At Kempshott Junior School, we offer a curriculum that is rich, relevant and contextual. It is knowledge based and responds to the needs of our pupils. It engages them in their learning through exciting, well planned and resourced lessons, which create a thirst for learning, as well as opportunities for satisfying that thirst.
Our curriculum is also skills based. This means that we teach and develop the learning behaviours and life skills, and that they are at least as important as traditional subject knowledge. Pupils need a solid grasp of English, Maths and ICT skills, and they need to be able to apply these skills in various different contexts.
Importantly, all of our activities at school are underpinned by a high-level of challenge and rigour. This ensures that our pupils are constantly learning, being pushed, and reaching their potential. We feel strongly that higher order thinking, questioning and tasks stretch and challenge our pupils, whatever their ability.
- That each child will be encouraged and given the opportunity to achieve their full potential in all areas of the curriculum.
- To support all children to reach a high standard in English and Mathematics through specific teaching and application of knowledge and key skills in learning across the curriculum.
- To create and explore knowledge, skills and experiences that give purpose to writing.
- To provide full subject coverage through clear sequence of study, knowledge acquisition and progression.
- To provide experiences that are challenging and stimulating that take place in an atmosphere of success and achievement.
- That each child will have access to a broad and balanced curriculum where children enjoy learning and develop their knowledge of skills through memorable lessons and themes.
- Each child will be encouraged to be independent in their learning and manage time, space and resources effectively.
- That children should present themselves and their work to the highest standards which will develop a sense of pride in their achievements and a commitment to learning.
- That children should be prepared to be members of the community where empathy and co-operation are valued.
- To develop each child’s self-esteem and thereby improve confidence in themselves and their ability.
- That children’s learning should take place in a calm, secure and welcoming environment where each child is a valued member of the school community and here tolerance and justice prevail.
- Teachers have good knowledge of the subjects they teach and subject leaders provide colleagues with effective support for planning, resourcing and teaching.
- Lessons are presented clearly with opportunities for discussion to extend thinking, check understanding, identify misconceptions and provide clear and direct feedback both verbal and through marking.
- Teaching and learning is balanced and inclusive, encouraging independent thinking and support where needed.
- High quality texts are used in all year groups to promote reading skills and to use a high level of vocabulary and extended sentence structures. Reading is promoted within this skill with a focus on confidence and enjoyment.
- The school adopts a 'rich tasks' approach where number skills and knowledge are consolidated and reasoning skills are used in problem solving.
- Teachers use assessment effectively to check understanding and inform teaching so that knowledge is gained and used. Pupil progress review meetings are held every half term to discuss the progress of every child and to put in interventions as required.
- The curriculum is delivered in various ways to capture interest and imagination but the steps of learning within the subjects are carefully planned to ensure that knowledge and skills are gained for children to build on in future learning.
- Each child is regarded as an individual and an equal. Our inclusive curriculum consists of activities designed to develop the social, personal, intellectual and physical activities of the children.
- The quality of the children’s learning is enhanced across the curriculum through practical activities, educational visits linked to study work and the use of ICT. All work in the school is planned within the framework of the National Curriculum.
Impact – how we know we’ve achieved
- Children to be confident and successful learners. They think critically about their learning, are keen to learn and see purpose in their learning.
- Children to achieve well by developing knowledge and skills as they progress through the school. Their attainment and progress is above or at least in line with national expectations. Challenge is provided to enable some pupils to reach greater depth.
- The children leave the school in Year 6 with the confidence and skills ready for a successful transition to secondary school.
- The impact of the curriculum is evaluated through end of Year assessments and national standard assessment tests (SATs), through governor visits and meetings and through monitoring of teaching, learning and pupil voice.
Our intent is for our children to become confident, skilled and resilient mathematicians; who recognise that mathematics is a fundamental part of everyday life and the world in which we live in.
We endeavour to provide children with rich tasks and questions that foster a sense of curiosity and wonder whilst providing children with an opportunity to appreciate patterns and relationships in number and space.
Mathematics is integral to many other subjects and, with this in mind, we want children to develop the conceptual understanding that will enable them to thrive in an ever changing society.
We give opportunities for our pupils to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
At Kempshott Junior, we aim to envision a lifelong love of reading. In order to do this, children are encouraged to read a wide range of genres, both narrative and non-narrative; to read in school and at home every day; and, to read for pleasure, for meaning and to learn about the world around them. The children have access to reading materials through a well-stocked school library and class libraries. We aim for our children to be both independent and reflective readers who can read fluently and for meaning, using a range of reading skills confidently. We aim for children to see reading as a pleasurable activity: every teacher reads aloud to children every day and children are encouraged to read books of their choice for pleasure.
