CURRICULUM

  1. Mission Statement
  2. Aims
  3. National Curriculum
  4. Special Educational Needs
  5. Religious Education and Assemblies
  6. Personal/Social and Health Education
  7. Music Lessons
  8. Homework (Learning at Home)
  9. Behaviour and Aiming High Policies
  10. Educational Visits
  11. Assessments

A. Mission Statement / Foundation Statements

At Washingwell children realise their full potential in a safe, secure and happy place where all achievement is valued.

  1. School Performance Standards
    We analyse pupil performance using the information to support planning, allowing targets to be set which are challenging and manageable.
  2. Teaching
    All teaching is of a consistently high standard. Teachers are highly skilled in planning and delivering the full National Curriculum to all pupils.
  3. Learning
    All children develop learning styles, which enables them to reach their full potential. Children are self-motivated, independent and use agreed subject targets to support them in making progress.
  4. Pupils’ Attitudes and Behaviour
    Pupils are considerate of others, caring, respectful and eager to learn.
  5. Curriculum
    To deliver a broad and balanced curriculum to all children in an exciting and stimulating environment.
  6. School Community and Parents
    Promote partnership between carers and school, communicating two-way information effectively. We encourage links with the local community.
  7. Leadership and Management
    Leadership is focused on raising standards in an environment, which promotes collective responsibility. Leadership guides and supports the whole team to enable everyone to achieve their full potential.
  8. Resources/Budgets/Financial Management
    Managed efficiently to obtain best value for money. Finance decisions are agreed in line with priorities for improvement in all areas.
  9. Climate/Ethos
    We promote the development of the whole child, in a happy, purposeful, safe and secure environment, where all achievement is valued.
  10. Learning Environment
    A calm and well managed place, which enables a vibrant, stimulating and interactive learning environment where everyone feels happy, safe and valued.

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B. Aims

The school follows a curriculum varied in both traditional and child centred methods, which caters for the individual needs and capabilities of each child.

  1. to read fluently and accurately, with understanding, feeling and discrimination
  2. to develop a legible style of handwriting and satisfactory standards of spelling, syntax, punctuation and usage
  3. to communicate clearly and confidently in speech, writing and in ways appropriate for various occasions and purposes
  4. to apply computational skills with speed and accuracy
  5. to understand the applications of mathematical ideas in various situations in home, classroom, school and local area
  6. To observe living things and inanimate things and to recognise characteristics such as pattern and order
  7. to master basic scientific ideas
  8. to investigate solutions and interpret evidence, to analyse and solve problems
  9. To develop awareness of self and sensitivity to others, acquire a set of moral values and the confidence to make and hold to moral judgements and develop habits of self-discipline and acceptable behaviour
  10. To know about geographical, historical and social aspects of the local environment and the national heritage, to be aware of other times and places and to recognise links between local, national and international events.
  11. to acquire sufficient control of self or of tools, equipment and instruments to be able to use music, drama and several forms of arts and crafts as means of expression.
  12. to develop agility and physical co-ordination, confidence in and through physical activity and the ability to express feeling through movement.

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C. National Curriculum

Pre-school and Reception Class children following the Foundation Stage of Learning in the National Curriculum. All children then follow the National Curriculum as laid down by the Education Reform Act.

The following courses are offered: -

Mathematics
Geography
English
Physical Education
History
Music
Science
Technology/IT
Art

Programmes of study and attainment targets for each of the subjects listed above are implemented as Schemes of Work.

The subjects account for an average twenty two to twenty five hours out of twenty seven and a half hours children spend in school and exclude time taken over registration, assemblies and breaks.

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D. Special Educational Needs

The school follows guidelines provided by the SEN Code of Practice for those children with learning difficulties. Mr Ian Morton is responsible for SEN and we also receive additional support from the LEA's Learning Support Department.

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E. Religious Education and Assemblies

The school is not affiliated to any particular religious denomination. We follow the Agreed Syllabus of `Gateshead Local Education Authority. Each school day involves an act of corporate worship, though this has no denominational bias.

It is, of course, the right of any parent to withdraw a child from any periods of religious worship or instruction.

Over the years the staff and children of Washingwell have built up a respectful relationship with the local clergy of the Church of England, Roman Catholic and Methodist organisations. Occasionally the Ministers of these Churches are invited to school to take part in an assembly. This has proved an excellent method of developing tolerance and understanding between various groups.

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F. Personal/Social and Health Education

Personal/Social and Health Education does not appear as a timetabled course but is promoted through the pastoral care delivered by each member of staff. In the context of Washingwell School, it is an aspect of the school's thinking, planning, teaching and organisation that promotes the personal and social development of each child.

Personal and Social Education prepares children for an informed and active involvement in family, social, economic and civic life and brings breadth, balance and relevance to the curriculum. This is extended when children attend residential and non-residential courses in outdoor pursuits and field studies.

The school's policy on sex education follows the guidelines given in the Gateshead Curriculum Policy Statement and DES circular 11\87. Copies of this statement can be obtained, along with other curricular details from the school. In all respects, Washingwell is an equal opportunities school.

