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Curriculum

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Lovers' Lane Enquiry Curriculum 2019

 

Our curriculum has been updated in 2019. Our new curriculum structure is based on the National Curriculum expectations and also age-related skills and knowledge outlined in Focus Learning Challenge Curriculum (Clive Davis) to ensure our new curriculum is sequential and progressive and builds on prior learning in ALL subjects. Long Term Planning is structured to ensure that enquiry is at the heart of our Curriculum as our local setting reflects the need for our pupils to learn to enquire about the wider world, rather than just experiencing the town they live in. They also need to learn about different cultures and have experiences first hand, as sometimes family circumstances and resources can make it hard for them to have these out of school. Our children also need to learn about ways to keep themselves safe and to make healthy choices, due to living near a river, train line and also other contextual safeguarding needs, such as high levels of domestic violence, criminality, drug and alcohol misuse and mental health issues in our local area, as well as the risks of County Lines and Modern Slavery and Trafficking locally too. We have designed our curriculum with these important factors in mind.

 

If you have any questions about the curriculum at Lovers' Lane and what we teach please contact the school directly. 

 

Our curriculum intent is clear:

 

  • To provide pupils with experiences and knowledge beyond Newark to increase pupils’ aspirations. (social mobility)
  • To increase life skills and enable pupils to make choices that will keep them safe.  (aspire to succeed)
  • To increase pupils’ vocabulary through a language rich environment, role modelling and first hand learning experiences.
  • To increase knowledge through frequent recall and application of key facts and information
  • To ensure that all pupils have equal opportunities to thrive especially boys, PP and WB FSM boys.  

 

 

Other subjects: We use Music Express for music, Purple Mash for Computing and Hola Espanol for Spanish schemes for these subjects so the schemes of work are used from these schemes and are adapted to the children's needs lesson by lesson.

Phonics

At Lovers’ Lane Primary School, we use the Read Write Inc approach for all of our phonics teaching and to teach early reading. 

 

 

We have adopted Read Write Inc in December 2019 from Nursery to Year 2 and all staff have had training. Our Reading Lead is Mrs Graham (KS1 Leader) and she is working with Miss Harding, our Phonics/EYFS Lead to implement Read Write Inc (RWI) during 2019-20 in our school. Miss Harding has attended training for RWI Nursery and both teachers new to F2 and Year 1 have taught RWI before. Mrs Graham is to attend Reading Lead training in February 2020,  

 

Our pupils have previously learnt through the Letters and Sounds approach, but evaluation highlighted the need for a more strategic and prescriptive approach to phonics to ensure consistency with new staff and to ensure a very tight link between quality phonics teaching and development of early reading. This is a top priority in our school in 2019-20.

 

 

At the end of Year 1 all children will sit a phonics screening test. You can access some sample papers at the links below:


In KS2 children who are not secure in any of the 6 phases phonics under 'Letters and Sounds' will receive small group phonics interventions until September 2020 when the whole staff will adopt RWI and have whole school INSET training (followed by 2 development days). This will be the common approach across all ages from September 2020. Until then, KS2 phonics intervention will be carried out through phonics interactive games or in a revisit/review, teach, practice and apply phonics teaching activity.

    Reading

At Lovers’ Lane our children begin learning to read with decodeable phonics reading books. Currently 'Bookbag books' to take home for practice are from Oxford Reading Tree scheme (book bag books) which are colour banded and correspond to the children's phonics level, assessed using a phonics tracker. We use Read Write Inc books in school to teach reading and are planning into the next school budget for the purchase of Read Write Inc books for taking home in bookbags too for home reading. The Read, Write, Inc approach was purchased and implemented from December 2019 and is fully in place for January 2020. New staff joining the team in January 2020 are already familiar with this approach and have taught it before in previous schools and existing teaching staff have had Read Write Inc Training CPD across KS1 and EYFS.

 

Once children are secure in phonics and have passed the phonics screen in either Year 1 or on retake in Year 2, they move to other books, which are a range of books allowing them to use phonics or other reading strategies to read incrementally challenging books. Our books are coded in line with PM Benchmarking and pupils use these from Level 16 onwards only from Year 2 onwards into KS2. Some KS2 pupils will still be reading decodeable books, which is based on assessment of their learning needs through phonics trackers.

 

Across school from Year 1-6, PIRA Reading assessments are used to generate a standardised score which is tracked to monitor on-trackness for age-related expectation and expectation from starting points every half term. This is tracked against predicted scaled scores in KS2. Across Years 1-6, Testbase papers are used for end of year assessments too and ongoing written comprehension is now being taught and assessed half termly. 

 

In KS2 PM Benchmarking is now used half termly as appropriate and Salford assessment can also used to assess identified intervention children and track impact of interventions. If the children are behind in their age related book bands, or are not reading at home regularly, the children will given extra reading support through a 'Vulnerable Reading' intervention or small group guided reading. In a vulnerable read, the child is read with on a daily basis to boost their reading ability and promote progression through the book levels. Developing written comprehension skills continues to be an area to develop, so teaching of comprehension has been agreed as a non negotiable. A review of Guided Reading provision has taken place in 2018-19. Whole Class Guided Reading has been introduced and we use a VIPERS approach to teaching reading skills from Year 2-6. In addition to an hour of reading teaching weekly, another three or four 20-30 minute reading sessions, reinforcing skills and comprehension/ written responses are included in the weekly timetable to ensure sufficient time is given to embed these skills.

 

We reward and incentivise our pupils/parents in home reading with ‘Reading Celebrations’ each term for those reading at least 4 times a week every week in the term. So far we have had movie nights, reading parties, bedtime stories, reading camp sleepover, reading BBQ etc. We also celebrate World Book Day each year as part of a reading week. We use our World Book Day vouchers to take each class to Stray’s Bookshop in Newark town every year, so every child in school gets a new book with their £1 voucher from EYFS to Year 6. From 2019-20, Year 6 have had a Reading Challenge event through the Autumn term, where they aim to read up to 15 books in the term. Those who are the top scorers on reading are treated to hot chocolate and cake at Stray's Bookshop/Coffee House and are awarded a new book as a gift.

 

We have purchased Phonics based reading scheme (Oxford Reading Tree) in 2018. We secured grant funding via Ernest Cook Trust to buy new books for all classes from Years 1-6. Networks and English Conferences through our Teaching School Alliance (Flying High Teaching School Alliance) and NCC courses provide excellent CPD for staff and subject leader, as well as  other sources, including ICT Mr P and Literacy Shed. In 2018-19, we engaged an SLE (consultant specialist teacher called a ‘Senior Lead Educator’) through our teaching school to work with our new English lead. The Headteacher is currently leading English due to staffing changes. The school has had turnover in the last few years which has meant that new to English Leadership staff have left and we are now succession planning for the future.

 

Our school governors come into school regularly as reading volunteers and we are promoting reading at Parent craft days.

 

 

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