Mathematics

We use the ‘Mastery Maths’ approach and the White Rose Maths Hub plans across school to ensure that there is appropriate breadth and depth in our maths curriculum.  Pupils have lots of opportunities to practise the basic skills and memorise key number facts such as number bonds and times tables to help them develop greater fluency and reasoning in their mathematical development.  There are also many opportunities for children to develop their mathematical reasoning and problem solving.  

Maths Documents

English

In English, we teach a broad curriculum covering reading, writing, grammar and oracy.  We use CLPE ‘ Power of Reading’ in order to have a curriculum of high-quality texts which are used throughout the school. These build children's knowledge of literature and their reading ability in a structured way, making connections to other areas of the curriculum where appropriate. We study a range of modern and classic fiction. A clear sequence of lessons for writing is implemented throughout school with the purpose of providing a clear structure to writing for all children and ultimately leading to a significant quality of writing in fiction, non-fiction and poetry. We foster a love of reading culture in our school through sharing and recommending a wide range of texts, as well as using extra-curricular opportunities to promote reading for pleasure. Children are given a reading book to take home each week and it is helpful if parents can support children to make a brief comment in their reading record to let us know how they are getting on with their reading at home.  We expect children to read at least five times per week during term time and bring their reading books into school every day. Developing confident early readers is one of our school priorities and we greatly appreciate parental support in this area.

English Documents

Phonics

We follow the Little Wandle Letters and Sounds programme to ensure children develop their phonic skills in a coherent and systematic way. There is direct teaching of phonics using this programme from Foundation Stage upwards. Children in KS2 receive additional small group phonics teaching if they have not made the expected standard by the end of KS1.  Children take home a phonically decodable book matched closely to their phonic phase every night.  It is one of our school priorities to ensure that all children develop confidence in phonics to enable them to become fluent early readers. We greatly appreciate parental support in this area and encourage parents to read the phonically decodable books with their child regularly.

Please use the link below to access the Little Wandle resources for parents, here you will find a range of advice, videos and resources to support your child's phonics journey at home! 

https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/

Phonics Documents

At Keelby, CLPE Power of Reading is at the heart of our English curriculum. Our aim is to foster a love of books in every classroom as we strive to become a school where children read for pleasure.

Children will have a lifelong love of reading and become fluent and confident readers, who can access a range of texts for pleasure and enjoyment, as well as use their reading skills to access learning across all areas of the curriculum.

Reading Documents

At Keelby, all writing is purposeful and valued. We aim to develop children as writers, who see themselves as writers and have a positive attitude towards writing. Writing is a complicated and intricate process, to enable a child to become a writer you have given them a voice, supported them to communicate and provided them with a skill that is vital for all of their schooling and in their life beyond. 

We use a range of creative teaching approaches to writing including 'The Write Stuff'' approach which provides children with a clear structure for writing but still has their own imagingation and experiences at the heart of the writing process.

Handwriting

At Keelby, our intent is to enable children to write legibly, fluently and comfortably. We follow the 'Letter Join' for Handwriting programme from EYFS to Year 6. Letter Join is a practical, active learning approach that supports the delivery of handwriting teaching. 

Writing Documents

At Keelby, we are committed to broadening our children's vocabulary from EYFS throughout the ir time at our school. 

We are a vocabulary rich school and this is evident through way we explicitly teach vocabluary at Keelby. We take every opportunity to explore new words, recognising that a broad vocabulary is vital to fluent, accurate and confident expression in both speech and writing. Please click the tab below to access our vocabulary at Keelby document.

Vocabulary Documents

Oracy at Keelby Primary Academy

The development of oracy is a priority in our school. We aim to develop confident communicators who can articulate their ideas effectively, clearly and with confidence. Oracy gives every child the opportunity to find their voice; to share their ideas, thoughts and feelings clearly and coherently whilst developing understanding.

Effective oracy helps every child to flourish and thrive in their school life and beyond, regardless of their background or starting point in communication. We endeavour to give every learner within our school  the chance to fulfil their true potential.

Our practice at Keelby is underpinned by the Voice 21 oracy framework and we are working towards meeting each of the Voice 21 oracy benchmarks.  The oracy framework uses four vital strands; physical, linguistic, cognitive and social and emotional. These strands guide our oracy planning which weaves throughout and around our Keelby curriculum,

Discussion Guidelines

Each class have co-constructed their discussion guidelines; an agreement of some ground rules for discussions at Keelby Primary Academy, to ensure that everybody feels valued, seen and heard.

