OUR
CLASSES

All of the classes at Chantry Community Primary School are named after our favourite authors:

Year R:
Year 1:
Year 2:
Year 3:
Year 4:
Year 5:
Year 6:

Potter & Carle Class
Inkpen & Browne Class
Seuss & Rosen Class
Donaldson & Lewis Class
Ahlberg & Sachar Class
Dahl & Rowling Class
Morpurgo & Pullman Class

YEAR GROUP DIRECTORIES

Directories have been created for each year group.

In the documents for each week you will find a link for each subject. The links will take you to websites like BBC bitesize, Oak Academy, Youtube, etc and they will correspond with what the children are being taught in school in that week. If a child needs to self-isolate, this document can be used to support their learning at home so that they do not miss out. The idea is that when they return to school they will be at the same point as their peers and ready to continue learning with them.

Any work that is done at home can be uploaded to MS Teams for staff to view.

If you have any problems accessing the information please contact class teachers via Teams or email.

OUR
CURRICULUM

INTENT, IMPLEMENTATION & IMPACT

Our outstanding teachers deliver a curriculum which reflects the breadth and balance of the National Curriculum, ensuring the progressive development of every child with their knowledge and skills. Our carefully crafted curriculum is based on our values, encompassing the local area, the cultural diversity of our school and what it means to be a good caring citizen in today’s world.

At Chantry Community Academy we believe that the best learning happens when children take part in purposeful, interesting and exciting experiences. We frequently have visitors to the school and we ensure that children go out on visits linked with their end of term WOW project. Our vision is to ensure that all Chantry pupils are equipped with essential life skills, develop positive character attitudes and are able to meet the requirements of the statutory curriculum.

The below diagram shows our ‘character attitudes’; emotional intelligence, creativity, communication, critical thinking, and problem solving. They are supported by our RECIPE values: respect, equity, collaboration, independence, perseverance, and enjoyment.

INTENT

Our intention is to provide our children with essential skills and knowledge, including skills for life, for future learning and employment.
The curriculum has been designed to be ambitious and give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs, the knowledge and cultural capital they need to succeed in life.

The Curriculum has been planned, in line with our Skills for Life values, and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.

Learners study the full curriculum. Our curriculum offers a full range of subjects for as long as possible, ‘specialising’ only when necessary.
Our curriculum has been specifically crafted to exploit our local area and history, providing opportunities to learn about famous historical local figures and events. For example, Pocahontas, the River Thames, WWII.

We believe the six key character attitudes identified are essential for our children to succeed.

Creativity – to provide an innovative, memorable, cross-curricular and creative curriculum that motivates and inspires children to learn and adults to teach. In a world where we are educating children for jobs that have not been invented yet we need our children to be creative in order to adapt to the world that they live in.

Problem Solving – to provide children with challenging activities, so that they understand the importance of persevering in order to solve a problem independently and collaboratively.

Emotional Intelligence – students are respectful, responsible and resilient citizens who develop strong values, morals and relationships. Showing the importance of respect for people in school, the wider community and globally, by understanding how to control and express their emotions and being empathetic towards others.

Collaboration – to ensure that children know how to work with others to create great things. The belief and understanding that by working with others, they can identify their own valid contributions and the importance of compromise and listening to others.

Critical thinking – to encourage children to question what they hear in order to discover truth and to think and learn independently.

Communication – students are ready and able to communicate and express themselves with confidence. We encourage children to confidently express a viewpoint and understand that people have different points of view and engage with these, whilst also understanding the importance of collaboration.

IMPLEMENTATION

Teachers have good knowledge of the subjects they teach and leaders provide effective support for those teaching outside their main areas of expertise. Trust support enables highly skilled professionals to deliver excellent lessons, where support might be needed.

Teachers present subject matter clearly, promoting appropriate discussion about the subject matter they are teaching. They check learners’ understanding systematically, identify misconceptions accurately and provide clear, direct feedback. In doing so, they respond and adapt their teaching as necessary, without unnecessarily elaborate or differentiated approaches.

Over the course of study, teaching is designed to help learners to remember in the long term the content they have been taught and to integrate new knowledge into larger concepts, progression of skills.

Teachers create an environment that allows the learner to focus on learning. The resources and materials that teachers select – in a way that does not create unnecessary workload for staff – reflect the providers ambitious intentions for the course of study and clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.

A rigorous approach to the teaching of reading develops learners’ confidence and enjoyment in reading. At the early stages of learning to read, reading materials are closely matched to learners’ phonics knowledge.

Each term a variety of visits, visitors and themed days are planned in each year group to enrich the learning and create lasting memories via real life experiences. These are also carefully planned to expose children to aspects of life they might not have seen and fills gaps in their experiences.

The requirements of the curriculum (including National and Local requirements) are mapped out at whole school level by Senior Leaders and Subject Leaders (long term plans and skills maps). Individual year groups then plan the curriculum to meet the needs of the pupils they are teaching in the medium-term plans.

During each term ‘Wow’ learning is planned to engage children and enables them to showcase skills acquired and provides a platform for students to demonstrate character skills.

Throughout the year Skills for Life focus weeks and days are planned to further enhance learning and meet the needs of the community and reinforce our curriculum drivers e.g. ‘Careers Week’.

Where possible the school organises learning under a theme to allow children to make connections with learning across subjects. Where this is not possible or appropriate subjects are taught discreetly.

Medium term plans and skills maps are assessed at the end of each term in order to reshape and remodel learning and teaching as necessary.

The spiritual, moral, social and cultural development of our children and their understanding of the fundamental British Values are woven throughout our curriculum.

IMPACT

Learners develop detailed knowledge and skills across the curriculum and, as a result, achieve well. Where relevant, this is reflected in results from national tests and examinations that meet government expectations.

Learners are ready for the next stage of education. Where relevant, they gain qualifications that allow them to go on to destinations that meet their interests, aspirations and the intention of their course of study. They read widely and often, with fluency and comprehension.

Teachers and leaders use assessment well, for example to help learners embed and use knowledge fluently or to check understanding and inform teaching. Leaders understand the limitations of assessment and do not use it in a way that creates unnecessary burden for staff or learners.

From their different starting points, all children will make at least good progress and achieve their potential academically, emotionally, creatively, socially and physically. Knowledge, understanding and skills will be secured and embedded so that children attain highly.

Students will have strong communication skills, both written and verbal, and will listen respectfully and with tolerance to the views of others.

Students will demonstrate emotional resilience and the ability to persevere when they encounter challenge.

Students will be kind, respectful and honest, demonstrate inclusive attitudes, have a strong moral compass and have a sense of what their role is in our wider society.