Curriculum Overview
We recognise that our children come from a variety of ethnic and socio-economic backgrounds. We welcome children from neighbouring towns as well as the local village community.
At Nazeing Primary School, we have designed our curriculum with pupils’ learning at its core. Our curriculum is broad, balanced and inclusive. We provide opportunities for children to develop as independent and confident learners who have high aspirations and know how to make a positive contribution to their community. All of our children will be challenged in their schooling; learning from failures and celebrating successes. Nazeing children are prepared for life in modern Britain.
Our carefully mapped curriculum ensures coverage and progression of the National Curriculum. Skills and knowledge build from phase to phase, incorporating diverse and memorable experiences. Our curriculum fosters a sense of personal pride; our children ASK, ACHIEVE and ASPIRE.
Nazeing Implementation Statement
The curriculum for each subject is carefully designed based on the National curriculum. With the exception of Reception, our classes are mixed age groups, and so it is taught on a two-year cycle. Each child builds upon their previous learning, developing knowledge and skills in a meaningful way.
The curriculum is organised into three stages:
The Early Years Foundation Stage – Reception (Infants)
Key Stage 1 – Years 1 and 2 (Infants)
Key Stage 2 – Years 3, 4, 5 and 6 (Juniors)
See our Subjects pages for further details of our broad curriculum.
For more information about our Nazeing Curriculum, please contact the school office.
Assemblies
Daily assemblies reflect the broad traditions of Christian belief and acknowledge the contribution made by all cultures to our school. Children are encouraged to develop a caring attitude towards each other. Parents have the right to withdraw their children from religious education and assemblies. They must inform the Headteacher in writing. Pupils who are withdrawn will be supervised by a member of staff in the library area.
Special Educational Needs
The school recognises that children may require additional help or extending in particular areas. Children who are assessed as having special educational needs may be supported by the class teacher, the learning support assistant or the Special Educational Needs Co-ordinator. Support is given to children in classrooms and in small withdrawal groups. The school has been awarded the Attachment Aware Accreditation in recognition of the work and commitment to supporting children with attachment difficulties.
IMPACT and Assessment
Pupils are assessed at three key assessment points every year; with this data we monitor, assess and adapt teaching. This allows us to address misconceptions and gaps as they are identified, ensuring that our curriculum effectively meets the needs of all pupils.
On the first day of a new topic, each class has an initial assessment day, where the children state what they know already and what they would like to find out. These act as a hook for the children and ignite their curiosity. As a topic draws to a close, staff plan a review day; an opportunity for the children to show pride in their achievements.
In the foundation stage (reception class) staff compile an ongoing record of assessment called the Early Years Foundation Stage Profile which shows the children’s progress through the seven areas of learning.
In Year 1 children undertake the national phonics screening check to assess their understanding of using and applying sounds.
When children are in Year 6 they undertake end of key stage assessments (SATS). Teachers use their knowledge of the work children have done in class to judge the children’s progress (teacher assessment). These assessment results are reported to parents in the summer term.
An Interim Status Report is provided for parents in advance on parent consultation evenings.
