At Barton Clough we have a curriculum that is relevant, engaging and exciting. Our curriculum celebrates all skills and subjects ensuring we provide opportunities for children to become life-long learners.  We focus on English and Mathematics as the foundations for all learning and are committed to nurturing young: writers, performers, readers, mathematicians, scientists, historians, geographers, artists, designers, musicians, sports persons and computer users.  Children are actively encouraged to follow their passions whilst becoming holistic learners. Our range of after school activities provide children with the opportunities to develop new passions and skills. Our curriculum immerses children in first and second hand experience that enables them to draw on prior learning to consolidate and expand their conceptual thinking.

Curriculum Review – May 2019

As part of our ongoing development and improvement we are currently reviewing our curriculum.  As part of our review and audit we are;

  • making sure our children are at the centre of all that we do. We believe strongly that the children should have a broad and balanced curriculum and are given additional opportunities to succeed in Music and Sport. Learning outdoors is also integral to our curriculum.
  • ensuring there are opportunities for for children to research, solve problems and work practically and co-operatively.
  • emphasising the core skills of speaking and listening, reading, writing, mathematics and science and how they can be applied across the curriculum.
  • exploring the characteristics of effective learners across the school. Are children resilient, motivated and engaged in learning?

July 2019 – Staff and parents have discussed our curriculum intent and we have decided the following –

At Barton Clough, it is our intention that all pupils develop the knowledge and skills they need to enable them to be successful, independent and confident individuals. Our curriculum aims are

  • that we provide opportunities for children to develop new skills whilst embedding prior knowledge
  • that we focus on the child’s interests and encourage talents to be celebrated and shared
  • that what we teach is making a difference to what children know and understand about the world
  • that children learn that it is ok to take a risk and that we can learn from mistakes
  • that we teach children the knowledge and skills that they need as an individual in order to be successful

We have discussed with parents and staff what they feel our children need to be taught whilst considering the qualities we want our pupils to have as individuals growing up in our society.

We ensure that children build on knowledge and teachers plan for progression using our online assessment and data system, Educater and also progression grids from Rising Stars. These support teachers to plan for children to have opportunities to explore different aspects of the curriculum for each subject and build the foundations for next steps in learning.

Our marking policy ensures that children are told what their individual next steps in learning are.

Adults who work at Barton Clough are all committed to making a difference to all of our pupils lives. This means that we recognise that all of our children are unique and therefore require from us opportunities to learn and practice skills in varying ways. Staff regularly review their teaching and are asked to challenge themselves to continually make improvements within their practice to ensure they are delivering high quality lessons for the pupils they teach.

Ways in which we do this –

  • termly teaching review meetings with the Headteacher allow teachers to reflect on their practise and discuss where they feel they require additional support and mentoring. Leaders then work together to plan a series of mentoring and/or cpd sessions tailored to that teacher’s needs. We also work closely with other staff members in The Dunham Trust where mentors are identified to support staff develop a specific area within the classroom.
  • ‘CPD of the Week’ is a way to continually challenge thinking and practice. A new question is posed to staff at the end of each week which becomes our focus in classrooms for the following week e.g What are children expected to do when they have completed a task? The question posed requires staff to think about a certain area of teaching which encourages critical analysis of challenge, provision SEN, questioning, differentiation
  • Encourage staff to read articles and books linked to theories in education to enhance and challenge thinking and practice. There is a regularly updated board in the staff room with material for staff to read.
  • Staff attend CPD courses and training events which link to the key priorities within the school and to support personal professional development.