At Silsden Primary School we believe that:
- children need to feel safe and healthy in order to learn and develop well and so we need to play our part in ensuring children are secure and full of energy
- our school should be an uplifting place where all children are valued and cared for
- all children have the potential to be energised and successful learners because intelligence is not fixed – it can be grown.
And so we want our children to leave Silsden Primary School with:
- strength in the Silsden Primary School 6Rs for Learning – resilience; responsibility; good social and learning relationships; resourcefulness and the ability to reflect and reason.
- confidence and enjoyment in reading, writing and maths
- a strong knowledge and understanding of the world around them and the desire to know more
- an appreciation of the lives of others – recognising that which we have in common and valuing difference
- the ability to grow from mistakes, have their ideas challenged and challenge the ideas of others
- an understanding that effort plus challenge equals success
- a positive attitude towards school and learning and a motivation to continue succeeding
Early Years and Foundation Stage Curriculum
Click here to see the Statutory framework for the Early Years Foundation Stage
Click here to see Development Matters in the Early Years Foundation Stage (EYFS)
The National Curriculum
Our children follow the 2014 National Curriculum. You can read or download the National Curriculum here. Children’s learning is delivered through themes for each year group.
Nursery and Reception – You can see an overview of the themes taught throughout the year by clicking here
Year 1 -You can see an overview of the themes taught throughout the year by clicking here.
Year 2- You can see an overview of the themes taught throughout the year by clicking here.
Key Stage 2 (Years3,4,5,6): You can see an overview of the themes for the Autumn Term by clicking here.
Key Stage 2 (Years 3,4,5,6): You can see an overview of the themes for the Spring Term by clicking here.
Key Stage 2 (Years 3,4,5,6): You can see an overview of the themes for the Summer Term by clicking here.
We follow a ‘Mastery Approach’ to the teaching of maths. You can read a summary of this approach to Maths teaching here: https://www.ncetm.org.uk/resources/47230
Maths learning in the New Curriculum is divided into expectations for each year at school.
You can read or download the expected learning for your child to achieve by the end of each year here:
Spelling, Grammar and Punctuation
The National Curriculum lays out learning for each year group in spelling here.
The National Curriculum lays out learning for each year group in Grammar and Punctuation here.
How do we assess how well our children are succeeding in Reading, Writing and Maths?
We have broken down the Maths Curriculum into a number of strands of maths learning. We have built an expectation for children’s learning for each year in each strand with two milestones along the way. We call these expectations ‘Key Performance Indicators’ – KPIs.
Children are assessed against each KPI at least a week after the lesson learning. The assessments are based on carefully selected questions or problems aimed to assess the child’s progress against each milestone of the KPI. Children complete these independently in their KPI Assessment Book and the teacher uses these responses to judge whether the child has met Milestone 1, 2 or the Year Expectation for that strand of learning.
The results of these KPI assessments for each strand of maths learning are recorded by the teacher for each child on the Maths KPI Tracker.
These KPI assessments are submitted in December, March and June so that progress comparisons can be made between classes and previous years. An overall judgement is made as to whether each child is working towards the expectation for the year group, securely at that expectation (Age-Related Expectation – ARE) or at an advanced level, recorded on the Itrack system and used to inform judgements about how well the children and the class are progressing on the Year Group Standards Tracker. A small number of children will be working towards a lower year group expectation and they will have their progress recorded against this expectation.
We have established a clear expectation for writing for each year group – our Hothfield Writing Record. The Record includes our ‘Essentials Threshold’ – the basic writing skills which children have to master in order to be working at the age-related expectation Broadly every two weeks, children’s independently-written pieces for a range of purposes are assessed against this Writing Record. The record establishes the ‘key issues’ the child needs to develop to improve their writing as well as more particular short-term targets for improvement. The child’s progress is recorded on the Record and used to ensure that each child is clear about the ‘big issues’ they are working on to improve their writing as well short-term targets.
Each December, March and June an overall judgement as to whether each child is working towards the expectation for the year group, securely at that age-related expectation (ARE) or at an advanced level is made, recorded on the Itrack system and used to inform judgements about how well the children and the class are progressing on the Year Group Standards Tracker. This judgement will be based on at least five independently written pieces of writing for a range of purposes. We are building our Hothfield Writing Expectations Portfolio to exemplify what the standard of writing should be for each term in each cohort. This is moderated with neighbouring schools to build a secure picture of age-related expectation. A small number of children will be working towards a lower year group expectation and they will have their progress recorded against this expectation.
Spelling Assessment: The National Curriculum Spelling List has been broken down into a list for each year group. Children are ‘baseline assessed’ against this list early in September and then tested against the list in the whole School Spelling Bee in December, March and June. Results are submitted for each child and collated into the Year Group Standards Tracker.
Y3 and Y4 children (and older children still working at this level) are assessed against their knowledge of the 200 High Frequency Words until these words are secured – and their progress recorded by the class teacher. Results are submitted in December, March and June and collated into the Year Group Achievement Profile.
Children who enter the school not having secured the Y1 Phonic Screener ‘pass’ and others who do not have a secure phonic knowledge continue to receive phonics teaching and are tested against the phonic screener until they are secure. The results of this are recorded in the Year Group Achievement Profile.
Grammar and Punctuation Assessment: Children’s knowledge and skills in Grammar and Punctuation are assessed on entry to each year group, December, March and June. These assessments are used to identify the next steps for learning for each child and inform judgements about how well the child and the class is progressing on the Year Grup Standards Tracker.
Grammar and Punctuation are assessed using the Rising Stars Grammar and Punctuation Test in Y3 and Y4, and past SATS papers in Y5 and Y6.
Handwriting Assessment: Each September, the class teacher assesses the children’s handwriting and establishes which children are not forming letters correctly and therefore developing their handwriting at the expected level. The names of these children are submitted for the Year Group Standards Tracker and their progress towards meeting the handwriting expectation is monitored and recorded over the year.
We have established a clear expectation for reading for each year group – our Hothfield Reading Record.
Each week in the Guided Reading Session, children’s progress towards securing the skills in the Hothfield Reading Record is recorded. These judgements are based on the child’s ability to independently read and respond to text.
In September, December, March and June of Y3, 4 and 5, children sit the Progress in Reading Assessment (PiRA) test to measure their reading skills. Results are used to measure progress from the previous test and areas for development. Children in Y6 sit past Y6 Reading SAT papers in September, December and March for the same purpose with their final assessment in the May Reading SAT.
Each December, March and June an overall judgement is made as to whether each child is working towards the expectation for the year group (Age-Related Expectation -ARE), securely at that expectation or at an advanced level, recorded on the Itrack system and used to inform the Year Group Standards Tracker. This judgement will be based on teacher assessment of each child during Guided Reading sessions and the results of the PiRA test. A small number of children will be working towards a lower year group expectation and they will have their progress recorded against this expectation.