DITTON INFANT SCHOOL Teaching and Learning Curriculum and Assessment Policy February 2021
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DITTON INFANT SCHOOL
Teaching and Learning
Curriculum and Assessment Policy
February 2021
Intent
‘Pupils should leave Ditton Infant School as resilient members of the community, with a thirst
for learning, and a desire to be the best they can be’
The curriculum at Ditton Infants is designed to provide a rich, challenging and relevant education
that meets the needs of our children throughout the school. Throughout the Foundation Stage and
Key Stage 1 teachers plan learning opportunities and sequences of lessons linked to themes that
contribute to delivering the curriculum intent. Staff have mapped the KS1 curriculum objectives
across Yr1 and 2 to ensure there is progression in teaching, learning and the assessment of all
subject areas. The Year R curriculum is being reviewed to align to the new EYFS early learning goals
as we are an early adopter school. The mastery curriculum provides opportunities for children to
develop as independent, confident and successful learners who have high aspirations for themselves
and know how to make a positive contribution to the community. Key elements of our curriculum
support the development of the whole child by
supporting healthy physical development
developing an awareness of how to keep themselves safe
nurturing a growth mindset alongside the Characteristics of Effective Learning.
supporting children’s spiritual, moral, social and cultural development
ensuring that children develop independence and are prepared for the next stage in their
lives.
All children develop a range of knowledge and skills for future learning through a coherently planned
inclusive curriculum across the two key stages.
We have considered the context of our school when devising long term plans which reflect the
children’s life experiences and interests and engage children. The curriculum incorporates RE, RSE
and PSHE. There is a strong focus on the teaching, learning and assessment of synthetic phonics and
the development of reading across the school.
Speech and Language development is also seen as key and we routinely assess children on entry to
YrR and a teaching assistant supports children across the school with articulation difficulties and
gaps in language acquisition. Outdoor learning is also a strong feature of our provision across the
school.
High-quality outdoor learning experiences are proven to:
develop reflective and inquisitive thinking along with problem-solving approaches in ‘real’ situations
1 encourage holistic development of children
develop resilience and adaptability in occasionally adverse circumstances
allow children to become more able to identify hazards and risks
develop a love, appreciation and respect for nature and all that is living
develop an understanding of how we can look after our environment
develop self-awareness, confidence and self-esteem
develop collaborative-working and communication skills
provide positive health benefits – both physically and mentally – and assist gross and fine-motor
development
develop a lifelong love of the outdoors
Assessment is ongoing, it is evident in every lesson and is used to support subsequent planning.
Assessments are streamlined across all subjects ensuring there is progression across the year groups
and opportunities for greater depth. Pupil progress meetings are held at least 3 times a year and all
teachers regularly take part in moderation for reading, writing and maths throughout the year.
Implementation
The curriculum incorporates the statutory requirements of the EYFS September 2020 and National
Curriculum of 2014. It also reflects the requirements of the Special Educational Needs and Disability
Code of Practice 2014 and Equality Act 2010. It is delivered both indoors and outdoors through a
cross-curricular approach. Staff also plan other experiences and opportunities which best meet the
learning and developmental needs of the children in our school.
The curriculum provides children with memorable experiences in addition to diverse and rich
opportunities from which children can learn and develop a range of transferable skills.
We work alongside our community, the village pre-school providers and Ditton Junior School, to
provide continuity and progression for our children and parents. Transition into YrR, into Yr1 and
across to Yr3 is a strength of the school and we pride ourselves on reviewing these plans annually to
meet the needs of the children.
The school grounds are continually being developed to enrich different curriculum areas and we are
supported by a forest school leader who visits school to work alongside staff with their delivery of
forest school inspired learning activities. We promote a love of forest inspired and outdoor learning
throughout our school.
We have worked hard to raise the profile of PE and leading a healthy life style within our school.
Teachers have been supported by specialist coaches to raise all PE teaching to a good or better
standard. The specialist teacher has also supported teachers in planning series of lessons that build
on skills in dance, games and gymnastics. They have also helped us to provide an extensive sport
related after school enrichment clubs e.g. yoga, archery, tennis. Movement breaks, massage and the
mile a day are regular feature in our timetable (see sports premium plan). The whole school take part
in three inter school competitions during the year.
R.E. is delivered through the Kent Agreed Syllabus with a focus on Christianity and Judaism.