Sentence stems

Students learn through talk and learn how to talk effectively through a high-quality and research-backed oracy curriculum. The use of carefully planned, modelled and scaffolded talk in the classroom broadens and deepens children’s verbal responses and explanations. Teachers deliberately plan to enrich lessons with oracy and ensure that opportunities for student talk are a regular feature across the curriculum, rather than this being solely an incidental opportunity. 

Our learners are encouraged to speak in full, coherent sentences when sharing their ideas and using spoken language. We have created a bank of differentiated sentence stems which our learners have access to in classrooms and are carefully used in teacher’s planning. Please feel free to use the talk tactics below with your children at home.

Active listening is also a vital part of communication, alongside great verbal communication. Children and staff use the school listening ladder to scaffold their understanding of what being a great listener is. This is referred to throughout the school day.

At Keelby our Science curriculum is designed to develop curiosity and fascination about the world and its people and develop a greater understanding of scientific concepts. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. The essential scientific knowledge has been carefully sequenced to ensure it builds within a year, across years and across subjects. Children investigate a range of scientific concepts and explore the work of scientists throughout their time at Keelby. Science should be fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for science; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of knowledge, skills and vocabulary and for the children to develop a love of science. Furthermore, we aim to inspire in pupils a curiosity and fascination about the natural and man-made world and a respect for the environment that will remain with them for the rest of their lives. This include the lesson they complete in the classroom but also the other experiences they are offered, such as educational visits and enrichment days.

The aims of teaching science in our school are to:

• Equip children to use themselves as starting points for learning about science, and to build on their enthusiasm and natural sense of wonder about the world

• Develop through practical work the skills of observation, prediction, investigation, interpretation, communication, questioning and hypothesizing, and increased use of precise measurement skills and ICT

• Encourage and enable pupils to offer their own suggestions, and to be creative in their approach to science, devising their own invitations and taking lines of enquiry in a way that interests them

• Gain enjoyment from their scientific work

• Enable children to develop their skills of co-operation through working with others, and to encourage where possible, ways for children to explore science in forms which are relevant and meaningful to them

• Teach scientific enquiry through contexts taken from the National Curriculum for science

• Encourage children to collect relevant evidence and to question outcome and to build resilience to persevere as it is likely they will need to repeat results or will encounter unexpected results that do not support their hypothesis

• Encourage children to treat the living and non-living environment with respect and sensitivity

• Stress the need for personal and group safety by the correct usage and storage of resources

• To critically question the world around them

• To enable children to appreciate that we do not always know the answers when carrying out scientific enquiry as the world around them is continually changing and developing

• Equip children with the language to be able to discuss their learning and confidently explain their scientific understanding in small groups

Science Documents

Design Technology

Our Design Technology curriculum is based on the planning provided by the Design and Technology Association. Pupils take part in designing, making and evaluating a range of different projects. These include projects involving mechanisms such as levers and food technology where pupils learn to bake bread and scones. 

Design Technology Documents

STEM Enrichment Documents

History

History is the study of change over time; it covers all aspects of human society. Historians examine historical records, primary and secondary, to learn about the past and the context of people’s attitudes towards those events.

Intent

At Keelby we aim for a high quality history curriculum which will inspire in children a curiosity and fascination about Britain’s past and that of the wider world.  Our curriculum takes in to account the location of the school and the content of the National Curriculum to ensure our children have an accurate understanding of the history of the world in which they live. The essential historical knowledge has been carefully sequenced to ensure it builds within a year, across years and across subjects. Our pupils will learn knowledge about the history of Britain and how it has influenced and been influenced by the wider world; know and understand about significant aspects of history of the wider world like ancient civilisations and empires; changes in living memory and beyond living memory; learn about significant people of the past, understand the methods of historical enquiry and be able to answer questions. We want children to enjoy and love learning about history by gaining these knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits

We aim to develop the following essential characteristics of historians:

• The ability to think critically about history and communicate ideas confidently and to a range of audiences
• A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgements
• A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways
• A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics
• An excellent knowledge and understanding of people, events and contexts from a range of historical concepts and processes
• The ability to think, reflect, debate, discuss and evaluate the past, formulating questions and lines of enquiry

Implementation

Leaders have carefully selected the knowledge and skills children at Keelby require to fulfil the aims of the subject. The long term plan takes in to account the schools location and the content of the National curriculum. Key concepts have been identified that children encounter at different stages of their educational journey and then revisit repeatedly. The content has been mapped into two half termly units per year. During the terms Autumn 1 and Spring 2 the whole school has a history focus. In Foundation Stage children learn about family customs and routines, talk about past and present in their own lives and the lives of family members. Know similarities and differences between themselves and others, and among families and communities.

