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Oxford Road, Leeds, West Yorkshire LS20 9DA

01943873359

office@guiseleyprimary.org

Headteacher - Mrs Sally Buckton

Guiseley Primary School

Our Curriculum 

Intent:

At Guiseley Primary School, our curriculum supports our children to become life-long learners and thinkers, with the ability to problem solve and work collaboratively. Through our curriculum, we ensure that our children develop a thirst and excitement for learning, enabling them to learn beyond their potential. Furthermore, our curriculum allows our children to be independent and resilient, with the confidence and skills to make a positive contribution to society. Our children are proud of their local area and there is a strong sense of community identity. The school houses are named after the four main parks in Guiseley:  Nethermoor, Nunroyd, Parkinson and Springfield.

Our curriculum is bespoke to the needs of the pupils at Guiseley Primary School and is underpinned by the values of our Rainbow Code: Respect, Achieve, Inclusive, Nurture, Belong, Outstanding and Whole Family.

As well as encouraging high expectations for their own personal development, we nourish our pupils’ appreciation of difference and diversity, encouraging them to demonstrate empathy and inclusion for all.

Our curriculum focuses on appropriate subject-specific knowledge, skills and understanding as set out in the National Curriculum, as well as developing individual and collaborative learning experiences, a growth mind-set, a sense of responsibility and challenge that takes them beyond the classroom. Our aim is to ensure that our creative curriculum, which has a rigorous focus on the core skills of English, maths and science, ensures pupils transfer to high school fully equipped for the next stage of their learning and with the essential values required of citizens in modern day Britain.

Guiseley Primary School has grown from a large infant school to a two-form entry primary school over the last four years and we are located in a semi-rural area. We have a constantly evolving curriculum, which is regularly evaluated and adapted, to suit the differing needs of our pupils. By giving our children a voice, for example through School Council, Food Ambassadors and Sports Leaders, we enable them to contribute to their curriculum whilst promoting involvement, ownership and independence.

Our curriculum responds to the needs of learners and their interests by providing a wide range of rich learning experiences. We have strong community links and incorporate visits to local places and invite visitors from the local area into school from the Early Years through to Year 6. Children learn about different countries and global issues through environmental topics such as the rainforest, sustainability and food miles along with regular class assemblies, which focus on British and world news.

Implement:

Our curriculum consists of many planned experiences both inside and outside of school: topic hooks, lessons, topic days, school council, assemblies, clubs, sports, WOW trips and visits, workshops, residential camps, fund raising and community work.  Desired outcomes are to meet the requirements of the National Curriculum but also to develop the skills needed for learning and for life. Our vibrant and rich curriculum is designed so that the subject specific skills are scaffolded within a cross-curricular theme each half term. In order to ensure that progression and balance is maintained, the programmes of study are then developed into medium term plans, which build on prior knowledge and skills. These plans clearly highlight the learning objectives, assessment opportunities, differentiated tasks, key questions, resources as well as links to other subjects. These topics are designed with the end in mind, working towards a final project, performance, assembly or our ‘Fantastic Finish’ events. Teachers then translate these plans into weekly or daily plans where the specific needs of the learners are addressed. 

Although our curriculum is thematic and cross curricular, some subjects throughout the year are taught discreetly. The teaching of Religious Education is statutory in all schools, and it is taught following the Leeds Agreed Syllabus, linking with topics where appropriate. Our PSHE teaching aims to develop skills and attributes such as resilience, self-esteem, risk-management, teamwork and critical thinking in the context of three core themes: health and well-being, relationships and living in the wider world, which includes economic well-being and aspects of careers education. We also follow the Leeds Agreed Syllabus for the teaching of PSHE along with aspects of SEAL (Social, Emotional Aspects of Learning), which is taught through lessons, circle time, assemblies and mindfulness activities.

(Curriculum information for each year group is available in more detail under the ‘Class Information’ tab on the school website)

Our achievements stretch beyond the academic aspects of school life. We have a wide range of clubs available, including rugby, football, gymnastics, cross-country, jujitsu, dance, art, Lego, gardening, Mathletics, yoga, art, cooking, choir and many others. Children are encouraged to follow their interests and join in with extra-curricular activities, whatever their level of ability. Children regularly represent the school in competitions and festivals and we are building a strong reputation for producing successful teams in local events.

