Intent

The curriculum at St Winifred’s has been robustly developed and is based on the Early Years Framework and the National Curriculum for Years 1-6. The curriculum is organised into four blocks of learning and is timetabled so that all subjects of the national curriculum are taught which enables a broad and balanced curriculum. Our curriculum has been planned to be fun and engaging and to promote a love of learning. We provide real contexts for sequential learning through high quality teaching which embraces the children’s individuality and creative talents and gifts.

The sequencing of knowledge and skills within each subject from Reception to Year 6, and from one specific year group to the next, towards clearly defined end points, has been carefully planned. Our curriculum in EYFS prepares pupils for Year 1. Prior curriculum knowledge and skills enables children to prepare for the next stage in learning. Each national curriculum subject has its own progression document which outlines the learning, knowledge and skills within each year group. These build on the learning of previous year groups so that children can make links and deepen their knowledge, skills and understanding across all subjects, making sense of new concepts and facts in order to know more and remember more.

The curriculum is also planned to consider our local context as a Catholic school within Stockport and we place Christ at the centre of all learning, providing our learners with the opportunity to ask Big questions about who they are, why they are here and where they are going. Our pupils will live out our Catholic mission by responding to the social teaching of the Church, in order to contribute to the Common Good. We develop the character of our children by providing a modern, relevant and exciting curriculum based around their first-hand experiences and questions in order to empower pupils to be engaged and creative lifelong learners who can contribute positively to the wider society.

Children are able to develop a growth mind set approach and enjoy challenging themselves. Children exhibit positive learning behaviours in order for them to be effective lifelong learners. Our pupils will have a healthy self-image, self-esteem and self-confidence. They will develop high levels of resilience and develop the life skills necessary to deal with everyday life.

Implementation

Learning is sequenced and built upon, so children know more and remember more. We deliver creative and engaging lessons. Recap and recall form a key part of the lesson, ensuring children have remembered prior knowledge and skills so that knowledge can be built upon, so it moves to the long-term memory.

Early reading and the development of vocabulary are at the heart of our curriculum. Our phonics scheme Read Write Inc (RWI) ensures that children learn to read in a systematic way. Phonically matched books are part of this process. Reading development is carefully monitored so that reading fluency and comprehension is achieved.

Teachers check and embed what pupils already know. Teachers know how new knowledge fits into the sequence of learning. Lessons enable pupils to demonstrate their understanding of key knowledge and skills as they apply their learning through different means of recording and discussion.

In accordance with the Equality Act 2010 and the Special Needs and Disability Regulations we are an inclusive school and teaching is carefully adapted to meet the needs of all children, including those with SEND and disabilities. This can be in the form of resources, adapted timetables, support staff, scaffolds and  intervention groups which are designed to make the curriculum assessible for every child. Formative and summative assessment is used to check children’s understanding. 

Our school motto is ‘Caritas- God’s love in action’ and we ensure that God’s love permeates every aspect of school life. As a Catholic school, we ensure that Christ and the children are at the centre of all that we teach. We follow the Salford Diocesan Religious Education Scheme, ‘Come and See’ but also incorporate other resources into this to ensure adequate coverage of all objectives within the Religious Education Directory. Staff also ensure that Religion is at the core of our curriculum and every opportunity is taken to refer to the Word of God and the teachings of Christ. Children take part in acts of collective worship in the classroom, in class assemblies and at Mass.

We provide a range of curriculum enrichment opportunities in the form of visitors, workshops and educational visits. Our extra-curricular activities also help to build skills and character. The PSHE curriculum ensures that children are equipped for the modern world and that they can contribute positively to it.

Children are encouraged to undertake positions of responsibility around the school, as we believe that children understand values by seeing them in action in others. We provide pupil voice opportunities to enable the children to contribute to the daily life of the school. They lead the charitable work in the school through our Caritas Council. Our ‘Growing In Faith Together’ (GIFT) team regularly lead the school in acts of worship and work collaboratively with our parish to actively promote the Word of God. In addition, we work alongside local community groups including St Winifred’s parish to contribute to local, national and international charities. Pupil leadership opportunities include our Pupil Leadership Team, Caritas Council, wellbeing ambassadors, digital ambassadors and subject specific ambassadors.