Personal, Social and Health Education (including Relationship and Sex Education) is taught through a
scheme called Jigsaw. This brings together PSHE, emotional literacy, mindfulness, social skills and
spiritual development. A variety of teaching strategies are used and are mindful of each child’s
preferred learning style. Jigsaw is designed as a whole school approach, with all year groups working
2on the same theme (Puzzle) at the same time. This enables each theme to start with an introductory
assembly, generating a whole school focus for adults and children alike. Assemblies are linked to the
6 Jigsaw themes across the year.
Music is delivered using Charanga. Charanga’s Musical School Scheme provides teachers with
progressive week-by-week lessons for each year group in the school and combines elements of:
• Listening and Appraising
• Musical Activities — creating and exploring
• Singing, Playing Instruments and Performing
Staff are committed to providing a wide range of extra-curricular activities after school based on
the current cohorts’ interests and feedback our school council. Furthermore, these interests are also
used to inform planning for playtime and lunchtime activities. We also deliver programmes such as
scooter training and road safety training (Small Steps) to give the children life skills and prepare
them for the next phase in their life.
Pupil voice is very important in our school. Yearly elections are held for our school council and eco
committee. These groups meet regularly and positively impact the working of the school. We
introduced the eco committee in September 2018 and achieved the Silver Award in July 2019 and the
Green Flag in July 2020. Pupil voice is also captured through pupil conferencing, pupil questionnaires
and circle times.
The school takes pride in providing an inclusive environment and pupils are supported at all levels to
reach their potential. Differentiation is used to enable all learners to access the curriculum at the
appropriate level (1*/2*/3*’s) and in a style that best suits their needs. We ensure that the most
able are challenged and supported through being offered tasks which provide opportunities to work
at greater depth across the whole curriculum.
On entry to school we recognise that some children have significant speech and language needs. In
YrR we assess every child on entry and then provide targeted support if appropriate. These children
are regularly assessed, and support will continue to be provided throughout the school where needed.
We use some of our Pupil Premium funding to enable an experienced Speech and Language Teaching
Assistant to be non-class based so that she can work with small groups or individuals and support
parents with the delivery of each child’s individual programme. Our Inclusion Manager works across
both Ditton Schools to provide our parents and children with continuity. We are developing recording
systems to align across the two schools to further improve our SEN provision and make it more ‘child
and parent’ friendly. Staff are trained in a variety of high-quality interventions which can be used as
appropriate across the school. These are regularly reviewed to monitor impact.
Enrichment opportunities are constantly sought to broaden our children’s experiences: theatre
shows, visiting gymnasts, charity events (e.g. Save the Children, Children in Need, Comic Relief)
Scooter workshops have been held with a focus on safe scooting. Visits are planned which link to
topics such as trips to Wingham Wildlife Park and the local Heritage Centre. We have also developed
links with the local church and Family Trust, parental visitors to talk about their culture/religion and
themed assemblies (e.g. Caterlink Assemblies to promote healthy food choices). These not only
enhance children’s learning journeys but are chosen specifically to promote fundamental British
Values (Family Trust themed assemblies).
3Subject leaders play a vital part in the success of the curriculum by leading a regular programme of
monitoring, evaluation and review and the celebration of good practice contributes to the ongoing
commitment to evolve and improve further. We are developing a training programme for subject
leaders, giving them the opportunity to keep developing their own subject knowledge, skills and
understanding, so they can support curriculum development and their colleagues throughout the
school.
Parent consultations are held in Terms 1 and 3 with an optional meeting in Term 6 following the End
of Year Report. We also work with parents by holding information workshops (SATS / Phonics / YrR-
Yr1 transition) and invite parents in for ‘Golden Times’ and ‘Stay and Play’ sessions
Early Years Foundation Stage (EYFS)
At Ditton Infant School we aim to provide a creative and balanced curriculum that meets the needs of
all our children. The children in our Reception classes experience all areas of the Early Years
Foundation Stage Curriculum. The seven areas are:
▪ Communication and Language
▪ Physical Development
▪ Personal, Social and Emotional Development
▪ Literacy
▪ Mathematics
▪ Understanding the World
▪ Expressive Arts and Design
Phonics is taught using Letters and Sounds as the core programme supported by cued articulation, Jolly
Phonics and Read, Write Inc resources and strategies.
EYFS Curriculum Organisation
Good planning is key to ensuring that children’s learning is effective and that they make good progress
towards the early learning goals. The seven areas of learning support, foster, promote and develop
children’s learning and development. We plan for the seven areas considering the children’s interests,
needs, abilities and diversity as well as current events and themes. The duration of the theme is
dependent upon the children’s responses. Each new theme is launched with a ‘mini stunning start’. We
introduce characteristics of effective learning that we feel children need to develop to be ‘great
learners’ and these run throughout all themes. (Choosing Chimp, Go for it Gorilla, Proud Peacock,
Exploring Elephant, Concentrating Crocodile, Creative Chameleon, I know Rhino, Persevering Parrot,
Slinky Linky Snake). We also use a growth mindset as a thread that runs through our curriculum to
encourage children to be reflective in their learning and develop their skills.
