Tell me and I forget, Show me and I remember, Involve me and I understand
Roseberry Pupils Soar
At Roseberry Primary School, we aim to deliver a curriculum which fulfils the requirements of the National Curriculum and of each individual pupil. In line with our vision, we believe that our children should not be defined by their socio-economic circumstances, ethnicity or gender status. We expect them to achieve the very best that they are capable of in readiness for their future lives, where they will be given the opportunity to become well-rounded, responsible and ambitious individuals. Our curriculum is designed to negate any disadvantages or poor experiences that pupils, may have experienced, either at home or in a previous setting.
In addition to the above, our intent includes the following aspects:-
Our curriculum will:
- Inspire, challenging and be creative allowing for all learning styles and engaging for all pupils so that they can aim high and build the skills that they need
- Develop the whole child and promotes independent learnings
- Engage and provides opportunities for learning beyond those of the children’s every day experiences
- Give a continuity of educational experience in which progression is carefully planned and delivered and supported by on-going monitoring and assessment of children’s progress
- Enable children to develop an awareness of self and sensitivity to others through moral, spiritual, cultural and social development
- Continually looking to the future ensuring that new technologies are used effectively and children are equipped to be citizens of the future
Our values system is based on 6 avatars which underpin the ethos and expectations of Roseberry Primary School. The characteristics of the avatars shape and inspire children to develop the skills needed to access our wide ranging and robust curriculum.
English and Mathematics
Our English curriculum is heavily geared to exposing children to high quality and wide ranging texts, a language rich environment and highly effective teaching. There is an agreed process for supporting our children’s acquisition and development of vocabulary through the use of a tier word approach. Children are exposed to different types of words through their topics as well as through English and mathematics. Tier one words are those used in every day life and often link to year group common exception words. Tier two words are more specific and can be used in a number of contexts for example the word census could refer to the Roman census or in modern day life to a census carried out in school. Tier three words are subject specific and can only be used in one context. See the chart below. As a consequence of this high focus on language children gain not only the vocabulary but the skills and strategies required to communicate confidently and appropriately in a range of circumstances.
Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. At Roseberry, our high-quality mathematics curriculum is based on a secure development of the building blocks of learning (fluency) which they can apply in a range of situations. This then provides a foundation for children to understand the world, to confidently explain (reason mathematically), to have an appreciation of the beauty and power of mathematics and to uphold a sense of enjoyment and curiosity about the subject.
At Roseberry, we aim to:
- Develop a positive attitude to maths as an interesting and attractive subject in which all children gain some success and pleasure.
- Develop mathematical understanding through systematic direct teaching of appropriate learning objectives.
- Encourage the effective use of maths as a tool in a wide range of activities within school and, subsequently, adult life.
- Develop children’s ability to express themselves fluently, to talk about the subject with assurance, using correct mathematical language and vocabulary.
- Develop an appreciation of relationships within maths.
- Develop ability to think clearly and logically with independence of thought and flexibility of mind.
- Develop an appreciation of creative aspects of maths and awareness of its aesthetic appeal.
- Develop mathematical skills and knowledge and quick recall of basic facts in line with recommendations.
Topic headers set the context for our ever evolving wider curriculum that also includes links to British Values, rights and new for 2018/19, global goals. The taught skills in English and maths are threaded through other topics with transferable vocabulary rigorously applied.
See our Long Term Maps and Curriculum Policy at the for further information (at the bottom of this page).
Innovative activities and experiences.
Our core and topic based curriculum is enhanced through:
- Visits, visitors and topic enrichment for eg Year 6 18/19 – Crucial Crew (safety in and outside the home), chocolate tasting (The Mayans), Mexican/Spanish food tasting (Where would you rather live Mexico or Spain?), animal petting (What came first the dinosaur or the egg?), Light Water Valley trip (100 things to do before leaving Roseberry), School nurse (SRE).
- Our Rights Respecting ethos. As a gold accredited school our children are fully aware of the United Nations Convention of the Rights of a Child. Rights are learned, lived and understood. This year (18/19) the focus has been extended to an awareness of global issues and the need to campaign for global goals for eg raising awareness of gender equality.
- Eco and International Schools encourage children’s wider interests. Children have the opportunity to be part of a group and to have a voice in aspects of sustainability.