In Key Stage 1 children study changes within and beyond their living memory, lives of significant people and historical events, people and places in the locality. In Key Stage 2 children study an element of British History in their first unit of the year and during the second unit they study ancient civilisations of the world. Learning is chronological in nature and builds progressively and where possible links have been made to other subject areas. When children are not studying History learning across other subject areas and the wider curriculum provides opportunities to apply their historical knowledge and skills wherever possible. Summer term 2 has been consciously left to allow time for teachers to respond to current global affairs giving children time to apply their previously acquired historical knowledge and skills when appropriate.

Within a block of History the key knowledge, skills and vocabulary have been identified for teachers to ensure that content and concepts are progressive across the whole school. Knowledge organisers are designed to support children in their knowledge acquisition and are used continuously through units to support children in recalling and retaining the key knowledge and vocabulary. Low stakes quizzing is also used as a strategy to support children in knowing more and remembering more. All units begin with children investigating what key concepts are and what they are not. This is designed to support children in making links in their learning. Children then use a range of historical skills to obtain and apply new and existing knowledge. Such skills include chronological awareness, asking and answering historical questions, making contrasts between periods in history, reflecting on effects of historical events in life today and identifying primary and secondary sources of evidence. Opportunities are provided to present their historical knowledge, learning and understanding in a range of ways. At Keelby the local area is fully utilised to aid children’s historical understanding and there are extensive opportunities for learning outside the classroom embedded in practice. Where an area or concept can be seen in real life it is. Consideration is given to how children who grasp concepts more rapidly and those learners who need more support are catered for within history lessons.

History Documents

Geography is the study of places and the relationships between people and their environments. Geographers explore both the physical properties of Earth’s surface and the human societies spread across it.

Intent

At Keelby our Geography curriculum is designed to develop curiosity and fascination about the world and its people and develop a greater understanding of our pupils place in it. Our curriculum takes in to account the geographical location of the school, the content of the National Curriculum and the current geographical climate to ensure our children have an accurate understanding of the world in which they live. The essential geographical knowledge has been carefully sequenced to ensure it builds within a year, across years and across subjects. Children investigate a range of places (both in Britain and abroad) and a number of Earth’s physical and human processes.

We aim to develop the following essential characteristics of geographers:

• An extensive base of geographical knowledge and vocabulary
• An excellent knowledge of where places are and an accurate understanding of what they are like both in Britain and the wider world
• A comprehensive understanding of the way in which places are interdependent and interconnected
• Fluency in geographical enquiry and the ability to apply questioning skills as well as effective presentation techniques
• The ability to reach clear conclusions and explain their findings
• Excellent fieldwork skills and other geographical aptitudes and techniques
• The ability to express well-balanced opinions rooted in very good knowledge and understanding about current issues in society and the environments
• A genuine interest in the subject and a real sense of curiosity about the world and the people who live here

Geography Documents

Computing

Technology is changing the lives of everyone. Through teaching computing we equip our children to participate in a rapid changing world where work and leisure activities are increasingly transformed by technology. We feel it is essential for children to become digitally literate in order to thrive in an increasingly changing and fast-paced world. 

Intent 

At Keelby we aim for a high quality computing curriculum which will inspire and enable children to find, explore, analyse, exchange and present information. We also focus on the knowledge and skills necessary for children to be able to use information in an effective way. Our curriculum takes in to account the content of the National Curriculum to ensure that our children have an accurate understanding of the progressive and wide array of computing skills necessary to be successful. Development of declarative and procedural knowledge are major factors in enabling children to be confident, creative and independent learners and it is our intention that children have every opportunity available to achieve this.  

In our curriculum we identify the vital elements to becoming a successful and responsible user of technology, via carefully sequenced lessons to ensure it builds within a year, across years and across subjects. The core of our computing curriculum is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – a at level suitable for their future workplace and as active participants in a digital world. 

