At Poringland Primary School and Nursery, our vision means that we want:
All children will leave Poringland:
- with a desire to learn, inspired by innovative teaching and active learning;
- with the skills and self-belief to enable them to succeed;
- with the confidence to solve problems, welcome challenges and to be independent learners, who have a love for learning.
Children will understand the importance of a healthy, active lifestyle. They will have a respect for others and a sense of moral responsibility as citizens in a modern world.
Poringland Primary School and Nursery will be known for its caring, supportive environment; a school where staff are valued and respected, who work together tirelessly to ensure everyone reaches their potential, both children and adults.
At Poringland Primary School and Nursery, we strive to teach active, informative lessons that inspire ALL children to learn and make progress. These high expectations apply equally to those working above, at, or below age-related expectations, as well as those who have been identified as having Special Educational Needs.
When planning, our teachers seek to make innovative cross-curricular links across many subjects so that children can make sense of their learning and relate it to the wider world. Our teachers have a wide range of skills and expertise and share good practice; it is very much a team effort.
At Poringland, learning is characterised by ambitious objectives, challenging personal targets and rigorous assessment. Timely interventions support those pupils who are slower to make progress, so that they can keep up with the pace of learning and fulfil their true potential. We nurture children to be independent, resilient and actively involved in asking and answer questions about the world in which they live.
Reading and writing skills are very much at the centre of our curriculum planning, and are fundamental to learning across the wider curriculum. Our topics are planned collaboratively to cover the full breadth of the National Curriculum, making learning relevant to the particular needs, interests and experiences of our children. Thus, our curriculum promotes pupils’ spiritual, moral, social and cultural development and prepares all pupils for the opportunities, responsibilities and experiences of life.
EYFS and Key Stage One
At Poringland, we have one Nursery classroom, with 2 sessions per day. Children in Reception, Year 1 and Year 2 are taught in single-age classes, with a three-year rolling program of half-termly topics.
Every classroom offers scope for a range of creative activities. Nursery, Reception and Year 1 classes have access to enclosed outdoor learning areas, which can be used every day, come rain or shine!
|Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
|Year A||My Family and Other Animals||Fun and Games||Fire! Fire!||Knights and Castles||Food Glorious Food||Pirates and Oceans|
|Year B||Fighting Fit||Journeys||Houses and Homes||Superheroes||Our Wonderful World||Dinosaurs and Minibeasts|
|Year C||Families and Neighbours||Incredible inventions||Space and Planets||Fairy Tales||Woodlands and Jungles||We are the Champion|
Key Stage Two
Our Key Stage Two children are taught in single-age classes, with a two-year rolling program of termly topics (one cycle for Years 3 and 4, and one cycle for Years 5 and 6).
|Year A Year 3 and 4||The Rainforest||Invaders||Keen to be Green|
|Year B Year 3 and 4||Norwich – A Fine City||Mountains, Rivers and Coasts||Ancient Egypt|
|Year A Year 5 and 6||Benin||Earth’s Journeys||My Life, Locality and Other Animals|
|Year B Year 5 and 6||From Stone to Iron||The Second World War||Norwich – A Fine City|
- Clear learning objectives and outcomes;
- Links to prior and future learning;
- Learning is made relevant to our context and teaching styles are tailored to the needs of the class;
- Promoting a culture where all children engage with learning;
- Opportunities to interact with others and to collaborate in learning;
- Appropriate use of teacher questioning, modelling and explanation;
- An expectation that children will develop resilience and accept responsibility for their own learning, working independently;
- An expectation that children will make progress within each lesson;
- Celebration of good work.
We acknowledge that people learn in different ways including:
- Investigation and problem solving;
- Open ended tasks;
- Research and independent access to resources;
- Group work, paired work and independent work;
- Effective questioning;
- Drama and presentation;
- Visitors and educational visits;
- Creative activities, designing and making;
- Use of multimedia, including visual and aural stimuli;
- Physical activity;
- Extra-curricular clubs and activities.