- Outdoor learning. We follow the principles of forest schools with all year groups having access to the outdoor classroom, fire pit and pond/wild life areas.
- Aspiration/career opportunities. Children have a list of 100 things to complete before leaving Roseberry. The lists are split in to 4 phases with graduation ceremonies at the end of each phase for those children who have graduated. As well as exposing the children to what academic achievement could look like the activities chosen support families re the different types of things they could do with their children. We are days have been introduced to give children and families an insight in to the world of work, encouraging them to think beyond the immediate locality. We are days have include being an artist for the day as well as being a scientist thereby appealing to different interests and different learning styles.
- Focus days are based on the acquisition of language and how we communicate in everyday life. Whole school diary dates are planned out over the course of each year to ensure that the opportunities and experiences afforded children are varied thereby maintaining interest while developing different types of language and introducing specific types of vocabulary. For example No Pens Wednesday meant that children and staff had to find different ways to communicate in order to ensure the day ran smoothly.
- Homework is an integral part of the curriculum both in terms of basic skills and the wider curriculum. Whilst children are provided with a pencil case and equipment to complete school work at home they can choose to complete it in school with adult support. Creative homework is encouraged to support shared learning with parents for eg. In Year 4 a child created a model set of teeth to answer the question Why would Willy Wonka Visit the Dentist?
- PE/Sport is delivered by specialist coaches across all year groups and supports healthy lifestyles. Working within the wider sports partnership facilitated by the local secondary school means children have the opportunity to take part in competitions within the immediate locality, the Stockton area and the Tees Valley area as well as within school. Children are therefore exposed to a wide range of competitive team and individual events.
- Music including specialist provision is supported via TVMS (Tees Valley Music Service). In recent years this has included singing, cello and various workshops like Snappy Christmas. The school choir is becoming an increasingly bigger part of school life with children singing a range of popular songs at the beginning of assemblies and events in school and increasingly in the community. The children take ownership of their singing and want to take part.
- Art is currently a focus area and is being developed across school. Children are developing portfolios of work which will be used to support their achievement of an art award. The work they are completing involves studying and artist and reflecting on how their work has developed.
- Enterprise work is an area of development within school. Opportunities to gain entrepreneurial skills are available during school fayres – children are given starter funds to develop their products. The class who make the most profit are rewarded. The enterprise team have further opportunities to develop and implement their own initiatives eg at the Christmas market in Stockton and at school discos. Children learn how to budget, how to make forecasts and what to do when things do not go to plan.
- Children Challenging Industry. Year 6 pupils have worked with York University to learn about science in the real world and have visited PX group to find out about how gas works there.
After school clubs are organised in blocks of 5 weeks each half term in order to provide children the opportunity to attend a range of different activities. Clubs are offered to all year groups at some point over the course of the year. Clubs include:
- Digital leaders/campaigning
- Game of Actual Life
- Quiz club
The Early Years Curriculum
Our Early Years curriculum is based on the 17 areas of learning set out in the Development Matters Document. The Prime areas of learning which are Communication and Language (Listening & Attention, Understanding and Speaking), Physical Development (Moving & Handling, Health & Self-Care), Personal, Social and Emotional Development (Making Relationships, Self-Confidence & Self-Awareness, Managing Feelings & Behaviour) and the Specific areas of learning which are Literacy (Reading and Writing), Mathematics (Number and Shape, Space & Measure), Understanding the world (The World, People & Communities, Technology), Expressive Art and Design(Exploring & Using Media & Materials and Being Imaginative). We aim to support children’s development in all areas of learning through following children’s interests, encouraging play and exploration, promoting creativity, providing stimulating and engaging areas set up both inside and outside of the classroom and through child and adult led activities. At the end of Reception all children are assessed against the Early Learning Goals for each area of learning.
For ideas about how to help your child please have a look at the What to Expect and When Document or speak to your child’s teacher.
There has been a successful move towards our new avatar values system. Children understand what the characters mean and are aspiring to be like them.