At Kempshott Junior, we aim for every child to become an independent, enthusiastic and capable writer who can express him/herself confidently through a range of genres including narrative and non-narrative. Children will be able to choose an appropriate form to present the purpose of their writing and will be able to choose and explain grammatical techniques used to enhance writing. They will understand that writing has a real purpose and will be able to evaluate the effectiveness of their writing in meeting its purpose. Children will be given exciting, meaningful and challenging writing opportunities through the careful choice of high-quality texts (text drivers) to encourage them to engage with the writing process.
Our intent is that our science curriculum should provide the foundations for understanding the World around us. All pupils are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key knowledge and concepts, pupils are encouraged to recognise the power of logical explanation and develop a sense of excitement and curiosity about the physical world. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave and analyse causes.
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Computing and ICT
The children in our school are growing up in an environment which is increasingly reliant on their ability to effectively use a computer. Our high-quality curriculum should prepare them to become digitally literate – enabling them to use, express themselves and develop ideas through using information and communication technology in a safe and appropriate way. Computing has strong links to other subjects such as maths, science and DT; but can also be easily utilised with other curriculum subjects like art and design, so should be taught in a cross curricular approach. The core of the subject is computer science where children are taught how digital systems work and how to put this knowledge into practice.
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Our intent is that a high quality history education teaches about key historical events in Britain and around the World and how they shape our present. Through learning about human achievements and experiences, Children will gain an understanding of the complexity of people’s lives, the process of change, the diversity and relationships between societies. This will develop an appreciation of their own identity and the challenges faced in their time. We aim to inspire pupils’ curiosity about the past, develop a sense of awe and wonder and improve their sense of chronology. Teaching will equip pupils to ask perceptive questions, think critically, weigh evidence and develop perspective and judgement.
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Children at Kempshott Junior School are growing up in a global-society which is becoming increasingly aware of the negative impact it is having on the world’s environment. For that reason, we believe a high-quality curriculum for Geography would help children to live sustainably, whilst fostering a growing appreciation for the world around them.
Hence, the teaching of Geography at Kempshott Junior School aims to get children acknowledging the Geography that is part of their daily lives; making them aware of their own relationship with the subject. By the time that children leave our school, we hope that they have an awareness of: their place in the world, the effect that they have on the world’s environment, and how the physical and human aspects of Geography combine and overlap.
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Our intention is to develop a pupil’s creative mind-set by providing the opportunity to explore different artistic techniques including drawing, painting, printing, 3D sculpture, textiles and collage. A sketch book is given to each child to express their artistic understanding and techniques as well as to record information through their studies. Experiences will be provided to allow a pupil to develop their own knowledge of art through exploring the work of great artists, architects and designers in history.
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Kempshott Junior School recognises that pupils should take part in a variety of creative and practical activities, where pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. Pupils will design and create work suitable to a specific context, such as the home, industry and wider community. As part of their work with food, pupils are taught how to cook and to apply the principles of nutrition and healthy eating. Learning how to cook is a crucial life skill that will enable the pupils to feed themselves and others affordably and well, now and in later life.
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Modern Foreign Languages (French)
Developing curiosity and excitement about learning another language is key to learning French at Kempshott Junior School. We aim to enable then children to develop a positive attitude and respect towards languages and cultures different from their own. As children progress through the school we provide opportunities for them to develop their understanding and confidence of using French in a range of situations.
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At Kempshott Junior School, we believe that physical activity, and therefore Physical Education, should be part of children’s daily lives. We aim to help every child find a sport they love, as well as the motivation required to play it regularly. For this reason, we strive to offer a wide-range of sporting opportunities for our pupils – including coaching opportunities and sports for life - in the hope that regular participation becomes a life-long habit for our pupils.
As well as a love for physical activity, we hope to help children develop the key skills required by all those who play. By the time that children leave our school, we hope that they have: appropriate teamwork skills (including the ability to communication effectively); self-motivation; the ability to set themselves suitable targets; an understanding of how to strategise; and, most importantly, good sportsmanship.
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Kempshott Junior School recognises that music is a powerful, unique form of communication that is used to develop self-confidence, creativity and a sense of achievement. During music lessons, pupils are given the opportunity to become real musicians and recognise that music can affect the way people feel, think and respond. Music is an integral part of our world, both past and present, and through experiencing and studying a variety of music, children will develop a love and appreciation of this universal language.
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Our PHSE curriculum aims to raise pupils’ self-esteem and confidence, and understand the importance of safe and stable relationships that promote respect, love and care. We develop the skills for our pupils to lead a healthier and safer lifestyle. We promote gender equality and equality in relationships and challenge gender stereotypes and inequality.
