Reading is the gateway to learning and has high priority across the whole curriculum. Our intent is that all children read with fluency and understanding, equipping them to succeed at Secondary School and become readers for life. We have a rigorous and sequential approach to reading where we strive to promote confidence in the children as readers and for them to become aware of reading as a source of communication, information, research, interest and pleasure. Across the curriculum, children enjoy a range of texts linked to their topics which supports the acquisition of subject specific vocabulary. Throughout the school, children also read individually, share class novels, read in small guided groups and are read to by adults regularly. Through accurate assessment, where gaps in learning are identified, interventions and additional support ensure all children make progress to support them in accessing the full curriculum.
Early Reading and Phonics
In EYFS and KS1 we use the Jolly Phonics scheme alongside Letters and Sounds to teach basic phonic skills. The children are assessed and organised into groupings according to the phonics phase they are working within. The systematic teaching of phonics ensures children make rapid progress in the early stages allowing them develop strategies to decode and build fluency. Reading books the children take home are linked to the phonic phase they are working within.
We offer an inspirational and varied English curriculum which provides all children with the skills necessary to equip them for life. It is our intent that all children feel confident to write for a range of purposes and that they can communicate their thoughts and ideas with ease and enjoyment. Our writing curriculum builds from high quality texts which link across the areas of the curriculum making learning meaningful with clear purpose. Children develop their comprehension of text through active learning strategies, developing their speaking and listening skills such as drama, discussion, debate and develop their understanding of texts and themes further by using these texts as springboards for purposeful writing. Elements of grammar and punctuation are taught explicitly as well as within the context of writing. Children learn the writing process from reading as writers, planning, drafting, editing and proof reading, knowing that writing is about crafting ideas using a range of skills.
At Padbury Church of England School we teach Mathematics for Mastery using the White Rose Scheme of Learning. It is an engaging and accessible style of mathematics teaching. Our approach enhances mathematical understanding, enjoyment and achievement for every child. Children are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols. Mathematical concepts are explored in a variety of representations and problem-solving contexts to give pupils a richer and deeper learning experience. We use a structured approach to introduce and reinforce mathematical vocabulary and we ask pupils to explain their mathematics to build their mathematical language and reasoning skills.
The National Curriculum (2014) identifies a broad range of areas to be covered within Science including; Working Scientifically, Animal including Humans, Plants, Living Things and their Habitats, Properties and Changes in Everyday Materials, Seasonal Changes, Light, Sound and Forces.
To develop Scientific skills all children, need rich opportunities to communicate in play and in their daily lives as the first steps in developing emergent science skills. These will stimulate their senses as well as encourage them to question, explore and wonder at their environment. At Padbury CE School, emergent scientific study skills are taught through activities which provide pupils opportunities to respond consistently to familiar objects, explore materials in increasingly complex ways, observe the results of their own actions with interest, be proactive in their interactions and perform actions, often by trial and improvement remembering learned responses over short periods of time.
Pupils are taught the key active learning skills of observation, curiosity, a willingness to have a go, trial and error, problem solving, comparing, predicting and testing that are fundamental to developing an understand of the world around them. Scientific thinking books are used capture that curiosity, thinking and outcomes in a way that means they focus on their scientific understanding, not secretarial skills
We capitalise on pupils’ areas of special interests, using these opportunities to extend learning in all areas of science so that each child can make progress from their individual starting point.
At Padbury we hold the Gold Primary Quality Mark for Science as a result of our high quality Science teaching.