Our primary school is made up of two Key Stages:
- Students are in Year 1 and Year 2, ranging from 5 to 7 years old.
- Students are in Years 3 to 6, ranging from 7 to 11 years old.
Learning goals for primary school students
Our curriculum promotes four aspects of achievement:
- The ability to express oneself in oral and written form and, where appropriate, to remember facts accurately and use them constructively.
- The ability to apply knowledge through practical tasks, problem solving, investigation skills, and the use of oral and written language.
- The development of personal and social skills, such as the ability to work with others and take on a leadership role within a group.
- The development of confidence that comes through self-discipline and the commitment to learn and persevere even when tasks seem difficult.
Our major subjects and areas of learning are as follows:
- ICT (Information and Computer Technology)
- PE (Physical Education)
- PSHE (Personal, Social and Health Education)
- EAL (English as an Additional Language)
How we assess and track progress at the primary school level
All Key Stage One and Two pupils have a baseline assessment at the start of the academic year.
Using this information, staff predict a child’s attainment for the end of the year and help the child set their own targets for English and numeracy.
These targets are shared with parents and the children work towards them in class. Gifted and Talented pupils can also be identified at this point, as can those children who need to join one of our support programmes.
As the year progresses, we assess your child in the following ways:
- Observing them working in their ability groups
- Asking them questions or giving them complex problems or tasks to solve
- Looking at their completed work
- End of unit assessments - i.e., after finishing a science unit of work on light
- SAT assessments at the end of Years 2 to 6
- Regular online assessments using a formative assessment program
At regular intervals throughout the term, teachers are asked to review each child's attainment. This is where patterns and trends are identified. Teachers will then create individual support systems for each child, based on this information, to ensure each child makes the optimal progress.