- Individual children’s progress is tracked;
- Data is collected on a regular basis;
- Strengths and weakness support planning and intervention;
- Teaching and interventions are adjusted according to the progress that the children are making;
- Parents/carers are updated regularly on their child’s progress;
- Rigorous assessment informs classroom practice and supports pupils to close attainment gaps;
- Formative assessment is used effectively;
- Timely use of Assessment for Learning AfL, which is appropriate to the age and experience of the children (e.g. learning objectives and outcomes, success criteria and self and peer evaluations)
- Subject Leaders track progress in Reading, Writing, Maths and Science, and are informed about how our pupils perform compared to national expectations.
- Identification of individuals and groups who are making less progress than expected;
- Interventions are mapped according to need; they are regularly evaluated and adjusted;
- SLT review the impact of interventions, potential barriers and future actions needed.
- Pupils are taught to respect their environment and about their responsibilities as members of the school and wider communities;
- Learning environments are adapted according to the children’s learning needs;
- Use of learning resources and ICT is developed to promote independence;
- Effective use of other spaces, e.g. break out spaces, hall, outdoor areas, outdoor classroom;
- Displays are used to celebrate children’s work, as learning walls, as well as to provide supportive resources and information.
- Recognising the benefit of a 2-year topic cycle (KS2) and 3-year topic cycle (Reception and KS1), the curriculum is planned so that key learning is revisited and that all pupils have equal access and opportunities.
- The curriculum is designed to cater for the needs of all learners including pupils with SEND, EAL, Looked After Children, boys and girls.
- A full range of extra-curricular clubs and activities which enhance and extend the curriculum (including School Breakfast Club);
- The wider community (sports coaches, etc.) are involved in extended provision.
Children’s wider needs
- Close communication with parents/carers;
- Developing and maintaining multi-agency links to support vulnerable pupils;
- Designated non-contact time for SENDCO and Mental Health Champion.
Our English lessons develop pupils’ spoken language, reading, writing, grammar and vocabulary. Wherever possible, English is taught in a cross-curricular way, linking up to the current topics and other areas of the curriculum. We teach our pupils to speak clearly, to convey their ideas fluently and confidently and to ask questions.
We aim for every child to develop a love of reading and it is an expectation that all children will read at home daily. Children will continue to read from a variety of genres, individually, in guided groups and as a whole class.
In Reception and Key Stage One, the children are issued with colour banded reading books to take home to share with their parents/carers. These are changed regularly, with home and school working together to support the children in their learning by sharing constructive comments.
The teaching of Phonics is delivered in every infant class, following the ‘Letters and Sounds’ Scheme from the DFE. This is supplemented using a variety of resources, including ICT.
Children in Reception take home lists of decodable words to practise their blending skills, as well as non-decodable ‘tricky’ words to learn by heart. Children in Key Stage 1 also take home spellings to practise tricky words and common spelling patterns. They are also issued with homework activities to consolidate their learning in Phonics.
Key Stage Two children have access to a wide variety of texts, both within the classrooms and within the School Library, as well as a wide range of online texts through MyOn.
At the beginning of Key Stage Two, children will take a Star Reading test, through the Accelerated Reader program. This initial reading assessment assigns a ‘reading range’ to each child. The fiction and non-fiction books, found in the library and classrooms, fall within this range and allow children to make appropriate book choices independently. This also allows teachers to carefully monitor and manage independent reading practice, setting personalised goals for each child, tracking vocabulary growth and the development of other key literacy skills.
All classes in Key Stage Two engage in shared reading throughout the week. This is a practice that gives all children access to a challenging text and enables them to be involved in the process of ‘reading for pleasure’ rather than focusing on decoding tricky words. The role of the teacher is to demonstrate ‘what good readers do’ and encourage and facilitate the process of summary and inference.
Class reader books often link to topics; these will be selected during the medium term planning phase at the beginning of each term.
English lessons cover a wide range of genres and children learn a range of skills from writing formal, factual texts to writing creative, imaginative stories. Children read and learn about classic stories and develop their skills of expression through poetry and music. At Poringland, the subjects we write about are exciting and motivating, which results in writing that is vibrant and inspirational. Children learn to enjoy writing, just as great authors and poets have done in the past.