When teachers plan our curriculum, it includes how a child’s learning can equip them to play a positive part in the world. As part of our ‘Mission into Action’ we encourage our children to show their love of the world by following the social teaching of the Catholic church. This is achieved through the use of Salford Diocese’s ‘Caritas in Action’ scheme whereby the children explore the following themes:

• The dignity of the Human Person
• Family and Community
• Solidarity and the common Good
• Rights and Responsibilities
• Option for the Poor and Vulnerable
• The dignity of Work
• Stewardship

In addition, teachers ensure that the curriculum includes appropriate opportunities to enhance the children’s awareness of Spiritual, Moral, Social and Cultural education. We recognise the multi-cultural, multi faith and ever-changing nature of the United Kingdom and we promote and uphold the key ‘British Values’.

Our children understand the importance of wellbeing and good mental health and its impact on our learning. They know who to speak to if they need support and that looking after their mental health is as important as looking after their physical health. Weekly Circles begin each week to allow the children to focus on their wellbeing and to address any issues within the class. Zones of Regulation are also used daily to allow children to identify their feelings and manage them appropriately. Daily check-ins are also used as necessary to allow children to be appropriately supported with their emotional health and wellbeing.

Readiness to learn is a key focus for all staff and appropriate interventions are put into place in a timely manner for individual children experiencing barriers to learning.

Our teachers notice when children are showing positive learning behaviours and they are rewarded. In addition, children are recognised publicly for following our school mission.

Impact

The impact of our curriculum is shown in the understanding and retention of knowledge and skills across the curriculum, together with the attainment and progress of our children. This is reflected in their work, end points, behaviour and attitudes to learning. They understand, retain and recall information so that they perform well in assessments. This is also reflected in any statutory assessments undertaken at key points throughout the children’s primary education and our outcomes are good and often exceed local and national averages. Our children meet the age-related expectations for each of the curriculum subjects throughout their time at St Winifred’s and make good progress to meet their individual targets from their starting points. Our children are academically and socially prepared for secondary school education and for life beyond.

Our children have a clear understanding of our core values and our mission as pupils in our school and as they move on in each stage of their life. This will prepare them for life in the wider community, using the Word of God and the example of Jesus as their moral compass.  We measure this not just by the work our children produce, but in the behaviour we see each and every day in a range of situations. The impact of this is seen in the daily interaction of all members of our community, including staff and children as witnesses to God’s love in action.

Our children are motivated by a strong personal sense of spirituality and morality. They will make decisions for the right reasons and in the best interests of their community, guided by their faith. Our children are happy and resilient, and the impact will be that they make a positive contribution to society and to modern Britain.  They leave this school ready for the next phase of their education and go out into the world and make a difference in their own life and to others.

Our children’s approach to all aspects of school life is positive. When meeting new things and faced with challenges, our children won’t give up, are highly motivated to succeed and achieve and demonstrate the appropriate skills to achieve this. Children are able to express how they are feeling and know how/where to get support if needed.

Impact is measured using a range of strategies. These include:

• Formative assessments via quizzes, retrieval and recall activities.
• Summative assessments in the form of unit assessments.
• Senior Leadership Team and Subject Leader learning walks and drop in sessions
• Senior Leadership Team and Subject Leader ‘Tuesday Track’ scrutiny monitoring
• Senior Leadership and Subject Lead pupil voice activities
• Observation of quality first teaching in lessons checking learning and attitudes to learning.
• Exploring how pupils know more and remember more.
• Formal tracking detailing attainment and progress completed termly
• Termly Pupil Progress meetings
• Evaluation of interventions
• National testing
• Talking with the children individually on a regular basis
• Liaising with families to understand the children’s lived experience
• Feedback from external agencies and the local community