From April 2020 the school has adopted a scheme of work for PHSE called SCARF:
Safety, Caring, Achievement, Resilience, Friendship. This scheme also includes Relationships Education, Relationships and Sex Education (SRE) and Health Education.
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Sex and Relationships Education (SRE)
The school has clear guidelines for sex education which are laid out as part of the PSHE curriculum. The children are led gently to a deeper understanding of the issues involved in this subject according to their level of maturity.
At Kempshott, we believe Religious Education is the best and most meaningful way of creating a successful and wholly integrated society. The more pupils know about the faiths currently thriving in Britain the more likely we will be, as a nation, to embrace our multi-cultural society.
We aim to inspire students to develop an eagerness in learning about faiths and cultures that are foreign to them and accept that there are many paths in life and there are vast differences in beliefs, practices, morals and ethics within society.
RE provides opportunities for children and young people to reflect and analyse, to discuss and debate, to explore and discover, and to learn more about the world in which we live.
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Special Educational Needs
It is our aim to provide for every individual, the greatest possible access to a broad and balanced education. We endeavour for all pupils to access inclusive quality first teaching within the classroom alongside their peers. Intervention for pupils who require additional support should not impact on, the pupil’s enjoyment of the full curriculum, or their ability to develop independence. We believe that all pupils can make progress and learn despite their individual needs.
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Challenge and Aspiration
The school is committed to ensuring all children make good progress. We make provision for those children who achieve at an exceptionally high level. Opportunities are given for children to develop their talents right across the curriculum. Children who are working at or towards greater depth are recognised through formative and summative assessment and high quality inclusive teaching provides challenge in lessons. The successes and achievements of all children are celebrated each week in our Celebration Assembly.
Educational Visits, Residential and Enrichment
We aim to provide children with varied, exciting and hands on learning experiences and as part of this we are pleased to offer a range of visits, visitors and school based activities throughout the year. In addition to curriculum trips to places such as Ufton Court, Butser Ancient Farm and Sparsholt College Children in Year 5 & 6 also have the opportunity to take part in a residential visit to Stubbington and Calshot.
We are pleased to offer a wide range of after school and lunchtime activities and clubs which are run by both staff and outside companies. Most of these are provided free of charge whilst others have a termly fee. The children benefit greatly from these opportunities and we are always looking to add new and different activities. Current clubs include choir, chess, cookery, football, netball, orchestra, rugby, art, hockey, dance, cricket, craft, etc.
Attainment and Progress
Regular data drops are conducted every 4th week by Class teachers to the Head teacher. These are shared with the Governing body so that trends that are identified are discussed. PPRMs (Pupil Progress Review Meetings) are conducted every 4 weeks where children who are not working at ARE or close to are discussed with the year group team.
At the end of each unit of study either in reading, writing or maths, class teachers conduct an assessment to ascertain depth of understanding in the relevant objectives. They record these achievements on the SIMs system which each class teacher can independently log in to. Over the milestone period they are able to complete most areas. Through their weekly joint planning sessions they review planning and discuss areas that pupils are weaker in. Planning is adapted in order to close the gaps.
At each milestone class teachers check to ensure that all SIMs assessment is completed which will populate the domain grids. From the domain grids they are then able to request comparative pre-populated reports for year group analysis or subject analysis. These reports support the identification of key groups such as pupil premium, SEND and gender. Class teachers also complete an assessment grid in which they group their class under each grouping – Not, Close to, ARE, ARE+, exceeding. This builds on the previous milestone showing a growing picture of the progress of the class as they move from group to group. These numbers are put into a milestone map which is used as a predictive tool. This enables the class teacher to predict where they want each child to be at the end of the year. It is a “work in progress” and can be adjusted accordingly throughout the year to reflect a continuing improving picture.
Year leaders are accountable for progress in their year group and as such produce year group reports. The year group reports take the form of a combined milestone map. From this information they are able to look across the year at those children who are not meeting age related expectations and assign support and interventions accordingly. These reports are bought to LMT meetings where the year leaders report to the HT and DHT on deployment of staff and impact that these are having. Year leaders are also able to pull off reports from SIMs regarding year group analysis of significant groups. These different reports enable each year leader to articulate to Governors and HT the progress that their year group is making.
Core Subject Leaders
English and Maths subject leaders similarly use the SIMs analysis to interrogate data across the whole key stage. They can look at significant groups and specific year groups and classes to identify trends. This ensures that support is provided where needed whether through INSET or individual support. Book monitoring and learning walks triangulate this informed picture.