At Bucklesham Primary School we aim to provide all children with an exciting and stimulating learning environment that fosters the development of the whole child, whilst maintaining high expectations and academic success.  Pupil’s wellbeing and happiness is at the heart of our vision for success. Our curriculum is designed to nurture a thirst for learning and to encourage each child to reach towards their individual potential. Our ultimate aim is to foster caring, responsible and creative human beings, who are well equipped for the next stage of their learning journey.  

The curriculum incorporates the statutory requirements of the National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the children in our school. A blocked curriculum approach has been implemented at the school to ensure coverage and progression in a number of curriculum areas. This approach enables project based learning, fostering each child’s curiosity and interest throughout each topic and also enabling the achievement of depth in knowledge and skills.  We use a two-year rolling programme of topics which are linked with trips and experiences aimed to help move learning to long term memory, developing links and enriching topic teaching.  Progression Maps in all areas of the curriculum are used alongside the Long Term Plan to ensure that skills, vocabulary and knowledge are built upon at each phase from Early Years, Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2. 

The learning environment forms a key part of our school curriculum and is used effectively to support the learning in each topic.  Through well-planned, stimulating activities, the children acquire a strong skills and knowledge base upon which their learning can develop.  Teachers make good use of visits to areas of interest as well as inviting visitors into the classroom to provide enrichment and immersion in the topics taught.   We are using our amazing outdoor areas to enhance learning outside.

Teachers have a good awareness of each child’s needs and tailor their teaching accordingly.  There is good use of questioning and opportunities for speaking and listening through discussion, paired/group work, role-play etc.  Teachers make good use of their subject knowledge although they are reflective and are constantly looking for ways to improve their practice.  The Headteacher, subject leaders and governors carry out monitoring regularly, observing lessons, talking to children and looking at their books to ensure there is a progression of expectation and challenge across the school.  Marking is light touch but aims to provide instant feedback about successes and areas for development, using a marking code which the children understand.  Time is provided for children to respond to any feedback or marking in their books and this has had a positive impact on children’s progress and their awareness of their next steps.   

Expectations in the amount of homework increases as the children progress through the school. We offer a ‘menu’ of choices linked to topics studied.  Children are encouraged to develop their skills as independent learners in lessons as well as through homework projects and activities which develop their understanding of a range of topics and skills. Homework is shared in class and rewarded at the end of each half term.  

Our locality means that we are a feeder school to Kesgrave High School and we work hard to ensure smooth transition with many opportunities for visits throughout their time at Bucklesham. We are also part of the SLIN group (Suffolk Learning and Improvement Network) which links groups of three schools to quality assure areas of development. 

Meeting the needs of all our pupils as an inclusive school

The school takes pride in providing a highly inclusive environment, where learners demonstrate high levels of enjoyment in their education and most make good progress in most subjects and areas of learning. Children at all levels are helped to achieve their potential. Those who are most able are challenged and supported through being offered tasks which provide opportunities for greater depth.  Children with SEND are well supported through targeted use of resources such as Teaching Assistants in and out of class and intervention programmes, pre teaching and over teaching which are tailored to suit children’s needs. Where additional support from other agencies is required, parents are fully involved in this process from the beginning.  Multi-agency meetings may be held to establish a programme for how the school and outside agencies can best support a child with particular needs - see the school’s SEND policy, SEND report and local offer, for further details.  We work closely with parents of vulnerable children to make sure all children are well supported. Children who receive Pupil Premium funding experience enrichment such as free trips, music lesson, clubs, additional intervention and support with uniform and equipment costs.

How do we teach the basic skills and assess progress?

Little Wandle phonics resources and phonics is taught discretely in class on a daily basis in the EYFS and KS1, with rapid catch up for those children who still need it in KS2.  As a result, the standard of phonic teaching is high and results are good.  We are working with the Myland English Hub as a Partner School to develop our practice with this new scheme.   

The school uses ‘White Rose Maths’, ‘Kapow’ and 'CUSP' resources to ensure there is a high-quality offer of teaching throughout the school.  The school uses PIXL as a diagnostic and intervention tool to ensure gaps are filled and children make accelerated progress.

Most children make good progress and learn well.  They are motivated to learn and pupil survey results highlight children’s enjoyment of school.  Children are tracked closely and the attainment of every child in the school is discussed at termly Pupil Progress Meetings between teachers and the Headteacher.  Successes are highlighted and used to share good practice as well as any identified barriers to progress.  Children who are making less than expected progress are then discussed further with plans put in place to support them e.g., parent meetings, interventions, 1-1 tutoring and/or additional classroom support or small group work.  Intervention is closely tracked to ensure maximum impact and cost effectiveness.  

Clear assessment procedures have been implemented by the school to track children’s attainment and progress through the curriculum.  Teachers meet termly to moderate their writing assessments and share the children’s outcomes. We use PIXL assessments termly to ensure that children are meeting expectations in maths and reading for their age. We make assessment judgements in non-core subjects at the end of each unit. Data is shared termly with the governing body and discussed/scrutinised at Governor meetings. The EYFS teacher, the Y2 teacher and the Y6 teacher each attend external moderation meetings to ensure consistency of expectations and assessment.