(For more information please see our Early Years Policy)
Key Stage 1
Children in Years 1 and 2 experience all areas of the National Curriculum. The National Curriculum areas
are: English, Maths, Science, History, Geography, Design & Technology, Computing, PE, Music, Art &
Design.
4Phonics continues to be taught using Letters and Sounds as the core programme supported by cued
articulation, Jolly Phonics and Read, Write Inc resources and strategies.
At Ditton Infant School we use a cross-curricular planning approach which uses a theme that links
some subjects. Educational visits and visitors into school are an important aspect of our curriculum
and are used to broaden the children’s understanding of the themes we teach as well as focusing on
ways in which they can keep themselves safe. We use stunning starts and fabulous finishes for our
themes. (see appendix 1)
Curriculum Organisation in Key Stage 1
The curriculum programmes of study are delivered through 6 overarching themes per year group. These
themes are chosen to develop transferable skills between subjects and stimulate interest and curiosity.
During the children's learning we endeavour to incorporate as many meaningful and memorable real-life
experiences as possible that are related to the connected learning.
Each academic year is divided into six terms and the Long-Term overview for each year group indicates
the theme and elements of the Programme of Study to be taught. We continue to focus upon the
characteristics of effective learning that we feel children need to develop to be ‘great learners’ and
these run throughout all connectors. (Choosing Chimp, Go for it Gorilla, Proud Peacock, Exploring
Elephant, Concentrating Crocodile, Creative Chameleon, I know Rhino, Persevering Parrot, Slinky Linky
Snake). We continue to use a growth mindset as a thread that runs through our curriculum to encourage
children to be reflective in their learning and develop their skills.
One morning a week is dedicated to a foundation subject to allow teachers to spend quality time
delivering lessons.
We plan an effective transition from EYFS to Year 1 by creating an environment which is similar to our
Reception Classes and have a timetable which incorporates opportunities for indoor and outdoor child-
initiated learning and observation led assessments. The timetable is flexible and moves to more
directed learning opportunities as the cohort becomes ready.
When planning lessons, teachers may concentrate on a discrete subject or may plan a lesson that draws
on two or more subjects from the curriculum. In this case, when planning, the teacher will be clear as
to the learning objectives and the assessment focus for the lesson.
For detailed information about long term plans see year group specific curriculum overviews and
curriculum overview document (https://www.ditton-inf.kent.sch.uk/learning/)
5. Inclusion
Teachers set high expectations for all pupils. They will use appropriate assessments to set ambitious
targets and plan challenging work for all groups including
More able pupils
Pupils from disadvantaged backgrounds
Pupils with special educational needs or disabilities
Pupils with English as an additional language
Work and resources are differentiated to meet the needs and capabilities of the children and ensure
5that there are no barriers to every child achieving.
6. Roles and Responsibilities
6.1 The role of the class teacher is to:
o plan in accordance with the EYFS or National Curriculum and the long-term plans for that year
group to create engaging, inclusive and progressive medium and short term plans;
o plan and organise ‘Stunning Starts’ or ‘Fabulous Finishes’ throughout the year
o plan open ended tasks to encourage and enable deeper thinking;
o encourage parental engagement, link in-school learning to home learning, create displays linked
to themes within the class and develop these throughout the term;
o Collate evidence of learning
o With the children, reflect upon and evaluate progress towards the core skills and the
characteristics of effective learning, focusing upon those which have been mastered and use
this knowledge to plan further learning.
o Plan weekly opportunities for outdoor learning
6.2 The role of the subject leaders is to:
o keep up to date with developments in their area of learning at both national and local levels;
o review the way the subjects are taught in the school and plan for improvement, linking to whole
school objectives if relevant;
o review curriculum plans for their key areas ensuring there is full coverage of the EYFS and
National Curriculum and that progression is planned for;
o develop subject specific evidence files to show the achievements of children at each level of
development in the core skills
o audit, order and manage resources to enhance learning experiences for the pupils;
o monitor how their subjects are taught and assessed through monitoring the medium and short-
term planning and observing lessons ensuring that appropriate teaching strategies are used.
o monitor assessment in their subject area using a key objective excel workbook
o take part in regular pupil conferencing to monitor the children’s views about the curriculum and
their learning
o support the CPD of their peers
o attend CPD relevant to their role
6.3 The Headteacher has overall responsibility for the leadership of the curriculum and delegates
responsibility to key staff. The headteacher may also be a subject leader.
6.4 The role of the Governors is to monitor coverage of the EYFS and National Curriculum through
visits, meetings with subject leaders and children in the school and book looks.
7. Assessment
Our school considers accurate and focused assessment to be the cornerstone of high-quality teaching,
as it allows learning to be planned and taught accurately. Assessment is an on-going process and is used
to inform short term planning using the subject specific overview statements in KS1 and Development
Matters in EYFS.
