The aim at Lyng Primary School is to provide opportunities for pupils to develop as confident, curious, successful learners with high aspirations. We ensure that all our pupils respect each other and have respect for all people.
Through our well-designed, engaging curriculum, we aim to equip our children with a range of knowledge and skills that will enable them to have deep subject expertise and go on to prepare them for the next stage of learning and life.
At Lyng we are aware of how regular reading has a positive effect on future life opportunities. As a result, we aim to instill a love of reading that will follow our children throughout their lives and raise their aspirations. To foster this love of reading across the school we ensure quality-reading texts are read daily, we have timetabled regular DEAR slots weekly (using books from Pie Corbett reading spine), teacher DEAR class swaps across the school half termly and a whole school day to celebrate reading termly. We also further promote the love of reading outside of the classroom through creating designated reading areas such as the reading bus.
At Lyng Primary School, we broaden pupils’ horizons through carefully planned, enriching opportunities where children feel immersed in their learning. Our mission statement, Classrooms without Walls, is a powerful tool for focusing the efforts of staff, pupils, parents and governors on our goal of providing all children with a broad, balanced and exciting curriculum, which enhances pupils’ experiences, makes learning fun and helps them to make links to prior and current learning.
Lyng Primary School provides an inclusive environment where learners enjoy their education. Pupils at all levels are helped to achieve their potential. Those who are most able are challenged through more cognitively demanding tasks and are given the opportunity to tackle these independently. Those who find learning more difficult are encouraged and given targeted support to embed skills. Pupils are then able to develop at their own pace and to learn in a style that best suits their individual needs.
Sport has a raised profile so pupils at Lyng Primary School are introduced to a wide variety of activities. Traditional sports such as netball and football are complimented by golf, cricket, athletics, dance, gymnastics, dodgeball and weekly swimming lessons from year 2. Giving sport a focus has engaged many children including children with SEN. It has also increased confidence in pupils and been used to teach life skills such as teamwork, determination, perseverance and acceptance of winning/losing.
The school also provides exciting opportunities in art, music and drama by planning quality opportunities for pupils to mature and share their creative talents. Our summer term art exhibition celebrated artistic achievement across the school.
Subject leaders play an important role in the success of the curriculum by leading a regular programme of monitoring, evaluation and review. The focus on curriculum development is always carefully designed to ensure coverage and progression. Wherever possible skills are transferred and embedded in other subjects. Enjoyment of the curriculum promotes achievement, confidence and good behaviour. Children feel safe to try new things.
At Lyng Primary School, we deliver a spiral curriculum where pupils learn key concepts through revisiting topics, with each encounter increasing in complexity and building on previous learning. Through encountering skills and knowledge numerous times over an extended period, with appropriate spacing between introducing concepts and revisiting, pupils are able to achieve a greater depth to their learning. We understand that pupils need to commit their learning to long-term memory. Therefore, through carefully mapped out schemes of work i.e. History/Geography knowledge organisers we deliberately choose to teach what we believe is ‘powerful knowledge’. We then use retrieval practice (low-stakes quizzing/high challenge) to test children to improve their retention. Our foundation subjects not only involve recapping on prior learning, including previous years, but also involve drip-feeding knowledge that children will learn in the following year. For example, in history/geography in Year 2, children will be introduced to the continents when studying Australia. Within that topic, they will also locate Egypt and Italy, in preparation for subsequent years' topics: Ancient Egypt and The Romans.
We also promote language rich environments which overtime develop our children’s cultural capital throughout their learning journey at Lyng. This allows pupils to articulate themselves in a more mature manner.
Following the Chris Quigley curriculum enables teachers to establish the essential characteristics of each subject that our learners need to fully engage with in order to cultivate future aspirations in that area. By capturing these characteristics in child friendly words, pupils understand and develop the key behaviours to ensure success in every subject. Presenting these characteristics via the Lyng Learning Animals gives children access to the key behaviours in a non-threatening, fun and unique way.
Children across Early Years Foundation Stage follow ‘Development Matters’ and the ‘Statutory EYFS Framework.’ The environment for learning is planned to enable pupils to access the world around them using their senses. At Lyng we want our pupils to gain knowledge and understanding through
real experiences and develop a wonder for the world they live in. Our Early Years curriculum ensures pupils have opportunities to make links with their learning and to develop skills in a progressive way.
Early Years Practitioners plan a balance between adult directed and child-initiated learning using children’s individual needs and interests as starting points. The curriculum we provide for our youngest children is relevant and rich in language.
Through secure subject knowledge and the revisiting of threshold concepts, the curriculum is driven by a mixture of history and geography skills, which is delivered via a number of exciting themes i.e. Women Who Changed The World. Each theme begins with a Wow Starter, including an associated educational trip or visitor and ends with a celebration assembly, including a team knowledge quiz.
As in KS1, History remains the predominant vehicle through which the curriculum is driven. Pupils follow the same historical eras in chronological order through years 3 and 4 (LKS 2), then repeat in years 5 and 6 (UKS 2), however each phase will carry out their learning through a different context in order to add deeper understanding to that time period. Years 3 and 4 study the time periods through the context of, ‘Battles, Beliefs and Buildings’ and Years 5 and 6 learn through the context of, ‘Civilisations, Inventions and Communication’.
To deepen pupil engagement and increase pupil investment in their learning we have adopted a storytelling approach to our curriculum, which incorporates selecting ‘People, Place and Problem scenario’, which may guide future learning. Initially we immerse children in their topic by studying the physical and human geography alongside rich knowledge of that era. By understanding the topography, pupils have a greater awareness of the problems people of that era may have contended with. Then through strategies such as instructional conversation, modelling thinking, teacher in role – stories that are rich in possibility leave pupils invested in their learning and motivated to think deeper.
The teaching of each historical period is supported by a carefully chosen text, which engages the learner in deeper knowledge and helps them to appreciate context. As in KS1, learning in each historical period includes an engaging starter, a visitor or trip and ends with a celebration assembly and team knowledge quiz. Wherever possible cross-curricular links to English, Maths, Science and other foundation subjects are planned and taught in line with the History topic/context being taught.
Impact is measured throughout a learning journey and by talking to children. Progress is identified and measured on the Depth of Learning tracker through termly assessments with reference to national curriculum statements. Recognising and prioritising pupil voice allows leaders to assess the strengths of our curriculum and the depth of understanding achieved.