. These sessions are delivered in Linden Road Pool by our teachers and other accredited swimming staff.
We welcome sporting groups into Fairway and have links to Aston Villa, Kings Norton Tennis and Rugby clubs.
Extra Curricular Activities
We provide a large range of activities including: art and craft, cooking, football and gardening. Such activities are run by the staff and are dependent, at any time, on the interests and enthusiasm of individual teachers with the co-operation and assistance of parents and the availability of outside providers. We are accredited as level 5 gardening school by RHS; the children are very proid of their gardening skills which we see as crucial to the engagement and development of many of our children. They grow and sell flowers and vegetables at events such as the Christmas and Summer Fairs.
Meeting together to share as a community is very important to us. We have whole school assemblies on Mondays and Fridays where we celebrate achievements and welcome visitors into Fairway.
We have a variety of people come and share with us from local and faith communities. All visitors are DBS checked and adhere to our ethos and values.
Children also have a time of Collective worship in their classrooms where they have space and time to reflect on current thoughts and issues.