Curriculum Information
Approach to Learning
At Saughall All Saints C of E Primary School, our approach to learning is rooted in our Christian vision: Love, Learn and Grow Together. We believe every child is unique, valued and capable of achieving highly. Our curriculum is designed to develop the whole child and enable every pupil to flourish with God by their side, preparing them for life in all its fullness.
We provide a broad, balanced, ambitious and engaging curriculum which builds knowledge, vocabulary, skills and understanding progressively. Learning is purposeful and, where appropriate, practical and hands-on, enabling children to make connections between what they learn and the world around them.
We recognise that children enter school and each new phase of learning with different experiences, knowledge, skills and starting points. Teachers use assessment to identify what pupils know, understand and can do, and use this information to plan appropriate next steps. We aim to ensure that all pupils, including those with SEND, disadvantaged pupils and those who need additional support or challenge, are able to access the curriculum and make strong progress.
Our curriculum promotes a love of learning, curiosity, independence, resilience and cooperation. Through our Learning Powers, pupils are encouraged to take increasing responsibility for their learning, reflect on their successes, identify areas for improvement and persevere when learning is challenging.
We continually evaluate the quality and impact of our curriculum and teaching. Pupil voice, assessment information, work scrutiny, monitoring and professional dialogue help us to identify strengths and areas for development. Our aim is that every child leaves Saughall All Saints as a confident, capable and curious learner, ready for the next stage of their education.
At Saughall All Saints, the curriculum encompasses everything pupils experience through lessons, worship, relationships, enrichment, visits, clubs, sport, leadership opportunities and the wider life of our school. It reflects our Christian values and promotes pupils' academic, physical, spiritual, moral, social, cultural and emotional development.
Religious Education and Collective Worship
At Saughall All Saints C of E Primary School, Religious Education (RE) and Collective Worship are separate but important aspects of school life.
Religious Education
RE is part of the statutory curriculum and is taught in accordance with the locally agreed syllabus and the requirements for Church of England schools. Our RE curriculum helps pupils to develop knowledge and understanding of Christianity, other faiths, worldviews and non-religious perspectives.
Parents have a legal right to request that their child is withdrawn from all or part of RE.
If you wish to withdraw your child from RE, please make your request in writing to the Headteacher. We will discuss the arrangements with you and ensure that your child is appropriately supervised.
Collective Worship
Collective Worship is separate from RE. As a Church of England school, our worship reflects our Christian foundation, our school vision and our Christian values. It provides opportunities for pupils to reflect, pray, explore questions of meaning and purpose, and develop spiritually and personally.
Parents also have a legal right to request that their child is withdrawn from all or part of Collective Worship.
Requests should be made in writing to Mrs Prenton. We will discuss the arrangements with you and ensure that your child is appropriately supervised during the period of withdrawal.
We respect parents' rights and will respond to requests sensitively and respectfully.
Further information
For further information about Religious Education or Collective Worship, or to discuss a withdrawal request, please contact Mrs Prenton
Official guidance:
Department for Education – Collective worship in schools
Department for Education – Religious Education and Collective Worship
The National Curriculum
The National Curriculum provides an entitlement to a broad body of essential knowledge and skills for pupils in maintained schools in England. It provides the framework for the subjects and content taught across the school.
At Saughall All Saints, we meet the statutory requirements of the National Curriculum while also providing a wider curriculum that reflects our school's context, Christian vision and the needs and interests of our pupils.
Our curriculum includes:
English, including reading, writing, phonics, spelling, grammar and spoken language
Mathematics
Science
Religious Education
History
Geography
Computing
Design and Technology
Art and Design
Music
Physical Education
French
Personal, social, health and economic education and relationships education
A rich programme of enrichment and wider experiences.
We ensure that knowledge and skills are carefully sequenced so that pupils build on prior learning and develop increasing independence and depth of understanding.
Stages of Learning
From Year 1, pupils are taught in mixed-age classes: Years 1/2, Years 3/4 and Years 5/6. The curriculum is therefore organised through a carefully planned two-year cycle, ensuring that pupils receive full coverage of the National Curriculum while building progressively on their knowledge and skills.
Early Years Foundation Stage
Our Reception curriculum follows the Early Years Foundation Stage (EYFS) statutory framework. Learning is organised around the seven areas of learning and development.
The three prime areas are:
Communication and Language
Physical Development
Personal, Social and Emotional Development.
The four specific areas are:
Literacy
Mathematics
Understanding the World
Expressive Arts and Design.
EYFS
Children learn through a carefully balanced combination of adult-led teaching, guided activities, purposeful play and opportunities to explore and develop their interests. Particular importance is placed on communication, vocabulary, early reading, phonics, early mathematics, independence and positive relationships.
Children's learning and development are observed and assessed throughout Reception. At the end of the EYFS, teachers complete the Early Years Foundation Stage Profile, assessing children's attainment against the Early Learning Goals in accordance with statutory requirements.
Key Stage 1 – Years 1 and 2
Pupils follow the Key Stage 1 National Curriculum within our mixed-age Years 1/2 class. Learning is organised through subject teaching and, where appropriate, meaningful links between subjects.
Children develop the knowledge and skills established in Reception and increasingly apply these independently. Particular emphasis is placed on reading, phonics, writing, spelling, vocabulary, mathematical fluency and developing positive attitudes towards learning.
Statutory assessments include the Year 1 phonics screening check and, where required, the Year 2 phonics screening check. Schools also make teacher assessments at the end of Key Stage 1. National Key Stage 1 SATs are no longer statutory.