When asked the children said:
“The characters show us how to behave – what not to do and what to do.” child in Year 4
“Steely helps me to remember to never give up and try until I succeed.” child in Year 5
“Pop Pop tells me to wear my uniform with pride and I do!” child in Year 5
“Eager helps me to know that if I’m nice to others, they will be nice to me.” child inYear 4
“When I was struggling, thinking about Eager reminded me that I can ask for help and challenge myself.” child in Year 6
“They explain how we should behave. Like Eager, we work hard; like Steely, we learn to be resilient; and like Pop Pop, we explore and enjoy our own passions!” child in Year 6
Our curriculum has been well designed to enable a wide range of engagement both within and beyond the classroom to allow the children to develop as learners and encourage independence. A key aim of our curriculum is to encourage children to develop aspirations – this is supported through our value avatars. Visits and visitors are carefully selected to widen horizons and see beyond the immediate community.
Children in Year 6 work with York University and local industry to find out about science in the real world. They had a great time visiting PX Group Seal Sands.
As well as being planned we respond to events that happen enabling “in the moment” activities.
The day snow descended (closing many local schools) gave us the opportunity to complete some spontaneous learning.Children enjoyed colour mixing in the snow and making snow angels.
The day the hedgehog was rescued by Reception (after it wandered in to our carpark) was so exciting.
Our strong pupil voice via mechanisms including: individual and group, RRSA champions, digital leaders, eco warriors and sports leaders, tells us that children are aware of their involvement in the curriculum which enhances their learning and makes it available to them.
Children enjoy working outside and regularly use the outdoor environment to support their learning.
Number line work on the playground by Year 3
How we assess the impact of our teaching and curriculum
Regular assessments as well as accurate next steps marking and verbal feed-back helps individual pupils know where they are, what progress they have made and what they need to do next. The middle leaders and senior leaders have a robust timetable of monitoring and assessment, which provides a clear picture of what is happening in school; what the strengths and what needs to improve. Detailed pupil progress meetings are held termly to discuss individual and groups of pupils. Following these discussions and in conjunction with individual teachers intervention programmes are scheduled in addition to quality first teaching.
Parents are kept up to date with the progress of their children via parents evenings, SEN meetings and reports. In addition, meet and greet on a daily basis provides opportunities for parents to ask questions and voice any concerns.
“Friendly and inviting school, both the staff and the children are very welcoming. Excellent feedback when needed from child’s teacher regarding any issue the child has, as well as praise for the child’s achievements.”
“The encouragement that my son receives from staff. There’s a positive and nurturing atmosphere. His confidence has come on in leaps and bounds since joining Roseberry last year. I love the ½ hour arrival window.”
“The professional approach to everything and how happy our child is within school.”
“I like the way school is pushing my daughter to achieve and over-achieve. Her class and teachers are very pro-active with plays for parents to come and seen. The school is making learning fun and that is very much appreciated.”
“Teachers are approachable and friendly and standards are high. I feel my child has developed amazingly due to the support of the teaching staff.”
“My child has been praised for things that have happened outside of nursery they were excited to tell it and even more excited to tell me what the teachers said this shows they do care and have time for the children. The build a profile email system is great. I often fill up when reading all about their new experiences at nursery and new developments.”
“Communications between school and parents is great. There’s lots of opportunities for parents and carers to join in with school activities.”
When asked about their education pupils said:
Year 6 pupil on knowing they are making progress:
“Yes because I think in Extended Writing and Maths it feels like you’ve been listening more so I know exactly what I’m doing.”
Year 4 pupil on knowing they are making progress:
“Yes because when we check our next steps I’ve only had to do one next step to do.”
Year 3 on knowing they are making progress:
“I work hard and receive stamps.”
Year 3 pupil on what makes them happy at school:
“Learning about good or special things.”
Year 6 pupil about attendance:
“I feel disappointed because I can’t get to school and I’m missing out on my education so I can’t learn.”
Year 5 pupils about what they are most proud of:
“I’ve been Astronaut of the Day for working hard and had work displayed.”
“I got Astronaut of the Day for good work in maths and English and I’m not very good at maths.”
“My teacher has done a good job – last time I was a bit iffy but now I’m not!”
If you would like to view our long term maps for individual year groups, then access these from the links, below:
2018-19 Early Years
2018-2019 Year 1
2018-2019 Year 2
2018-2019 Year 3
2018-2019 Year 4
2018-2019 Year 5
2018-2019 Year 6
Click here to download our Curriculum Policy
If you require any further information about our curriculum, please email our school administrator, Mrs Fleming at Roseberry@sbcschools.org.uk