Promoting good health and positive well-being of pupils, staff and parents is an important aspect of our school and we continually review our provision and practice within the four-core areas: Personal, Social and Health Education (PSHE), Healthy Eating, Physical Activity and Social, Emotional and Mental Health (SEMH).

In November 2017, we gained Healthy School’s status as well as Mind Mate Friendly status, and have maintained this ever since. In September 2019, we were awarded the Sports Mark Gold Award for the second consecutive year.

Play-times are an important part of our pupils being happy, healthy and ready to learn. We have well-staffed and equipped playgrounds, a sports field and two separate outdoor areas specifically for the children in EYFS. Our Year 5 and 6 children can choose to become Play Leaders to lead activities and help with the organisation of Sports Day.

Food Ambassadors, nominated by their peers at the beginning of each year, communicate with lunchtime supervisors and kitchen staff and make suggestions on how school lunches may be improved. Healthy eating is encouraged at all times and supported by the free fruit and veg scheme for KS1 and by providing KS2 children with a healthy tuck shop option during playtime.

 Children are given opportunities to develop their musical skills through private tuition and various clubs, including the school choir and orchestra. In Year 2, weekly percussion lessons form part of the music curriculum, and in Year 3 children are taught recorder lessons each week. The children put on wonderful performances over Christmas, Harvest time and during the Summer Term at the annual ‘Guiseley’s Got Rhythm’ event held at Guiseley Theatre. Regular performance assemblies highlight our many talented children and the ‘Guiseley’s Got Talent’ event in the Autumn Term is always an exciting time in the school calendar.

 During weekly celebration assemblies, children’s individual achievements are recognised through our house point system and by being awarded a ‘Star of the Week’ certificate. This allows us to reflect on successes in learning and personal development. Parents are invited to class assemblies, parent workshops, fantastic finish events and at the end of WOW weeks, where children share what they have been learning and have the opportunity to find out what has been happening across school. Within every classroom and around school, children’s work is displayed and celebrated, creating a positive learning environment.

 At Guiseley Primary School, we aim to provide educational experiences that take into account the individual needs of children, appropriate to their level of ability. We have developed a programme of early intervention in order to identify pupils who have additional or special educational needs. This process is co-ordinated by Miss Dryden-Jones, who is supported in her work by outside agencies, which provide specialist advice. Children with additional needs take part in local visits to the shops and cafes, to support the development of life skills, and are given the opportunity to go swimming at Aireborough Leisure Centre. Inclusive sports festivals form part of the whole school sporting calendar and are well attended by our pupils.

In addition, trained staff support children in our nurture provision, called ‘The Hive’. The Hive is used throughout the day for 1:1 or small group work support. Interventions include speech and language, sign language, gross motor, social interaction and team skills.

 Our Learning Mentor, Mrs Hewitt, is also available to support children, who for a variety of reasons may need additional support for short or longer periods of time. Support is provided during regular drop in sessions, 1:1 or small group work sessions or at lunchtime nurture clubs, which run daily and are offered to every child in Key Stage 2. Miss Adair, Mrs Bradbury and Mrs Buckton are the other staff members of the Well-being Team and children are encouraged to speak to staff if they are experiencing difficulties either at school or home.

 Impact:

At Guiseley Primary School, we intend that the impact of our curriculum is that children will be academically and physically prepared for the next phase of their education, in Britain and the world. Our curriculum places the children at the centre of their own learning and teachers continually evaluate the curriculum to best suit the needs of the children in an ever-changing society.

Our children have a confident set of skills, knowledge and moral values that prepares them for living in a community demonstrating tolerance and equality. They are able to think for themselves; face challenges with a growth mind-set and show resilience and positivity. This is evident in the daily interaction of all members of our school community.

Each half term, curriculum evaluations take place, which help teachers to forward plan for the next phase in a child’s learning. Termly assessments of the foundation subjects enable staff to identify gaps, monitor the attainment levels in the different subject areas and identify under performing groups of children. This information is used to address gaps by informing future planning and (where appropriate) the planning of interventions.

When children leave our school, they will go out into the world and make a difference in their own life and to others. Our learners are the owners of their own destinies.

 

Please click on the links below to access a brief overview of the curriculum for each year group:

 

Foundation Stage Zero (Pre-school)

Foundation Stage One (Nursery)

Foundation Stage Two (Reception)

Year One

Year Two

Year Three

Year Four

Year Five

 Year Six