Lower Key Stage 2 – Years 3 and 4
Pupils continue to build on their learning through the Years 3/4 curriculum. They develop greater subject knowledge, vocabulary, independence and ability to apply their learning across different contexts.
Pupils are encouraged to ask questions, investigate, reason, explain their thinking and make connections between different areas of learning. There are increasing opportunities for independent research, problem-solving and collaborative learning.
Upper Key Stage 2 – Years 5 and 6
In Years 5 and 6, pupils build on their previous learning and develop the knowledge, skills and personal qualities needed for secondary education and beyond.
We place increasing emphasis on independence, resilience, critical thinking, decision-making and applying knowledge in unfamiliar situations. Pupils are encouraged to reflect on their learning and take greater responsibility for their progress.
At the end of Year 6, pupils undertake the statutory national curriculum assessments (SATs) in reading, mathematics and grammar, punctuation and spelling. Teacher assessment is also made in accordance with statutory requirements.
Transition to secondary school is carefully planned. Pupils have opportunities to visit and work with local secondary schools, and we work closely with receiving schools to ensure a smooth transition into Key Stage 3.
Assessing Progress
Assessment is an integral part of teaching and learning. Teachers continually assess pupils through questioning, observation, discussion, classwork, independent work and other appropriate assessment activities.
Assessment enables teachers to:
identify what pupils know and understand;
identify misconceptions and gaps in learning;
adapt teaching where necessary;
provide appropriate support or challenge;
identify the next steps in learning; and
monitor pupils' progress over time.
We use a range of formative and summative assessment approaches. Assessment information is carefully considered alongside teachers' professional knowledge to identify pupils who may require additional support, intervention or greater challenge.
We have high expectations for all pupils. We celebrate achievement, provide encouragement and help children understand that mistakes and challenge are an important part of learning.
Our focus is on what pupils can do, what they understand and what they need to learn next.
Parents are kept informed about their child's progress through regular communication and formal parent meetings during the school year. Written reports provide a summary of children's achievement and progress.
Reading and Phonics
Reading is at the heart of our curriculum. We recognise that confident reading is fundamental to pupils' success across the curriculum and throughout life.
We aim to develop pupils who can read accurately, fluently and confidently and, importantly, who choose to read for pleasure and enjoyment.
Our approach to reading develops:
secure phonics knowledge and decoding;
fluency and expression;
vocabulary and comprehension;
reading across a wide range of genres;
knowledge of authors and texts;
the ability to discuss and respond to what has been read; and
a lifelong love of reading.
Phonics is taught systematically using the Letters and Sounds phonics programme. Pupils have regular opportunities to practise their reading and apply their developing phonics knowledge.
Reading is promoted throughout the curriculum, with carefully selected texts used to enrich learning and provide meaningful contexts. We also provide opportunities for pupils to enjoy stories, novels, poetry, non-fiction and a wide range of other texts.
We work closely with parents and carers to encourage regular reading at home and to develop positive reading habits from an early age.
Writing
We aim to develop confident, purposeful and enthusiastic writers who can communicate their ideas clearly and effectively.
Pupils are taught to write for a range of purposes and audiences and across different subjects. They develop increasing control of spelling, punctuation, grammar, vocabulary, sentence construction, organisation and handwriting.
Our writing curriculum provides opportunities for pupils to write at length and develop stamina. Pupils learn to plan, draft, edit and improve their work, using feedback to develop their writing.
Writing is closely linked to reading and subject knowledge so that pupils have the vocabulary, knowledge and ideas necessary to write successfully. They write in a range of forms, including narratives, descriptions, explanations, reports, comparisons, summaries, arguments and evaluations.
We aim for pupils to develop accuracy, fluency, creativity and enjoyment in writing.
Mathematics
We recognise mathematics as an essential part of everyday life and as a subject that develops pupils' reasoning, problem-solving and critical-thinking skills.
Our mathematics curriculum aims to develop pupils who are fluent, confident and resilient mathematicians. Pupils build secure conceptual understanding and learn to apply their knowledge in increasingly varied and challenging contexts.
We aim to ensure that all pupils:
develop fluency in the fundamentals of mathematics through regular and varied practice;
develop secure conceptual understanding;
reason mathematically using appropriate mathematical language;
solve a wide range of problems, including unfamiliar and non-routine problems;
make connections between different areas of mathematics;
explain and justify their mathematical thinking;
develop efficient methods and strategies; and
develop confidence, resilience and enjoyment in mathematics.
We place particular emphasis on number sense, mathematical fluency, times tables, reasoning and problem-solving, ensuring that pupils have the foundational knowledge needed to succeed as they progress through the school.
The Wider Curriculum and Enrichment
Our curriculum extends beyond the classroom. We believe that children learn through experiences, relationships and opportunities to discover and explore the world around them.
Pupils benefit from a rich programme of visits, visitors, sport, music, clubs, leadership opportunities, outdoor learning, Forest School experiences, residential opportunities, environmental projects, charity work and links with our church and local community.
We provide opportunities for pupils to develop leadership and responsibility through roles such as Sports Leaders, Librarians, Eco Champions, Healthy Living Ambassadors and Road Safety Officers.
Our enrichment opportunities support pupils' personal development, build confidence and resilience, broaden their experiences and help them discover interests and talents.
Through our curriculum and wider opportunities, we aim to ensure that every child can Love, Learn and Grow Together and develop the knowledge, skills, character and confidence to flourish throughout their lives.