Our ambitious computing curriculum is structured into 3 areas that allow all pupils from EYFS to Year 6 to progress through different categories of knowledge. These are: 

• Computer Science 
• Digital Literacy 
• Computer Science 

Via the national curriculum and our progression of skills, we will ensure that all pupils: 

• Confident in using code and can understand and apply the fundamental principles and concepts of computer science, including logic, algorithms and data representation. 
• When coding, pupils can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems 
• Effectively develop and build a wide and varied range of skills in order to apply, analyse and evaluate information that is presented in a variety of ways  
• Able to connect with others responsibly and are competent, confident and creative users of information and communication technology. 
• Will have the awareness of key issues in computing such as: consent, bullying, plagiarism, copyright and privacy. 
• The ability to think critically about computing and communicate ideas confidently and to a range of audiences 
• A passion for computing and an enthusiastic engagement in learning, which develops their sense of curiosity about the world and technology around them 
• A desire to embrace challenging activities, including opportunities to undertake high-quality tasks across a variety of computing aspects 

Computing Document

Art and Design

Logic will get you from A to B.  Imagination will take you everywhere. – Albert Einstein

Intent

At Keelby our Art curriculum is designed to develop curiosity and fascination about the world around us and enable our children to express themselves in a variety of ways.  Our curriculum takes into account the experiences of our children, the content of the National Curriculum and the current art climate to ensure our children have the skills, understanding and knowledge to be able to represent relationships and draw conclusions through art.  The essential art knowledge has been carefully sequences to ensure it builds within a year, across years and across subjects.  Children investigate a variety of media and art techniques and genres. 

We aim to develop the following essential characteristics of artists:

• An extensive base of artistic knowledge and vocabulary
• The ability to problem solve and to understand that there may be more than one solution
• The ability to express themselves in ways that are not restricted by their understanding of words and numbers
• The willingness to surrender to the unanticipated possibilities of the work as it unfolds
• The ability to express well-balanced critiques and to make good judgements about qualitative relationships
• The understanding that small differences can have large effects
• The understanding there are many ways to see and interpret the world
• Fluency in artistic enquiry and the ability to explore possibilities
• A genuine interest in art and a real sense of curiosity about the world

Implementation

Leaders have carefully selected the knowledge and skills children at Keelby require to fulfil the aims of the subject. The long term plan takes into account the experiences of our children, the content of the National curriculum and has the flexibility to take into account current popular artists.  Key concepts have been identified that children encounter at different stages of their educational journey and then revisit repeatedly. The content has been mapped into one half termly units per year. During the term Spring 1 the whole school has an art focus. In Key Stage 1 children study how artists use line, colour and pattern and how they use shape, form, space and texture.  In Key Stage 2 children study how artists are inspired by nature, how they represent people, use perspective and express modern life.  Learning is sequenced and builds progressively and where possible links have been made to other subject areas. When children are not studying art, learning across other subject areas and the wider curriculum provides opportunities to apply their artistic knowledge and skills where ever possible.

Within a block of art study the key knowledge, skills and vocabulary have been identified for teachers to ensure that content and concepts are progressive across the whole school. Knowledge organisers are designed to support children in their knowledge acquisition and are used continuously through units to support children in recalling and retaining the key knowledge and vocabulary. Low stakes quizzing is also used as a strategy to support children in knowing more and remembering more. All units begin with children investigating what key concepts are and what they are not. This is designed to support children in making links in their learning. Children then use a range of artistic skills to obtain and apply new and existing knowledge. Such skills include drawing, painting, sculpture, textiles, collage, and printing.  Opportunities are provided to present their art knowledge, learning and understanding in a range of ways. At Keelby the local area is fully utilised to aid children’s artistic understanding and there are extensive opportunities for learning outside the classroom embedded in practice. Where an area or concept can be seen in real life it is. Consideration is given to how children who grasp concepts more rapidly and those learners who need more support are catered for within art lessons.

Art Documents

Physical Education

Our PE curriculum is based around the ‘Primary Steps in PE’ Scheme of work covering Athletics, Games, Dance and Gymnastics. We are supported by NE Lincolnshire Sports Partnership to provide high quality PE for all year groups. 

In FS and KS1 class teachers teach our PE curriculum for two hours each week. 

PE KS1 Documents

Physical Education

Our PE curriculum is based around the ‘Primary Steps in PE’ Scheme of work covering Athletics, Games, Dance and Gymnastics. We are supported by NE Lincolnshire Sports Partnership to provide high quality PE for all year groups. 

In KS2 PE teachers from Caistor Yarbrough Academy, one of our secondary feeder schools, teach PE alonside our own staff. This allows for specialised teaching and coaching to take place across a range of sports and sporting activities. It also enables our children to access interschool workshops and competitions held at the Academy on a regular basis. 

PE KS2 Documents

PE Enrichement Documents

Music

Intent

At Keelby Primary Academy we make music an enjoyable learning experience. We encourage children to participate in a variety of musical experiences through which we aim to build up the confidence of all children. Our teaching focuses on developing the children’s ability to sing in tune and with other people. Through singing songs, children learn about the structure and organisation of music. We teach them to listen and to appreciate different forms of music. As children get older, we expect them to maintain their concentration for longer and to listen to more extended pieces of music. Children develop descriptive skills in music lessons when learning about how music can represent feelings and emotions. We teach them the disciplined skills of recognising pulse and pitch. Also, we teach the children how to work with others to compose music and perform for an audience.

