Our Curriculum Intent Statement
At the Mawney Foundation School we have high aspirations for all our pupils. Our curriculum is challenging and relevant to our school community, with SMSC and British Values embedded across the curriculum. We aim to provide a language-rich environment to meet the needs of all our pupils and the use of talk partners is encouraged at all levels. This is especially important for disadvantaged groups, SEND pupils, EAL pupils and those who have speech and language difficulties.
Our pupils thrive on practical and first-hand learning opportunities, as it provides concrete and meaningful experiences which are enhanced by educational trips and visitors within school. Pupil voice supports this, and pupils often say how much they value these first-hand experiences. Pupils are able to discuss their learning confidently and can make links to their curriculum knowledge. We also draw on the expertise of our school community by celebrating our multi-cultural context and pupils regularly share their culture and traditions with others in lesson or during assemblies.
Our literacy lessons take every opportunity to use cross-curricular approaches to make pupils’ learning meaningful. We also use whole class texts to promote reading and this is closely linked to our phonic teaching. We also teach Makaton and value non-verbal methods of communication to promote inclusion. Staff teach numeracy using the maths mastery approach, where pupils are taught concepts using practical activities, concrete and pictorial resources before moving towards abstract methods. We teach non-core subjects through a topic-based curriculum that takes account of prior knowledge and provides opportunities for teachers to be creative and adapt the topics to meet the needs of their pupils. Each topic starts with a question; this strategy attempts to inspire children’s natural curiosity and engagement, as well as giving them some ownership of their learning.
Staff provide regular and ongoing feedback during lessons, as well as suitable homework. Pupils also use self/peer assessment to evaluate their own progress. Quality first teaching is our primary approach in promoting pupil progress, but we have a wide range of intervention programmes to support learners. Our teaching strategies and methods are based on educational research, and we continually look for new ways to enhance our curriculum to meet the needs of all pupils, removing barriers and setting high expectations for everyone, including our disadvantaged pupils.
Our school environment, both inside and outside, are continually developed to maximise every learning opportunity and to promote physical activity. We aim to provide a range of extra-curricular activities, clubs, and opportunities to learn to ride a bike as well as two years of swimming lessons. Mindfulness and RSE are taught each week to develop key life skills such as resilience and readiness to learn, and to promote children’s well-being in all aspects of school life. The whole school often supports National Awareness days and charity events to raise pupils’ awareness of current issues or challenges that others may face. We also value home-school partnerships; we aim to share information regularly using social media and to involve parents through parent-teacher meetings, parent workshops and events within school or parent groups such as our PTA and Parent Network.
We invest in new technologies and aim to harness this technology to enhance teaching and learning. We also invest in staff professional development to ensure they have excellent subject knowledge and are confident to teach all aspects of our curriculum. As a result, our pupils make exceptional progress and pupil outcomes by the end of Key Stage 2 are excellent.