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G. Music Lessons

Children from the age of 4 are encouraged to learn to play, compose and appreciate music. Those children who demonstrate an aptitude for and an interest in music will be offered the chance of learning to play woodwind instruments violin or the guitar while in Years 3, 4, 5 and 6. The LEA provides instruments. Parents are requested to aid funding by £15.00 per half term, paid in full at the beginning of each half term.

Parents are asked to ensure that the children practice regularly at home, since practice is an essential part of the teaching programme and ensure that instruments are well cared for.

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H. Homework (Learning at Home)

Children are encouraged to do a certain amount of homework. The emphasis is on core English and Maths skills. The shared reading scheme, which begins in the reception class is the key to the children's attitude towards taking school activities home and all parents are encouraged to participate. It involves "real" library books and eventually structured reading schemes.

Taking an active interest in your child's homework will not only increase his/her motivation to do well but will provide you with an excellent method of monitoring his/her progress.

We consider that homework:
- Strengthens the partnership that exists between home and school
- Extends the learning environment beyond the school context
- Reinforces the value attached to schoolwork
- Provides children with an opportunity to practice skills learned at school
- Encourages children to organise their own time

Children are issued with a homework diary in Key Stage 2. The maximum recommended time is as follows:

Reception - Year 2 10 minutes per night (Monday-Friday)
Year 3/Year 4 15 minutes per night (Monday-Friday)
Year 5/Year 6 20 minutes per night

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I. Behaviour and Aiming High Policies

By good example and encouragement, a code of reasonable behaviour involving courtesy, friendliness and consideration towards others normally maintains school discipline. A specific behaviour policy involves rewards for appropriate behaviour and consequences for unacceptable behaviour. We have introduced a policy to encourage students/pupils to “aim high” in their efforts to achieve.

The school follows the regulations of the Local Education Authority with regard to corporal punishment. The Head Teacher or the Deputy Head Teacher deals with more severe problems and parents will be informed of action, which is to be taken. Good liaison between home and school has proven to be a first class mechanism for developing children’s self-discipline.

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J. Educational Visits

Throughout the year teachers organise educational visits to support the curriculum in the classroom. For visits, which are made within the local community, we seek parental permission at the start of each academic year. For visits that are planned to take the children out of the local community, parents will be notified in writing prior to the visit for their consent to take their child out of school. The cost of educational visits, transport, insurance and admission (where necessary) is met through voluntary contributions made by parents to the school.

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K. Assessments

According to the Governments "Parents Charter" (Circular 7/92) the school is required to publish end of Key Stage test results.

COMPARATIVE REPORT

These tables show a summary of the National Curriculum results of pupils in the school (2007) and nationally (2006) at the end of Key Stage 2, as a percentage of those eligible for assessment.

The number of eligible children is:

Figures may not total 100 per cent because of rounding.

RESULTS OF TEACHER ASSESSMENT 2007 and NATIONAL 2006
  Percentage at each level
  W* 1 2 3 4 5 6 Pupils disapplied Pupils absent
English School                  
National 0 1 4 18 49 28 0 0 0
Mathematics School                  
National 0 1 4 17 45 32 0 0 0
Science School                  
National 0 0 2 13 47 37 0 0 0

 

TEST RESULTS 2007 and National 2006
    Percentage at each level
Below level 3* 3 4 5 Pupils not entered** Pupils absent
English School            
National 6 14 47 32 0 1
Reading School            
National 7 9 36 47 0 1
Writing School            
National 6 27 49 18 0 1
Mathematics School            
National 6 17 43 33 0 1
Science School            
National 3 10 41 46 0 1

W* represents pupils who are working towards level 1, but have not yet achieved the standards needed for level 1.

* represents pupils who were not entered for the tests because they were working below level 3 in English, mathematics or science; pupils awarded a compensatory level from the tests; and pupils entered for but not achieving a level from the tests.

** pupils working at the levels of the tests, but unable to access them, formally referred to as disapplied.

COMPARATIVE REPORT – KEY STAGE 1

This table shows a summary of the National Curriculum assessment results of pupils in the school (2007) and nationally (2006) at the end of Key Stage 1, as a percentage of those eligible for assessment.

The number of eligible children is:

Figures may not total 100 per cent because of rounding.

RESULTS OF TEACHER ASSESSMENT
Percentage at each level
    W* 1 2 2C 2B 2A 3 or above Disapplied Children Absent Children
Speaking and listening Boys              
Girls            
Whole School            
National 2 11 65 22 0 0
Reading Boys                  
Girls                
Whole School                
National 3 12 13 23 23 26 0 0
Writing Boys                  
Girls                
Whole School                
National 5 14 21 26 20 14 0 0
Mathematics Boys                  
Girls                
Whole School                
National 2 7 17 24 27 21 0 0
Science Boys            
Girls          
Whole School          
National 2 9 66 24 0

W* represents children who are working towards level 1, but have not yet achieved the standards needed for level 1. Results for speaking and listening and science are based on teacher assessment only.

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