Curriculum & Academic Progress
At St. Andrew's we are very proud of our high standards. Please see our Curriculum Overview document for an insight into the Intent, Implementation and Impact of our curriculum.Curriculum Overview Key Curriculum Principles
Teaching and Learning Vision of Values
We are committed to providing a broad and balanced curriculum for our children - please see the Curriculum Maps below for an outline of what pupils do throughout each year group.
EYFS Curriculum Overview EYFS Maths Curriculum Map
Maths Calculation PolicyMaths Progression Overview
English Curriculum Map English Literacy Tree
Policy Statement
Reading Progression Overview Writing Progression Overview
Art, Design & Technology Curriculum Map
Computing Curriculum Map Computing Curriculum Principles
History & Geography Curriculum Map
Religious Education Curriculum Map
We strive for all children to achieve their full potential. To this end, we track and monitor progress not just attainment rigorously and put interventions in place to stretch and support all of our children.
Teachers create an attractive and welcoming learning environment; they establish very positive relationships with pupils and know their classes well. Having extremely high expectations of themselves and their pupils, the combination of the teachers’ enthusiasm and passion for teaching, together with the pupils’ excitement for learning, has led to exceptional achievement for a great many pupils.
Ofsted 2014
Phonics
Read Write Inc. Phonics - A Guide for Parents
Our chosen systematic synthetic phonics teaching programme (SSP) is Read Write Inc (RWI). The programme is rigorous and consistent, and all staff who teach in the Early Years, Year 1 and Year 2 receive extensive training. Parents are invited to come to workshops and meetings early on in Reception, as well as in Year 1, to learn more about RWI’s systematic approach so that they can support their children's learning.
RWI includes fully ‘decodable’ books so that children can practise, at school and at home, their increasing knowledge of grapheme-phoneme correspondences (GPCs) and their blending skills in meaningful contexts. These books have been carefully structured in cumulative steps for children learning to read, so that they can decode every word as their knowledge of the alphabetic code increases. ‘Decodable’ books and other texts make children feel successful from the very beginning. They do not encounter words that include GPCs they cannot decode. The ‘decodable’ RWI books that the children read run alongside or a little behind the teaching of GPCs, so that they always feel a sense of achievement when they are asked to read such books.
Children continue to read ‘decodable’ books until they can blend sounds to read new words fluently and automatically.
More information about Read Write Inc can be found on: https://www.ruthmiskin.com/