St Peter's Church of England Primary School provides a wide-ranging curriculum for all of our children that is exciting, varied, relevant, diverse, practical, engaging and fun. The curriculum is shaped by our Christian vision and recognition that each pupil is a unique individual.
Our school has a long history, being initially founded in 1812 to teach the children of the poorest inner-city families. The school continues to thrive today serving one of the fifth most deprived wards in the country. With an eclectic mix of cultures, faiths, backgrounds and with 23 different languages spoken, we embrace the diverse needs of our families and ensure that pupils make excellent progress from often, very low starting points and we strive to ensure that deprivation is not a barrier to success. As such, our curriculum has been carefully designed to ensure it reflects and meets the needs of all of our learners in order for them to leave St Peter’s as caring, confident, knowledgeable, hard-working and talented individuals who are ready to succeed at high school and in life beyond.
(What we are trying to achieve through our curriculum)
In line with our Core Values and our school motto, we aim to create an inclusive learning environment where everyone feels safe, valued and happy and is able to achieve to the best of their ability.
We aim for the highest standards in all aspects of school life, resulting in progress and attainment being in line with (or exceeding) national expectations. We encourage all to embrace challenges as opportunities for growth. Children value learning and enjoy questioning, listening and responding creatively across the range of subjects.
We encourage high aspirations in order to make a positive contribution within our community and diverse society and to recognise the valuable role we all can make to Britain.
In response to the needs of the children in our school we place a place a high emphasis on language acquisition and development to ensure the children’s speaking, listening and understanding skills are at age-appropriate levels. In addition, we provide a wide-range of opportunities for first hand learning experiences that they may not otherwise access, to enable children to be immersed in their learning and motivated to find out more.
We promote a culture of respect, where everyone is valued as an individual and treated equally, with a strong family ethos where everyone works as a team for the good of everyone else.
Teachers have the confidence, ability and flexibility to move beyond planned opportunities to make the most of questions raised by the curiosity of the children.
(How we organise learning through our curriculum)
Early Years Foundation Stage
The ‘Development Matters’ guidance is followed to support each child’s learning and development in working towards the Early Learning Goals. Key topics are planned to provide progression and structure to their learning in addition to themes being explored based on the children’s own interest. There is a careful balance between planned, focused activities and child initiated learning. The learning environment is organised to ensure each area of provision has the necessary resources to encourage children to play and explore in a variety of ways.
Key Stage 1 and 2
Our curriculum is topic led and is carefully mapped out through long and medium term plans, however, teachers are given the flexibility to adapt plans in order to follow children’s interests and abilities.
There is a clear focus on the teaching and learning of Maths and English (core subjects) during morning sessions. Links to topics are made, for example, through class texts or as a stimulus for writing. Afternoon sessions are carefully timetabled to ensure there is appropriate coverage of the rest of the foundation subjects. In addition, we maintain a flexible approach to allow teachers the opportunity to deliver subjects in a way that bests suits the theme. For example, topic days enable children to be immersed in a particular theme or to complete unit of work. Topics are also used as a medium to practise basic skills and apply learning in different contexts.
Topics are carefully chosen to provide a full, rich, interesting and exciting context to deliver the requirements of the subjects of the National Curriculum. They are also chosen to reflect the diversity of the school and the backgrounds of our learners. Topics link elements of the foundation subjects together. We are however, careful to avoid tenuous links and so in some cases, specific subjects are taught discretely.
In addition to our own designed curriculum, we follow a range of schemes:
- In Religious Education (RE), we follow the Diocesan Syllabus for Religious Education (Leeds and York).
- In Personal, Social, Heath and Citizenship Education (PHSCE), we follow the Islington Primary Scheme of Work. Aspects of the PSHCE curriculum are further enhanced through Road Safety training, Bikeability, D;Side (drugs education), SRE (Macmillan Health Promotion), Mellow Nest (SEMH support).
- In Music we follow the Music Express Scheme.
- In Physical Education (PE) we follow the Real PE and Real Gym Scheme (in addition, children in Years 3 and 4 attend weekly swimming lessons)
- In Phonics, we follow the progression set out in the ‘Letters and Sounds’ document in addition to using aspects of the ‘Jolly Phonics’ scheme. We also use the Jelly and Bean intervention to support children with individual needs.
- In Maths we follow elements from the White Rose Maths Hub, in particular the materials which focus on ‘Mastery Maths’.
- In Writing we use examples from the Alan Peat Sentence Structures resources.
- In Reading we use a range of reading schemes to ensure we meet the needs of all of the children in school. We use the Jelly and Bean reading scheme in FS and KS1 which focuses on the teaching of reading through phonics and then progress onto the Collins Big Cat reading scheme which is used widely across school. The Rigby Reading Scheme is also available throughout school and our reading schemes are supplemented according to the needs of individual children with Project X books and Oxford Reading Tree books.