Underpinning the enjoyment of reading and writing comes the technical understanding of being a good writer. Our children are developing a strong understanding of how grammar and punctuation contributes to sentence structure.
Discrete handwriting sessions are taught using the Letter Join cursive handwriting scheme.
A range of extra activities are used to promote literacy within the school, including World Book Day.
For more information about English, and our shared vision for Reading, please click here.
Poringland Primary and Nursery is very proud of its attainment and progress in this area of the curriculum. This success comes through effective teaching, with children learning basic skills and having opportunities to apply them to problem solving and practical tasks. It is essential that children see the purpose of Maths in the world around them.
We use White Rose Maths – a whole class mastery approach – as the basis of our weekly lesson planning. Children are taught skills and apply them to solve problems and challenges. Applying Maths to the ‘real’ world is a key aspect to success.
From Year 2, all children have access to Times Table Rockstars, and the children are encouraged to take part in regular multiplication practice.
Practice makes perfect when trying to master anything! Within our children, we foster a determination and resilience to raise questions and to persevere with tricky concepts.
For more information about Mathematics, and our shared vision for Mathematics, please click here.
Where appropriate, Science teaching is linked to topic work. Pupils are encouraged to be curious about natural phenomena and to be excited by understanding about the world around them. Key scientific terminology will be introduced and built upon as children move through the school. Pupils will be encouraged to work scientifically and to carry out experiments using equipment to gather and record data. Whilst at Poringland Primary School, pupils learn about plants, animals including humans, materials, seasonal changes, habitats, rocks, light, forces, states of matter, sound, electricity, Earth and space, and evolution and inheritance.
Teachers use the ASE Planning matrices to support their medium term planning and assessment of pupil progress.
For more information about Science, including our shared vision for Science, click here.
Art and Design
Art is a vehicle for creativity and individual expression. It also provides opportunities for collaborative work. It is an important form of cultural expression and , therefore, has significance and meaning for all children. Our teaching provides an understanding of diverse art forms so that children can experience: drawing, painting, collage, textiles, printmaking, sculpture, digital media and 3d designs.
Pupils also learn about the life, artistic techniques and legacies of significant artists from across the world, and from different historical periods. They are encouraged to comment constructively about their own artwork, and that of others.
For more information about Art and Design, including our shared vision for Art and Design, click here.
Our Design Technology lessons encourage the designing and making if products to solve real life and relevant problems. Pupils learn to select and use a wide range of materials and components, including construction materials, textiles and ingredients (for food technology), according to their characteristics. Pupils are also taught to select and use a range of tools safely and with precision.
Pupils are encouraged to critically evaluate the products they have created and compare these to their original design brief and plan.
For more information about Design Technology, including our shared vision for Design Technology, click here.
The school is well-resources for Computing with two lap top trolleys and a chrome book trolley. Every classroom is equipped with a number of i-Pads and a visualiser.
We use the Purple Mash scheme of work to deliver our Computing curriculum. This embeds basic keyboard skills, as well as the ability to independently save and print work. Building on prior learning, our children become skilled at communicating their ideas by word processing and using presentations. They learn to create artwork and animations, and to develop more complex skills such as data analysis and coding.
Children learn to make use of technology safely and are taught about how to access support when they have concerns. Parents/carers are informed about issues relating to online safety arise and further information and support is provided as required.
Prior to lockdown, Key Stage Two pupils could apply to become Digital Leaders within the school. A MASH Computing Club was in operation.
For more information about Computing, including our shared vision for Computing, click here.
At Poringland, we use Charanga to support our music teaching. This is an online music scheme with lots of interactive resources and high quality music to support our children’s musical learning. In addition to Charanga, topics of work can be based on BBC Ten pieces resources. The children enjoy using the class sets of glockenspiels, Boomwhackers, percussion instruments, ukuleles, body percussion and on-line apps to take part practically in music lessons.
Pupils use their voices expressively and creatively by singing songs and using chants and rhymes. We encourage pupils to listen to and appraise a wide range of music, understanding that music can be linked to mood and atmosphere.