Implementation

Leaders have carefully selected the knowledge and skills children at Keelby require to fulfil the aims of the subject. Teachers and staff use the Charanga scheme of work which offers a topic-based approach to support children’s learning in music. A steady progression plan has been built into Charanga, both within each year and from one year to the next, ensuring consistent musical development. By using Charanga as the basis of a scheme of work, we can ensure that they are fulfilling the aims for musical learning stated in the National Curriculum:

Charanga includes many examples of music styles and genres from different times and places. These are explored through the language of music via active listening, performing and composing activities, which enable understanding of the context and genre.

Charanga provides a classroom-based, participatory and inclusive approach to music learning. Throughout the scheme, children are actively involved in using and developing their singing voices, using body percussion and whole body actions, and learning to handle and play classroom instruments effectively to create and express their own and others’ music. Through a range of whole class, group and individual activities, children have opportunities to explore sounds, listen actively, compose and perform. 

Click on the picture to find out more about Charanga

The children at Keelby also take part in a weekly singing assembly where they explore a variety of different songs and styles.  Key Stage 2 children also take part in Choir activities and performances both in and outside of school.  In particular, annual performances are undertaken at the Caistor Christmas Market and the local churches as part of our whole school and community celebrations at Christmas time.

 The aims of our Music curriculum are to develop pupils who:

• Can sing and use their voices.
• Create and compose music on their own and with others.
• Use technology appropriately.
• Progress to the next level of musical excellence. 
• Have opportunities to learn a musical instrument.
• Understand and explore how music is created, produced and communicated.
• Understand the work of great composers and musicians.
• Enjoy and have an appreciation for music.
• Use musical language.
• Make judgements about the quality of music.
• Have opportunities to play a wide variety of instruments.
• Take part in performances.
• Perform and share a range of musical styles.
• Listen, review and evaluate music across a range of historical periods, genres, styles and traditions.
• Have opportunities to study a range of musical styles and genres, e.g. Jazz, Hip Hop, Pop, Rock etc.

Alongside our curriculum provision for music, pupils also have the opportunity to participate in additional 1:1 music teaching. Pupils are offered the opportunity to learn a musical instrument with peripatetic teachers. Our peripatetic music teaching is organised by the Local Education Authority’s Music for Life, where lessons are provided weekly for a small set fee paid by the child’s parent or carer. 

Music Documents

Music Enrichment Documents

RE

“RE is the most meaningful way of creating a successful and wholly integrated society. The more people know about the faiths currently thriving in Britain the more likely we will be, as a nation, to embrace our multi-cultural society.”

Intent

At Keelby we aim for a high quality religious education curriculum which will enable children to develop a knowledge and understanding the religions and beliefs which form part of contemporary society.  Our curriculum takes in to account the location of the school and the content of the National Curriculum to ensure our children have an accurate understanding of people’s beliefs both in their community and beyond. The essential religious knowledge has been carefully sequenced to ensure it builds progressively within a year, across years and across subjects. Our pupils will learn knowledge about Christianity and how this religion impacts upon British beliefs and culture. Children will compare and contrast Christianity throughout their primary RE journey with other religions such as Hinduism, Islam, Judaism and Sikhism to ensure that children have a wide yet detailed knowledge base of world religion. We want children to enjoy and love learning about their beliefs as well as others’ beliefs so that they become tolerant, respectful and inquisitive learners of religion.

We aim to develop the following essential characteristics of religious philosophers:

• The ability to think critically about religion (demonstrate a religious philosophy) and communicate ideas confidently and to a range of audiences
• A respect for every person’s religious beliefs (or lack thereof) and the ability to explain their viewpoints with consideration and respect
• A passion for religious education and an enthusiastic engagement in learning, which develops their sense of curiosity about the varying beliefs in our country and world
• A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of religions and topics
• An excellent knowledge and understanding of people, events/stories and key figures from a range of religions
• The ability to think, reflect, debate, discuss and evaluate the past, formulating questions and lines of enquiry

Implementation

Leaders have carefully selected the knowledge and skills which children at Keelby require to fulfil the aims of the subject. The long-term plan (Discovery RE) takes in to account the schools location and the content of the National curriculum. Key concepts have been identified that children encounter at different stages of their educational journey and then revisit repeatedly. We believe that children at Keelby should dive deeper into the overwhelming local religion of Christianity, as well as broaden their religious knowledge by studying a range of contrasting religions alongside. The content has been mapped into one unit per half term which will focus on varying religions: usually two or three. RE will be taught throughout the academic year.