7.1 Three times a year teachers will summatively assess the learning progress made and the extent to
6which core learning has been mastered in all areas of the curriculum in EYFS and in Reading Writing
and Maths in KS1. (6 times a year in Yr2 as requested by the teachers). This can be completed through
work analysis, evidence on the ILD or via assessment activities completed during the assessment week
for KS1 (appendix 2). The assessments are added to the school’s assessment system. (AWL on SIMS).
Formative assessments are built up over the year for foundation subjects, computing and science on a
key objective excel workbook. Data for these is then added to the AWL marksheets on SIMS in July.
Subject leaders will monitor the key objective class overview assessment grids as part of their termly
monitoring.
7.2 Pupils’ progress across the curriculum is assessed by teachers throughout each year and reported
to parents in written reports at the end of the Summer term of each school year. Progress in reading,
writing and maths is discussed at parental consultations during the Autumn and Spring terms and target
sheets are shared with parents. The Term 1 and Term 3 parent meetings are also a time where provision
and personalized plans and intervention information are shared. (Appendix 3 Assessment timeline)
7.3 During the EYFS teachers record the pupils’ progress using the EYFS ILD and the Maths and
Literacy Learning Journey books. On entry (baseline), during the Autumn, Spring and Summer Terms
data for each area is also imported into termly tracker (TT) sheets on SIMS and next steps in learning
are shared with parents in Term 1 and Term 3. At the end of the year teachers provide written reports
to parents assessing children against age related expectations.
8. Parental Involvement
We feel it is essential to involve parents/carers in children’s learning. Across the school we will take
regular opportunities to inform and involve parents including; the use of class newsletter, class
assemblies, homework, questionnaires, YrR stay and play sessions, showcasing work and information on
the school website. Parents in YrR also have a log in to the Interactive Learning Diary.
9 Monitoring and Review
Evaluation is essential for the planning and development of the curriculum.
9.1 The subject leaders and senior staff monitor planning, delivery and assessment of subjects.
9.2 The Governing Body is responsible for monitoring the way the school curriculum is implemented.
The governors liaise with the subject leaders and monitor the way the school teaches these subjects.
9.3 This policy will be reviewed annually.
10 Links with other policies and documents
o EYFS policy
o SEND policy
o Equality Policy and Objectives
o PSHE Policy
o RE Policy
o British Values Statement
o Year Group Overviews (long term plans on the website for YrR, Yr1 and Yr2)
o Curriculum Overview (website document)
7Approved by Full Governing Board on 10th February 2021
Date of Next Review: February 2022
Appendix 1
Stunning Start – each theme may have a different stunning start- an exciting start to engage, motivate
and immerse the children in the learning via an experience. Eg. a local trip, a trip within Kent, a visitor
to learn a new skill from, a visitor to interview, an internal event, an externally provided event (eg.
learning bus, pantomime), a dressing up day.
Fabulous Finish – this is the opportunity to demonstrate that the children have mastered the essential
learning of the key skills by the end of the term. There are a wide range of fabulous finishers to
choose from but each year. Depending on the areas for development arising from self-evaluation. Some
examples are listed below
ICT presentation – applying learning via film, Powerpoint etc.
Presentation to parents e.g. class assembly
3)Letter/communication to an organisation outside of the school
An in-school exhibition
A class book shared with another class
An individual book – fact or fiction
Group presentation
An out of school exhibition e.g. local library display
Extended writing outcome
A creative outcome
Appendix 2
KS1 Assessment week tasks
Benchmarking (reading) but this can also be done earlier if teachers feel this is necessary
Star tests – Accelerated reader
Phonics checks (using past papers)
Independent ‘big write’ which is then marked using the summative writing sheets
Summative maths task
Update Reading, Writing and Maths grids
Update Science, Computing and Foundation subject grids.
Reading comprehension (Yr2 only)
Common Exception words – read and spell (Yr1)
Spelling (Yr2)
Wellbeing and Involvement review
8Appendix 3
Assessment Timeline
Sept Baseline Assessments start in YrR
Beginning October Baseline data collected and inputted YrR
Mid October 1st set of targets / Personalised / Provision Plans (EHCP) shared with
parents
Yr2 Assessment week and data collection
December Assessment week KS1
KS1 / EYFS Data collection / Quality Assurance / Pupil Progress meetings
February 2nd set of targets / Personalised / Provision Plans (EHCP) shared with
parents
Yr2 Assessment week and data collection
End March Assessment Week KS1
KS1 / EYFS Data collection / Quality Assurance / Pupil Progress meetings
Mid -June Phonic screen / SATS / EYFS data collection for Local Authority
End June In school Yr2 / EYFS Data collection / Quality Assurance / Pupil Progress
meetings
July Assessment week Yr1
Reports to parents YrR-Yr2 with targets and Personalised / Provision Plans
(EHCP) shared with parents ready for transition
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