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Curriculum

End of Key Stage 1 and 2 Assessments

All children in Years 2 and 6 have now completed the statutory End of Key Stage Assessments. The results of these will be sent home with the end of term reports in July. Please see the links below from the government, providing additional information on the assessments for parents.

Key Stage 1

Key Stage 2

Aims

The school’s core purpose is to ensure a high-quality learning experience for all our pupils and the quality of teaching is the most important factor which contributes to this. 

This policy is designed to:

  • Set out guidelines for the agreed principles and approaches which underpin teaching for learning in our school
  • Promote consistency of approach and expectations, continuity and progression in order to improve quality of teaching for learning
  • Recognise, acknowledge and implement the most effective classroom practice, in order to further children’s learning intellectually, socially, emotionally and physically.
  • Provide a clear framework for effective assessment, marking, feedback, recording and reporting; and outline the requirements for home learning

Values

Our ethos and curriculum are underpinned by a set of positive, shared values which help us to work and learn together as a respectful and supportive community.  We learn the importance of friendship, honesty, respect and tolerance, and how to approach life and learning with determination.  This makes our school community happy and harmonious, a fun place where children feel safe and secure.  Our values are important to all children, staff, parents and governors.

The whole staff team and all children are involved in promoting values and recognising their positive effects around the school.  The values have been selected by children, staff, parents and governors as values which are important within the school community and which will be important throughout life.

UNICEF Rights Respecting Schools

As a Rights-Respecting School, we use children’s rights to underpin everything we do and learn.  Our pupils explore the rights of every child and how to respect these.  Rights are embedded into our PHSE and RE curriculum and are linked to our values and the British values of democracy, the rule of law, individual liberty and mutual respect and tolerance.  Pupil Voice enables the children to become well rounded global citizens.  Parents and the community are fully included on this journey and are encouraged to use the universal language at home.

How is this implemented?

At Marlborough Primary School we believe good teaching is when teachers, and other teaching support school staff;

  • Form positive relationships with the children in their class and other members of the school community
  • Plan lessons effectively which take children’s prior learning, experiences and current assessment into account and are appropriately differentiated in order that the lessons consolidate, build on and extend learning for all children
  • Develop the range of reading skills required to access all the curriculum successfully through use of systematic synthetic programmes, particularly in Key Stage 1 and in developing a broad, rich reading environment throughout Key Stage 2.
  • Insist on high expectations of learning and social behaviours
  • Ensure that effective direction and support is given in order that the children make good and better progress
  • Demonstrate secure subject and pedagogical knowledge in order to inspire children and build their understanding
  • Apply a range of teaching styles which appropriately match the children’s learning styles in order to sustain their concentration, motivation and application
  • Develop and sustain good links and focussed communication with parents / carers in order to support the children’s learning
  • Develop and maintain safe, secure, and inspiring classroom and learning environments
  • Lesson structures enables all children to be actively involved in their learning and become independent learners.
  • Effectively assess and monitor children’s progress in order that they can extend children learning both within individual lessons and over time
  • Use resources effectively, including other adults, to support children’s learning
  • Use technology safely and effectively in order to support children’s learning
  • Use higher order questioning to gauge and extend children’s skills, knowledge and understanding
  • Are reflective regarding their professional practice and the overall provision the school offers
  • Ensure that teachers and teaching assistants are equipped with the necessary skills, resources and knowledge needed in order to provide children with the best possible learning experiences both in class and when undertaking interventions

We believe that children learn best when…

  • Children feel safe and stimulated in their environment
  • Children’s self-esteem is high
  • Children and adults have significant relationships
  • Children view learning as fun, imaginative and relational
  • Children understand the purpose of learning, the ways in which this takes place and see the relevance of their own experience
  • Learning is modelled and children are given the opportunity to work independently
  • Clear direction is made explicit through success criteria
  • Children are encouraged to have a go and take risks
  • Teachers routinely agree with pupils simple next step targets and encourage self-assessment of these
  • Children are encouraged to use working walls for reference and support for their learning
  • Children are encouraged to reflect on their learning
  • Children know what a good learner is
  • Learning is proceduralised: children are engaged in tasks, know the order or structure which enables them to focus on their progress
  • Children should be exposed to a process of learning which enables; teach, try, apply (instructional learning, guided learning, discovery learning)