Our music curriculum is supplemented by a wide range of extra-curricular opportunities. Poringland Primary has twice taken part in the Young Voices concerts, held at the O2 arena in London. These are fantastic opportunities to sing with other schools and to also be uplifted by the power of music.
Year 6 children regularly participate in the annual CASMA concerts, organised by the Norfolk Music Hub. These provide an opportunity to sing with other schools. We have also taken part in Infant CASMA with Year 2.
Juniors can audition for Junior Choir, which regularly leads whole-school assemblies and takes part in activities within the community, for example: singing at Christmas at Stoke Holy Cross Dementia Group and at the Emergency Services Carol Concert in St Peter Mancroft church.
We regularly participate in Sing Up Day and Norfolk Music Hub’s Virtual Big Sings.
Since 2019 all Year 4 children had the opportunity to learn the ukulele with the Norfolk Music Hub and in 2020-21 school have funded this tuition to last all year. All Juniors have the opportunity to pay for instrument tuition. Currently we offer piano, keyboard, violin, trumpet, flute, clarinet, saxophone, guitar and ukulele and there are reductions in fees available for LAC and those receiving FSMs.
A lunchtime School band has been run weekly by one of the peripatetic teachers. Instrumentalists and choir perform together for parents at our annual Summer Concert, held virtually or at Framingham Earl High School.
Children in Early Years Foundation Stage, Key Stage 1 and Key Stage 2 take part in performances at Christmas that interweave songs with the spoken word. At the end of the Summer Term, our Year 6 leavers take part in a musical production to mark their transition to High School.
For more information about Music, including our shared vision for Music, click here.
Our Physical Education is delivered by class teachers or teaching assistants with NPECTS qualification. Lessons focus on mastering basic movements including running, jumping, throwing, catching, as well as developing balance, agility and co-ordination. Pupils are encouraged to participate in team games and to develop simple tactics to become and effective team member.
The National Curriculum requirements for Swimming are delivered to our Year 5 pupils at Riverside Leisure Centre.
We are part of the South Norfolk School Sports Partnership, and we regularly enter teams of children to compete in festivals and tournaments with children from other schools, both within the cluster and the partnership. Prior to lockdown, the school provided a range of extra-curricular opportunities, including clubs for gymnastics, tennis and multi-skills. Bikeability and Cycling Proficiency Training is offered in Years 4 and 5.
For more information about PE, including our shared vision for PE, click here.
We deliver our PSHE curriculum through the PATHS programme. We have PATHS lessons twice a week during which we will cover many topics including friendship, feelings, thinking skills and problem solving. In PATHS, we also learn about giving compliments to other people and to ourselves. Every day, we will have a ‘PATHS Pupil of the Day’. This child, chosen at random, is a special helper in PATHS time and helps with other jobs throughout the day. Being PATHS Pupil of the Day is an important job and all children will have a turn in the coming weeks. At the end of each day, children and adults will give compliments to the PATHS Pupil of the Day.
For more information about PATHS, please click here.
For Religious Education, we use Discovery RE, which supports the Norfolk Agreed Syllabus for RE. Our teaching promotes the spiritual, moral, social and cultural development of our pupils. Using an enquiry approach, each term, our learning in RE takes place through the investigation of a key question for enquiry. Our teaching reflects the fact that the religious traditions in Britain are, in the main, Christian whilst taking account if the teaching and practices of other principal religions represented in Britain.
For more information about RE, including our shared vision for RE, click here.
History and Geography
History and Geography are taught through a cross-curricular approach to learning, as part of a ‘themed topic’.
Through History, pupils learn about significant historical events, people and places, at a local, national and world level.
History is ‘brought to life’ through an investigative approach, involving children’s active participation in enquiry, use of artefacts, visitors to school as well as visits to museums and other places of historical interest. Children are given opportunities to learn about the past from a range of primary and secondary historical sources, including materials which are accessible through the use of technology.
In Geography, we teach location and place knowledge as well as weather and climate skills. In addition, our pupils learn about how the world works, and how to make a difference and become positive contributors to it.