In Foundation Stage, children learn about Christian festivals such as Christmas and Easter; celebrations across a range of different religions including Islam and Judaism; and stories from major world religions such as Buddhism, Christianity, Islam, Hinduism and Sikhism.

In Key Stage 1, children study religious stories and customs within both Christianity and Judaism. Children will explore the connection that Christians and Jews have towards their significant figures and/or God. In Year 2, children also have the opportunity to compare and contrast Judaism and Christianity with beliefs and stories within Islam.

In Lower Key Stage 2, children continue to revisit and enhance their knowledge of Christianity and Judaism. Children develop lines of enquiry surrounding religious celebrations and stories from scripture. As well as this, children now have the opportunity to broaden their religious repertoire of knowledge by studying Sikh ceremonies and communities and Hindu beliefs and festivals such as Diwali.

In Upper Key Stage 2, children hone their prior knowledge in order to enquire further into all of the religions that they have learned about in their primary school journey. Children will learn about beliefs, morals and prayer in Sikhism; festivals and commitments to God in Christianity; beliefs and moral values in Hinduism; beliefs, practices and moral values in Islam. It is in Upper Key Stage 2 that children really delve into the philosophy of religion by using their own experiences and reasoning to answer more open-ended religious debates, such as: “Is anything ever eternal?”

At Keelby the local area is fully utilised to aid children’s religious understanding and there are extensive opportunities for learning outside the classroom embedded in practice. We endeavour to expose the children to as many cultural and religious experiences as possible, to not limit their life experiences due to the lack of multiculturalism in our immediate area.

RE Documents

PSHE

PSHE enables our children to become healthy, independent and responsible members of society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. It helps pupils to stay healthy, safe and prepared for life – and work – in modern Britain.

Intent

Our PSHE curriculum is designed to develop our children’s knowledge and understanding of personal, social and health education. It is designed to explore ideas, thoughts and feelings with others and discuss their impact on the lives we lead. One of the key parts of our PSHE curriculum is the use of mindfulness.

At Keelby Primary Academy we recognise that PSHE is essential to everyday life Our PSHE sequence of work aims to equip pupils with essential skills for life. It intends to develop the whole child through carefully planned and resourced lessons that develop the knowledge, skills and attributes pupils need to protect and enhance their wellbeing. Through a series of weekly lessons, pupils learn how to stay safe and healthy, build and maintain successful relationships and become active citizens who participate in society responsibly.

We have adopted the Jigsaw scheme of work as a foundation for building our own bespoke PSHE curriculum.

“Jigsaw holds children at its heart and its cohesive vision helps children understand and value how they fit inti the world and contribute to it. With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health.’

Our lessons also include mindfulness, allowing children to advance their emotional awareness, concentration and focus.

Implementation

Jigsaw PSHE is a comprehensive and completely original Scheme of Work for the whole Primary School from Years F1 and 2 through to Year 6. It brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning.

The Jigsaw scheme is also supplemented with other topical issues that arise during the school year ie Anti-Bullying Week , Children in Need  and Remembrance Day. These real-life experiences give the children opportunities to put the knowledge, skills and understanding they have learned into practise.

Jigsaw contributes, as a good PSHE programme should, to the British Values agenda very significantly, both through the direct teaching of information and through the experiential learning children will enjoy.

The 5 strands of the British Values agenda have been mapped across every Puzzle and every Piece (lesson).

There are six strands to the scheme:

• Being in my world
• Celebrating difference
• Dreams and goals
• Healthy me
• Relationships
• Changing me

These strands are the same in each year group and have six lessons each which are started off with a whole school assembly.

Click on the picture below to find out more.

PHSE Documents

At Keelby, as well as learning about relationships through the Jigsaw approach to PSHE, Relationship and Sex Education (RSE) is delivered by Big Talk Education who deliver Growing Up Safe a whole school approach. This takes place during the Summer term, prior to this we provide clear communication to parents about what is taught in RSE lessons. Before the work is completed we invite parents in to discuss the content of the lessons and share any resources that will be used with them. Parents are then given the opportunity to withdraw their children from these lessons if needed.

RSHE Documents

Spanish is taught in Key Stage Two through the Spanish Scheme 'Hola'. We buy in an expert Spanish teacher from one of our local Secondary schools to deliver Spanish lessons in 6 week blocks (alternate terms). 