Therefore teachers need to…

  • Ensure there is active learning and active teaching; learning outdoors as well as indoors
  • Have taken time to consider and create a classroom learning environment where the child, as the facilitator of their own learning, is central to supporting independence and life-long learning skills
  • Place an emphasis on social and emotional literacy and Marlborough’s five core values of friendship, respect, tolerance, honesty, and determination
  • Ensure children are provided with creative and coherent experiences with sparkle that engage our children
  • Ensure children are exposed to cross curricular study through enquiry based learning and are often involved in choosing topics of study
  • Create an environment where children need to feel safe to take risks and make mistakes, which they can then learn from
  • Ensure children are provided with next steps teaching based upon secure assessment and high expectations of all
  • Scaffolding is used to support learning
  • Adapt English non-negotiables from modelling purposeful writing
  • Ensure key vocabulary is taught and used 
  • Reduce teacher talk in order to increase pupil involvement 
  • Ensure children working independently are given quality skills based learning challenges that are well resourced
  • Provide regular response marking and feedback (both verbal and oral), leading to more rapid progress
  • Plan for and develop the skills for children to reflect, review and respond to feedback
  • Ensure that learning groups are fluid
  • Differentiate teaching and learning to meet the needs of all learners; enabling development of independence and autonomy in the direction of one’s own learning
  • Plan experiences which deepen learning, provide challenge of key skills at a greater depth

Learning Expectations: Non-Negotiables

  • We have high expectations of all children and ensure all children achieve and make expected progress and vulnerable children / groups making accelerated progress
  • All learning is set within a context which children can relate to; the context for learning ensuring pupil engagement and how the skills children will learn can be transferred across the curriculum and used throughout life are made explicit
  • Core working walls and key topic / associated vocabulary are to be displayed in children’s main eye-line at the front of the classroom to enable ease of reference and support independence
  • High quality differentiated planning (from challenge downwards) and teaching ensures that children are given regular opportunities to develop their knowledge and understanding through a range of skill progressive activities and tasks
  • All displays and modelled work is mounted and presented using the ‘join-it’ font (teacher made resources)
  • Key vocabulary must be introduced at the commencement of the teaching and learning of a new topic, concept or unit of study; which includes defining vocabulary and spelling practise
  • All resources within classrooms are clearly labelled in order for children to know and have ease of access to the tools they require to be successful.  This includes access to number lines, dictionaries, numicon etc.
  • Classroom displays are meaningful, promote group and independent learning and/or linked to whole school initiatives e.g. Going for Green, Learning Dispositions, RRSA Class Charters
  • Reading areas are created to be inviting, promote and reflect children’s enjoyment for reading; texts are organised and labelled (within baskets) according to genre / text type e.g. non-fiction, reference, adventure, mystery, humour, picture books, teacher recommended, romance etc.
  • All learning must be recorded in children’s individual exercise books or learning journals
  • Maths is challenging and fun; there is a daily focus on key skills and fluency.  Children are provided with time to practice their skills and are then given opportunities to apply their skills within an investigation or problem solving context
  • Planning will be annotated daily to ensure that provision is adapted to meet the learning needs of all children
  • All children will work with their class teacher on writing for at least a lesson a week in a small group
  • Home readers will be changed weekly with reading logs checked.  Children will be assigned one ‘book-banded book to read at home along with a pupil chosen book to read for pleasure
  • Teachers will model reading using a whole class text on a daily basis
  • All children will read to an adult at least once a week
  • All vulnerable children will read to an adult at least three times a week
  • All children will have extended writing opportunities on a daily basis, following an exciting stimulus enabling them to write from experience
  • We recognise that feedback which leads to the fastest rate of progress is provided ‘just in time, just for me’
  • Time for children to reflect, review and respond to marking and feedback, is embedded within planning
  • Educational visits should broaden children’s experience of the world. All children should experience an educational visit each half term that enhances their learning. By the end of their learning journey at Marlborough Primary School children will have experienced at least one visit to each of the following: museum, zoo, cinema, residential, theatre, gallery, London landmark, place of worship, seaside, park/gardens, theme park, restaurant, library, airport and public transport

ENGLISH

We focus on the importance of English in the curriculum and in our daily lives. We view effective communication as key to the development of all learners. The full range of English skills (Reading, Writing and Spoken Language) are crucial in the acquisition of knowledge in other areas of the curriculum. 

In the Early Years and Key Stage 1 we feel it is appropriate that teaching focusses on ensuring children are able to read and develop their early writing skills through the use of systematic synthetic phonics programmes.  

In Key Stage 2 we use The Power of Reading programme to focus on high quality, challenging texts that are engaging and easily accessible to all children. Children have the chance to engage with a variety of texts such as novels, poetry, picture books, narrative poems and classic stories. They are given opportunities to engage with the text through discussion, drama, and debates.   Reading is promoted daily in English lessons and reading sessions where the vital comprehension skills of retrieval, inference and author's use of language are taught effectively so that children are readily prepared for Secondary School. 

We understand the importance of using and applying our written skills in other areas of the curriculum. We plan opportunities for children to use what they have learnt in English when writing in other subjects. This allows them to develop their fluency in spelling, punctuation and grammar. 

MATHEMATICS

Similarly, maths is a key skill and therefore we focus on systematically developing children's mathematical knowledge, ideas and operations.  We use the overviews provided by the White Rose Maths Hub to support the teaching and learning of the National Curriculum objectives for Maths which help teachers plan stimulating and challenging lessons.

The overviews for each year group are broken down into fluency, reasoning and problem solving, which are the key aims of the curriculum, and provide examples of key questions and activities. These overviews lead to a mastery approach to teaching and learning.  