For more information about History, including our shared vision for History, click here.
For more information about Geography, including our shared vision for Geography, click here.
Relationships and Sex Education
At Poringland Primary School and Nursery, we believe that relationships and sex education (RSE) enables our children to become healthy, safe, independent and responsible members of society. RSE aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up.
RSE is taught as both explicit lessons, using the Educator Solutions RSE scheme of work, and is also embedded in other areas of the curriculum.
For more information about RSE, including our shared vision for RSE, click here.
Modern Foreign Languages
At Poringland Primary School, we believe that the learning of a foreign language provides a valuable educational, social and cultural experience. Pupils develop communication and literacy skills and extend their knowledge of how language works. Learning another language raises awareness of the multi-lingual and multi-cultural world and introduces an international dimension to pupils’ learning, giving them an insight into their own culture and those of others. Our Modern Foreign Languages Teaching lays the foundation for future learning in French, Spanish and German.
For more information about Modern Foreign Languages, including our shared vision for MFL, click here.
We recognise the importance of outdoor learning in realising our school vision: Happy, Active, Healthy, Inspired Learners. Teachers take every opportunity to make use of the different habitats offered by the school grounds, including the pond area, wildlife garden, woodland walk and sensory garden.
Our Nursery and Reception Classrooms all have access to areas for outdoor learning, and these are in use come rain, wind or shine! We also have a purpose build outdoor classroom which is available for the use of other year groups.
For more information about our Outdoor Learning, and our shared vision for Outdoor Learning, click here.
We seek to enhance the children’s learning experiences through educational visits and by engaging experts in the field.
We also extend children’s learning outside the school context. In the year prior to COVID-19, our children took part in a range of educational visits including:
- Harry Potter Warner Studios
- Amazona Zoo
- Africa Alive
- Norwich Castle Museum
- The Sealife Centre
- The Dinosaur Park
- Great Yarmouth beach
- The Sainsbury Centre for Visual Arts
- The Playhouse Theatre
- The Elizabethan House Museum
- Time and Tide Museum
We also organise annual residential visits for our older pupils. In 2020, our Year 5 children took part in a 2 night residential trip to How Hill, and in 2019, our Year 6 children spent 2 nights in York.
The Role of Parents/Carers
We believe that parents have a crucial role in supporting their children to learn. We communicate with parents using:
- Weekly newsletters and regular parent mails;
- Our school website;
- Parents evenings in the Autumn and Spring Term;
- Inviting parents to assemblies and productions;
- An annual report sent home at the end of the academic year;
- Curriculum information meetings relevant to each year group;
- A curriculum overview ‘topic web’ for each topic;
- Google Classrooms and Tapestry.
The main source of Impact will always remain the quality and breadth of work in pupil’s books and on display within the learning environment.
We strive to raise the expectation of learners and the quality of work they produce from a broad, balanced and rich curriculum.
A crucial measure is the feedback that we obtain from talking with our pupils (pupil voice), as well as our parental questionnaires.
The Impact of our curriculum should also be measured by assessment procedures that allow us to measure outcomes against all schools nationally:
- % of children achieving a Good Level of Development at the end of EYFS;
- % of children achieving the required standard In the Year 1 Phonics Check;
- % of children working towards the expected standard, at the expected standard, or at greater depth in Reading, Writing and Maths at the end of Key Stage One;
- % of children achieving the required standard In the Year 4 Multiplication Check;
- % of children working towards the expected standard, at the expected standard, or at greater depth in Reading, Writing and Maths at the end of Key Stage Two.
The Senior Leadership Team work alongside Subject Leaders to monitor the impact of the curriculum in all subject areas. A variety of strategies are used including:
- lesson observations;
- learning walks;
- professional dialogue with teachers;
- scrutiny of planning;
- scrutiny of work;
- scrutiny of display;
- pupil voice;
- formative and summative assessment;
- staff development and training.
Most importantly, impact will be measured by how effectively our pupils develop into well rounded individuals, who carry with them the skills to be lifelong learners.
If you would like to find out more information about our curriculum, please contact the Headteacher or Deputy Headteacher.