Our curriculum is designed and delivered to respond effectively to the needs of our children. We put a significant focus on language development across school to support our children who often join us with limited language skills.
Throughout the Foundation Stage and into Year 1 and Year 2, a significant emphasis is given to language development through programmes such as ’Talk for Writing’ and teaching strategies such as ‘Active Listening’ and Skilled Speaking’ as well as specific interventions such as ‘Early Talk Boost’ and ‘Talk Boost’.
Across school we promote the use of ‘pre-teaching’ to enable children to develop their understanding of topic based language. We also ensure we provide a wide range of visual prompts (using real-life objects wherever possible) and hands-on, practical learning, in order to bring the learning to life.
Careful thought is given to ensure new or unfamiliar vocabulary is clearly planned, introduced, explained, practised and used in context, in order for our children’s language skills are enhanced.
Vocabulary is also developed through regularly ‘Learn My Word’ activities and many opportunities are provided to develop skills in speaking, listening and understanding.
We recognise that children learn best from real life experiences and as such our curriculum is enhanced through a wide variety of trips and visitors to school. Many of our children have limited experiences away from school so we believe it is our responsibility to ensure we provide these experiences as part of their learning journey.
In summary, we aim to follow the philosophy:
‘I hear and I forget. I see and I remember. I do and I understand.’
Other opportunities to further enhance the curriculum include:
- Extra-curricular clubs;
- Sports clubs including football, netball, tag rugby, active kids, street dance, ballet and dodgeball.
- English and Maths booster groups.
- Fashion Club
- Code Club
- Reading Club
- Residential visits take place in Year 4 and 6
- Links are frequently made with the local community such as Leeds Minster, Headingly Rotary, Northern Ballet, Bridge Community Church, Scotthall Christian Fellowship, Moortown Baptist Church and LACON football.
- Online home-school learning opportunities are provided through subscriptions to ‘Bug Club’ (reading) and ‘Mathletics’. Written work is published and reviewed online via ‘Pobble’ allowing children the opportunity to become published authors. They also have school and home access to ‘Purple Mash’.
- Other home school links are promoted through ‘Learning Logs’ and other project work set by class teachers involving researching a subject and presenting the information in different ways.
- The opportunity to play the Steel Pans in KS2 and recorder lessons in Year 5.
- Children are encouraged to take on a variety of responsibilities in school such as being voted onto the school council through a democratic process, computer monitors, milk monitors, assembly duty helpers and office assistants as well as older children regularly supporting younger ones with reading and supporting them at play times.
- There are regular opportunities to perform for a wider audience through class assemblies, nativities, concerts and productions as well as from being a member of the school choir.
- The annual Rotary Poetry Recital provides children with the opportunity to rehearse and learn a poem and then to perform it to an audience in a formal setting.
- Aspects of the ‘Open Futures’ programme, which incorporates 4 themes ‘Grow It’, ‘Cook It’, ‘Film It’ and ‘Ask It’ are followed and provide the children with the opportunity to learn about gardening and growing fruit and vegetables, key skills in preparing and cooking a variety of foods, filming and editing short clips and Philosophy for Children (P4C).
- Class or whole school themed days or weeks e.g. International Week, Faith day and Maths investigation weeks.
(How we know if we are achieving the aims of our curriculum)
The impact of our curriculum is monitored and evaluated in a variety of ways to ensure it is effective and meets the needs of our children including:
- The school’s Christian vision supports the character and moral development of all children who are aspirational of themselves and their communities;
- Summative assessments show children are working at least at age-expected levels, or have made at least expected progress from their starting points;
- Ongoing formative assessment show that children are achieving learning objectives and some have explored subjects at a greater depth;
- Children are able to communicate confidently and effectively;
- Children can explain how the curriculum gives them confidence to listen, question, explore and challenge themselves in pursuit of their learning goals;
- Work produced by the children (including photographs and other media) shows a wide range of evidence of the learning that has taken place;
- High levels of attendance and punctuality across school;
- Positive and receptive attitudes towards learning;
- Excellent behaviour for learning demonstrated;
- Positive feedback from pupil, parent and staff questionnaires;
- Pupil interviews by subject leaders and governors;
- Enthusiasm for extra-curricular activities with a high take up of those on offer;
- Readiness for the next stage in their education as they move to high school;
- A clear understanding of fundamental British values and the ability to make a positive contribution towards society;
- Children are able to make positive choices about how they live, behave and stay safe and healthy.
Click on the classes below to find out what will be covered in
Reading, Writing and Maths.
Click on the classes below to find out what they children will be
learning about each year in the Foundation Subjects.
Click on the links below to find out about our
Religious Education Curriculum
R.E. Medium Term Plans
Click on the link below to find out about our
Personal, Social, Health and Citizenship Education Curriculum