Visual Toolkit

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Useful Reading Aides

Reading Guide

The reading guide button allows the user to have a reading guide that will appear on the y & x axis. (Think of it like using your finger to guide you eyes over the words you should be reading on a book).

Highlight Reading Guide

The hightlight reading guide button allows the user to have a reading guide that will highlight a strip on the page to view.

Curriculum

At Coton in the Elms School, everything that we do is centred around our school vision.  This includes the ‘diet’ that we provide our children – the taught curriculum, enrichment opportunities, clubs & activities and whole school events. Please look through each subject tab on our website to find out more about each subject area.

WHAT IS OUR CURRICULUM INTENT?

At Coton-in-the-Elms CofE Primary, everything that we do is centred around ensuring our pupils are ready for the next stage of their lives.

The principles of how our children learn are embedded within our teaching pedagogy. The sequential curriculum builds upon prior learning, ensuring prior knowledge is embedded in the long-term memory and can be retrieved and built upon to develop more complex schema. All decisions are informed by research and accounts of prior success. We provide an engaging, broad and balanced curriculum based upon the National Curriculum aims and expectations.  The 5 values which we hold dear: P.E.A.C.E (Perseverance, Excellence, Awe & Wonder, Compassion and Enjoyment) are important qualities we want our pupils to leave school with and take with them as they move in to the next stage of their lives.

We have 3 key curriculum drivers that are important threads that run through our curriculum: Our Place in Our World; Oracy and Build Lasting KNowledge

Each of these drives what and how we offer learning experiences in school.  Our Curriculum Intent is suitably tailored to our school’s current population and the families we work with.  To view more details about our curriculum offer, please click on the document below.

Coton curriculum on a page

We are committed to ensuring we prepare children for life in  Modern Britain through the teaching of British Values and ensuring that the 9 Protected Characteristics weave through our curriculum.

Protected characteristics teaching in Coton

Our Christian values, PSHE lessons and daily collective worship promote positive attitudes which reflect the skills and character needed for future learning and success. Children leave Coton-in-the-Elms Church of England Primary School with a sense of belonging and pride and developed the confidence and skills needed to be learners in life. We intend our pupils to be active and successful participants of British and Global society. There is explicit reference and careful consideration given to how diversity and inclusion weaves through our units of work. It enables us to build strong relationships, celebrate diversity, encourage respect and build a sense of community. It provides and acknowledges success for all children, in all aspects of their development and it recognises, encourages and celebrates all types of talent. Pupils learn about significant people through time and how they have helped to shape the world we live in today.

Assessment

HOW DO WE MEASURE THE IMPACT OF OUR CURRICULUM?

Assessment is used all the time in classrooms. This can be through questioning, working alongside a child or from marking books. Teachers use these findings to adapt lessons and where necessary organise further intervention sessions or tailored homework.

All our curriculum subjects include opportunities to revisit prior learning. At the start of each unit, teachers identify key learning for children to acquire. We call this ‘sticky knowledge’. Pupils reflect on their learning from the unit and complete an exit ticket activity, to elicit if the ‘sticky knowledge’ has stuck!

There are a number of ways how we measure the impact that teaching has had on our pupils:

  • Collection of Pupil Voice, Parent Voice and Staff Voice – testimonial evidence
  • Learning Conversations with the children
  • Holding exhibitions – showcasing learning in a given subject
  • Class Assembly – getting children talking about their learning
  • Scrutiny of pupils’ work
  • Observations of learning in lessons
  • Link Governor Visits and presentations to governors
  • National tests
  • termly assessments
  • Analysis of data

Reception

Pupils complete a baseline assessment upon entry to reception. This is administered one to one with their class teacher and is a practical assessment. The outcome of the assessment is submitted to Standards and Testing Agency, however school do not currently receive an outcome of this, other than their own findings whilst carrying out the assessment.

At Coton, we use Tapestry to collate observations and samples of pupils’ work. This is a tool used by all staff in the Early Years classroom and throughout the year, parents receive updates on what their child is learning. This tool supports staff to assess the pupils.

Teacher Assessments

To support pupils teacher judgements and to measure pupil progress, pupils complete assessments each term for reading, writing, maths and Spelling, Punctuation and Grammar (SPaG). The tests are delivered in class each term to prepare children for the format of the Year 6 SATs tests. We use these assessment outcomes to measure the progress made over the term and identify key areas to revisit and possible interventions that maybe required. The school use NFER test papers from Year 1 to Year 5. Year 2 are assessed using past end of Key Stage 1 Standardised Assessment Tests (SATs).

Standardised Assessment Tests (SATs)

Year 6 pupils complete End of Key Stage 2 national Standardised Assessment Tests for Reading, Maths and SPaG. The children complete past papers during the years and are coached and supported to become familiar with the format of these tests. Parents are invited to a meeting early in the spring term to find out more and to ask questions.

These are produced by the Standards and Testing Agency and delivered to schools to complete mid-May.

These are marked externally and the results are sent to schools in July. The outcome of these assessments is shared with parents via the end of year report. Data from the past 3 years can be found on our website.

Phonics

Phonics knowledge is assessed at least half termly. A heat map shows gaps in learning; pupils then receive targeted ‘keep up’ sessions to plug these gaps. A further assessment occurs after 3 weeks of targeted intervention to review the impact of this.

In June of Year 1, children across the country complete a phonics screening check with is sent to school from the Standards and Testing Agency. This assessment is administered one to one with children, with a staff member they are familiar with. There are 40 words to read in total. The pass mark currently is 32 out of 40. Parents are informed of the outcome in their child’s annual school report.

School will invite Year 1 into school to find out more and ask questions about this assessment in the spring term.

You can find some more information here:

Phonics screening check 2023: information for parents (text only version) – GOV.UK (www.gov.uk)

Phonics screening check (Year 1) – Oxford Owl

Multiplication Times Tables

In June of Year 4, children across the country complete a national times tables assessment. They have up to 6 seconds to answer a multiplication calculation. There are 25 questions in total. Children complete this on a laptop or device. The outcome of this check is published and shared with parents via their child’s end of year school report.

You can find more information about this here: Multiplication tables check: information for parents – GOV.UK (www.gov.uk)

You can practise the test here:

Multiplication Tables Check – Mathsframe

Multiplication Tables Check – 2023 – Timestables.co.uk

Moderation

Throughout the year, teachers will work with colleagues in school and with colleagues from local schools to moderate samples of work. This is to quality assure their judgements against a set of standardised criteria.

The Local Authority will on occasion complete Monitoring and Moderation activities with the school. This is to check compliance with the statutory guidance and to provide advice and guidance to staff as required.

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