MFL Documents

EYFS Documents

At Keelby Primary, our curriculum extends far beyond the academic, to ensure all pupils develop in many diverse aspects of life. This is encapsulated in our Personal Development Curriculum.

We aim to ensure that, over their time at Keelby, learners receive a Personal Development programme that gives them the knowledge that they need to make decisions, to strengthen them personally and to allow them to develop their own character. We provide these rich experiences in a coherently planned way, in the curriculum and through extra-curricular activities.

At Keelby Primary, there are four key drivers that underpin our Personal Development approach:

• Healthy Life
• Cultural Awareness
• Character development
• British Values 

Healthy Life includes our PSHE curriculum, Relationship Education, Sex Education, Physical Health, Mental Wellbeing and Wider Aspects of Safety.

Cultural Awareness includes Economic Understanding, Understanding Media and Technology and Spiritual, Moral, Social and Cultural development, the Global Curriculum.

Character development includes development of children’s own character and personality, children’s behaviour and wider opportunities for children to engage with.

British Values includes Democracy, Rule of Law, Respect & Tolerance and Individual Liberty

Personal Development Offer

SMSC stands for spiritual, moral, social and cultural development of pupils.

British Values

British values are promoted in so much of what we do, not least during our school assemblies, Religious Education and PHSE sessions.

As well as actively promoting British values, the opposite also applies: we would actively challenge pupils, staff or parents expressing opinions contrary to fundamental British values, including ‘extremist’ views.

The term ‘British values’ might be slightly misleading in that these values are integral to so many countries throughout the world – they differ in no way from the values of most western European countries, for example.

Below are just a few examples of how we promote British values. The first section is a general overview; the others are specific expectations set out by Ofsted.

Being part of Britain

As a school, we value and celebrate the diverse heritages of everybody at Keelby. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions, such as customs in the course of the year, national events and significant local events.

Furthermore, children learn about being part of Britain from different specific perspectives. Two specific examples of when we teach about being part of Britain are:

Geographically: Our curriculum ensures that children have a better understanding of where Britain is in relation to the rest of Europe and other countries in the world.

Historically: Children learn about British history, whether it is life during WW2, the Victorians or studying our local area, children learn about an aspect of life and how this has developed and changed over time.

Democracy

Children, parents and staff have many opportunities for their voices to be heard at Keelby Primary. Democracy is central to how we operate.

An obvious example is our Student Council. The election of the Student Councillors reflects our British electoral system and demonstrates democracy in action: candidates make speeches, pupils consider characteristics important for an elected representative, pupils vote in secret using ballot boxes etc. The Student Councillors meet regularly to discuss whole school topics and issues. The council is able to genuinely effect change within the school.

Other examples of ‘pupil voice’ are:

• children agree their Class Charter and the rights associated with these; all children contribute to the drawing up of the charter
• children have the opportunity to nominate and vote for others to receive a certificate for great learning behaviours
• children are encouraged to share opinions realised through curriculum investigations - Global curriculum

Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.

Rules and laws

The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. At the start of the school year, each class discusses and sets its own Class Charter, a set of principles that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment.

Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. These values are reinforced in different ways:

• visits from authorities such as the police and fire service
• during Religious Education, when rules for particular faiths are thought about
• during other school subjects, where there is respect and appreciation for different rules – in a sports lesson, for example.

Individual liberty

Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment and empowering education, we provide boundaries for our young pupils to make choices safely; for example:

• choices about what learning challenge or activity
• choices around the participation in extra-curricular activities

Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, such as in our e-safety and PHSE lessons.

Mutual respect and tolerance of those with different faiths and beliefs

Our pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have, and to everything, whether it is a school resource, a religious belief or whatever. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school community should treat each other with respect.

Specific examples of how we at Keelby Primary enhance pupils understanding and respect for different faiths and beliefs are:

• through Religious Education, PHSE and other lessons where we might develop awareness and appreciation of other cultures – in English through fiction and in Art by considering culture from other parts of the world, for example
• enjoying a depth of study during curriculum studies, where sometimes we will celebrate and enjoy learning about the differences in countries and cultures around the word (whilst at other times we might consider groups or individuals who might be vulnerable in some way, such as those with a disability)
• equality assemblies 

Protected Characteristics

Equality

At Keelby we pride ourselves on being a welcoming and inclusive school. For us, equality means that everyone is able to participate, feel welcome and safe in all that we do at school. This includes pupils, parents & carers, staff and visitors. Everyone should be able to achieve the best possible outcomes as a result of their participation. We believe that equality should permeate all aspects of school life and is the responsibility of all members of the school community.

