Leader’s rationale for the curriculum design and Implementation
The curriculum at Veritas is designed to raise achievement and aspiration and encourage creativity.
The curriculum, where possible, is theme based. This is because, at Veritas, we believe that immersing pupils in their learning is the best way to truly engage and inspire them and encourage them to take ownership of their learning. Our curriculum also provides many opportunities for pupils to develop their understanding and confidence of other important aspects. For example, the development of social and emotional skills and a sound understanding of health and safety. Our curriculum is designed to equip pupils with the skills needed to be knowledgeable, confident and motivated for life’s journey.
Monitoring, evaluation and self-assessment
Class teachers measure pupil progress against the National Curriculum age related expectations, which are woven intrinsically into our Learning Adventure topics followed at Veritas.
After each unit of work, teachers assess pupils in their acquisition of skills and understanding. This assessment informs future planning.
Subject leaders have a clear understanding of the school’s key priorities and monitor their subjects regularly to ensure that their subject is contributing to the success of each priority. During release time, subject leaders assess the breadth of coverage across the primary, in order to evaluate the impact on pupil progress.
Senior leaders undertake half-termly book scrutinies of Learning Adventure books. The focus is always linked to the school’s key priorities, however, this monitoring also provides rich opportunities to ensure that all pupils have access to a wide range of subjects. Focus is also placed on identifying evidence that pupils are developing skills and understanding in all aspects of the National Curriculum.
Impact on pupil outcomes
Leaders are confident that the curriculum is impacting on pupil outcomes.
This can be evidenced in a number of ways:
- Reading, writing and mathematics is becoming stronger each year as pupils move through the school. The percentage of pupils meeting age related expectations is increasing in each year group. The quality of work in foundation subjects is of a high standard.
- Pupils are positive and motivated to learn. Through pupil questionnaires, leaders know that pupils enjoy their creative curriculum and work hard to acquire knowledge and skills in all subject areas.
- Assessment of pupil progress at the end of each unit of work demonstrates that the majority of pupils make good progress across a range of subjects.
- The interesting and exciting curriculum, including the opportunity for all pupils throughout the year to take part in a wide range of activities and rich learning opportunities.
Next steps for future development
Senior leaders initially focused on the rapid development of English and mathematics and acceleration of pupil progress.
Similarly, senior leaders prioritised the teaching of English and mathematics so that all pupils were exposed to teaching that would lead to good or outstanding outcomes.
As the school continues to move from strength to strength, senior leaders have been able to apply greater focus on aspects of the curriculum wider than English and mathematics.
From September 2016, the following has been in place and requires consistent monitoring and evaluation:
- Regular release time for subject leaders to audit, monitor and evaluate the impact of their subject on pupil outcomes.
- Bespoke training, led by the DHT, to address aspects of professional development for subject leaders
- A revision of topics that were exciting and of interest from the previous year.