The Maths curriculum is planned to be challenging and meet the needs of all pupils and as a consequence pupils are supported to apply their mathematical skills to a variety of different problems.  Pupils are given opportunities to engage in ‘real life’ maths problems that provide a stimulating challenge for all abilities

SCIENCE

Our science teaching and learning enables children to develop an understanding and knowledge of the world along with developing their scientific enquiry skills. Each year group's curriculum ensures that knowledge is based across the disciplines of biology, chemistry and physics.  Planning has a strong focus on investigating and exploring to seek answers. 

We also offer a weekly Science club to allow for these opportunities to be provided outside curriculum time. 

HISTORY

The curriculum includes: Time Travelers, Our World, Pre historic Ages, Egyptians, Ancient Greeks, Vikings and Anglo Saxons, The Battle of Britain, British History from the 1930s as well as local History. Each area of study in history is strongly supported by educational visits and in-school workshops.  In October, there is a whole school focus on Black History Month with a number of assemblies, workshops and sessions which enable the children to celebrate BME contributions to British society. 

GEOGRAPHY

The curriculum provides a purposeful means for exploring, appreciating and understanding the world in which we live and inspires in pupils a curiosity and fascination about the world, people and geographical issues.  We stimulate independent enquiry and investigation to grow the pupils' knowledge of both their locality and the wider world. We plan a range of carefully selected first-hand experiences and the use of secondary sources which includes outdoor learning.  

COMPUTING

We equip our children with the fundamental computing skills to make them safe, confident and competent users of technology of the future.  Children are taught to understand how digital systems work in core coding units, as well as expressing themselves in a range of multi-media. Our social media presence is used by staff members to celebrate the wide variety of learning experience taking place at Marlborough School each day, keeping parents updated on the lives of their children at school.  This is underpinned by a strong e-safety foundation in which all members of our school community are made aware of the importance of using technology in a safe and responsibility manner.

ART AND DESIGN

Our children are presented with opportunities to explore, express and develop creativity through investigating, designing, drawing, painting, sculpture and using a wide range of materials. We want our children to dive into challenges, investigate and take risks and most of all be proud of what they have created. 

MUSIC

We encourage children to develop a love of music and musical skills, increasing their self-confidence, creativity and sense of achievement.  Music is taught in every year group from Nursery to Year 6, by our music specialist, where we teach the related skills of playing a variety of instruments, singing, listening, improvising, reading and composing music. Early Years through to Year 6 pupils enjoy weekly singing assemblies where they sing both modern and traditional songs and are exposed to music that reflects the cultures within the school and the wider community.  Children are given further opportunities to perform their music in class assemblies, choir performances, termly showcases, borough events and school productions. 

We have a strong partnership with Harrow Music Service who provide additional opportunities to learn: Guitar, Steel pans, Violin, Recorders and Keyboard.  We also offer a weekly music club to allow for these opportunities to be provided outside curriculum time. 

RELIGIOUS EDUCATION, (RE)

The Religious Education curriculum provides children with the means to reflect on important questions about the purpose of life such as identity, belonging, and the difference between right and wrong. Children develop their knowledge, understanding and awareness of a range of world faiths through engaging and thought provoking lessons, trips, workshops and guest speaking events.  

As a UN Rights Respecting school we foster a learning environment that promotes religious tolerance and respect and  celebrate the religious diversity of the children and adults that make up our school community.  

PHYSICAL EDUCATION, (PE)

We have committed to providing a wide and balanced PE and sports curriculum which is delivered by staff and qualified coaches.  Pupils are stimulated within gymnastics, swimming and a range of different sport. Extra curricular activites are provided during lunchtimes and after school, with a broad range of physical activities and 'Change 4 Life Club' where healthy lifestyles are promoted.

Participating in sports competitions and tournaments is a vital part of our school’s vision so that talented children develop their potential.

SPANISH

All children from Year 3 to Year 6  have a Spanish lessons, practising their language skills through fun activities.  Lessons lay the foundations for further foreign language learning at Key Stage 3 and beyond.  At the end of primary education our children will be able to understand and communicate simple ideas in speech and writing, using familiar language and their knowledge of phonology, grammatical structures and vocabulary.  In the summer term, children in Year 6 have the option to participate in a residential trip to a region of Spain where they can apply the skills they have gained and visit peers within a Spanish primary school.  

PERSONAL, HEALTH, SOCIAL AND CITIZENSHIP EDUCATION, (PHSCE)

Our curriculum is designed to develop pupil's confidence, responsibility and to make the most of their abilities, develop a healthy and safe lifestyle (we are striving to achieve Gold Healthy Schools Award), preparation to play an active role as citizens through charity work, develop good relationships and to respect the differences between people.

SEX AND RELATIONSHIPS EDUCATION, (SRE)

Our curriculum is based on the supplementary guidance provided by the PSHE Association and will be updated in September 2019 in line with guidance from the Department for Education.