Diversity

At Keelby diversity means acknowledging that there are differences between people that should be recognised, respected and celebrated. We promote respect of each other’s differences and identities. We celebrate and raise awareness of diversity in the school and in the wider community and believe that teaching children about diversity prepares them for life in modern Britain.

The Equality Act 2010

We want our children to learn that we all belong together regardless of different races, religions, sexualities, genders, abilities and ages. We encourage children to be proud of their differences and to understand the importance of not discriminating against, or being unfair to others, because of their difference

The Equality Act 2010 - The Protected Characteristics

The 9 Protected Characteristics are actively promoted in school through:

• Our school mission statement
• Our school core values
• Our school behaviour policy and curriculum
• Conscious role modelling by all adults in the school community
• Active engagement and communication with parents and carers
• Assemblies/Family Groups linked to British Values & Protected Characteristics
• Discussion within curriculum subjects, taking a cross-curricular approach to the Equality Act
• Promoting articulation by building appropriate language and a coherent vocabulary
• Personal, Social, Health and Economic education (PSHE) sessions (see the mapping document below)
• Big Talk Education annual SRE sessions, Religious Education (RE) lessons
• Sporting, Art and Cultural Events
• Pupil Voice, including Family Groups and School Council 
• Educational visits
• Real-life learning outside the classroom
• Developing links with local, national and international communities
• Extra-curricular activities, after-school clubs, charity work and work within the local community
• The ‘Relationships’ Puzzle also has a wide focus, looking at diverse topics such as families, friendships, equality in relationships, and love and loss – all of which can help to deliver the vital messages behind the Equality Act. A vital part of this Puzzle is about safeguarding and keeping children safe; this links to cyber safety and social networking, as well as attraction and assertiveness; children learn how to deal with conflict, their own strengths and self-esteem. They have the chance to explore roles and responsibilities in families and look at stereotypes. All Jigsaw lessons are delivered in an age- and stage-appropriate way so that they meet pupils’ needs and can help them understand the wider world. Schools across the UK are aligning their Jigsaw PSHE lessons to the Equality Act. The grid below offers some suggestions as to how particular Jigsaw lessons can be of support to schools. Note that this list is not exhaustive as there are numerous other lessons that teach about equality.
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Benefit and Risk

‘Play is great for children’s well-being and development. When planning and providing play opportunities, the goal is not to eliminate risk, but to weigh up the risks and benefits. No child will learn about risk if they are wrapped in cotton wool’ Managing Risk in Play Provision: Implementation guide is published for Play England2012.

The school will use the Health and Safety Executive guidance document ‘Children’s Play and Leisure – Promoting a Balanced Approach’ (September 2012) as the principle value statement informing its approach to managing risk in play.

It will adopt a benefits/risk approach as detailed in ‘Managing Risk in Play Provision’ Implementation Guide. Managing Risk in Play Provision Risk-taking is an essential feature of play provision, and of all environments in which children and young people legitimately spend time at play. Play provision aims to offer children and young people the chance to encounter acceptable risks as part of a stimulating, challenging and controlled learning environment.

In the words of the play sector publication Best Play, play provision should aim to ‘manage the balance between the need to offer risk and the need to keep children and Young people safe from harm’.

In additions to standard risk/benefit assessments the school will practice dynamic risk management with children encouraging them to identify and manage risks in an environment where adults are present to support them.

Supervision

The law requires that children in school have supervision but for primary school playtimes there are no stated ratios. During the school day there should be one or more adults present outdoors. The school recognizes OPAL’s three models of supervision Direct, Remote and Ranging.

Except for new children in reception the school does not believe direct supervision is possible or beneficial. Supervision will take remote and ranging models, so that children can quickly find an adult, and adults can patrol large sites to gain an awareness of the kinds of play and levels of risk likely to be emerging.

The Adults' Role in Play

Staff will use and refer to ‘The Principles of Playwork’ when appropriate interventions are needed, but ultimately will strive for facilitating an environment which nurtures self-directed play.

The play-worker's core function is to create an environment which will stimulate children's play and maximise their opportunities for a wide range of play experiences. A skilled and experienced play-worker is capable of enriching the child's play experience both in terms of the design and resources of the physical environment and in terms of the attitudes and culture fostered within the play setting. Play-workers are a channel of access to new materials and tools and they can act as a stimulus to children to explore and learn. They are available to participate in the play if invited.

Environment

We believe that a rich play setting should ensure that all children have access to a stimulating environments that are free from unacceptable risk and thereby offer the opportunity to explore both themselves, through their freely chosen play.