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Curriculum

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Lovers' Lane Enquiry Curriculum

 

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. We also follow White Rose Maths and Read Write Inc for Phonics, Early reading and Spelling.

Curriculum Policy and Statement

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. We use Read Write Inc (RWI) books in school to teach reading and Read Write Inc Book-bag books for taking home too for home reading. The children also take a 'Library book' for reading for pleasure if they are still working on RWI books. 

 

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. In September 2020, ALL staff across the whole school received continuing professional development INSET day training from a RWI consultant and development days for our Reading lead have also been planned. Our Reading lead has assessed all pupils in school for Phonics, so all pupils are consistently and accurately assessed and this will be repeated at regular intervals each term through the academic year to support progress tracking. We track phonics through the RWI online portal and this data is readily analysed by our Reading lead and link consultant to ensure that pupils who are not on track are identified quickly and that interventions and 1:1 support are targeted correctly and quickly. This allows for a strategic approach to deploying staff, resources and budget.

 

The next development will be to increase stock of book bag books in Key Stage 2 for pupils who are closing the gap. We will also be holding an audit of KS2 Library stock and our book stock will then be banded (national book bands) by 'Gemma Books' - this is on hold at present due to COVID- restrictions. In 2018-19, new book stock was purchased for KS2 pupils and we have had generous donations via 'book swap' events held by our school council linked to World Book day during our annual 'Reading week' events'. 

 

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 took place in 2018-19. Whole Class Guided Reading was 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. This was seen to be good by Ofsted during our latest inspection across KS2. 

 

Next, during Autumn 2020, our Year 3 & 4 classes are working with a Reading consultant from NCC to trial use of 'Take One Book' resources in new extra reading sessions in the timetable. Our pupils need to read more often and we have responded by increasing the number of reading sessions in the school week.

 

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 top scorers on reading were treated to hot chocolate and cake at Stray's Bookshop/Coffee House and were awarded a new book as a gift in 2019-20. Pupils are incentivised to read at home and bring their reading record to school through reading dojo rewards. 

 

We enjoy support in school from reading volunteers from the community and we promote reading at Parent craft days. Sadly, at present COVID has had an impact on what we can do, so some of these events/incentives have had to be reviewed or paused.

 

 

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