Expectations are high in Henley School.
Learning is the focus of every school but at Henley Primary School we want learning to be central to all our discussions, hopes, aspirations and outcomes.
Teachers are highly motivated and want the best outcome for each individual pupil. They work very hard to plan, teach and assess pupils’ learning and expect full co-operation in the learning process from pupils. We expect pupils to challenge themselves in their learning and be determined and persistent in pursuit of their goals. Mistakes are learning experiences and are always treated as such, provided real learning has resulted from them.
Parents have a vital role to play in their child’s learning. We expect parents to foster a love of learning in their children by modelling the learning behaviours which support learning e.g. reading books at home, talking together as a family. Parents can help by showing children the practical applications of the knowledge they gain at school e.g. calculating change when shopping, helping to read a map when out and about. Regular information events are held to support parents in supporting their children.
Henley Primary School follows the statutory National Curriculum.
However, we use the International Primary Curriculum to support and enhance the learning experience for our pupils.
What is the International Primary Curriculum? external link
English, Maths, Science, Philosophy, IPC, MFL, Geography, History
(Please scroll down to view Long Term Plans and Policies)
Computing, Music, PSHE, P.E., R.E., SEND, Gifted & Talented
(Please scroll down to view Long Term Plans and Policies)
English is one of the key means by which pupils access and communicate knowledge and understanding of the world.
Pupils are taught to speak Standard English fluently, confidently and correctly.
They learn to read through a combination of synthetic phonics and a wide range of reading comprehension activities which involve reading, discussion, writing and reflection.
We use Accelerated Reader to allow us to monitor pupil progress in reading closely. Teachers assess pupils’ reading skills on an ongoing basis in the classroom.
Writing is taught from emergent mark making in Foundation Stage, through to balanced arguments, and a range of fiction and non-fiction texts in Y6.
We use the 'Letter and Sounds' reading scheme
Mathematics is a skill fundamental to daily life but is also crucial to the study of the sciences, technology and a range of other subjects which may form the basis of pupils’ future careers.
We want our pupils to become confident in the fundamentals of mathematics so that they are efficient in using and selecting the appropriate written and mental methods, underpinned by mathematical concepts.
We want them to solve problems by applying their mathematics to a variety of problems with greater complexity, including in new situations and to model real-life scenarios.
We want them to reason mathematically, by following a line of enquiry and developing and presenting a justification, argument or proof using mathematical language.
Science education helps to provide the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science continues to change our everyday lives and is a key element to the world’s future health and well being, and all pupils should be taught essential aspects of the knowledge, methods and uses of science.
Pupils should use their natural curiosity about the world to build up knowledge which helps them to ask fruitful questions, make rational explanations and look for evidence to support their thinking. Pupils should be encouraged to understand how scientific knowledge and concepts can be used for explanation of what is happening, prediction of how things will behave, and analysis of outcomes.
Pupils should develop scientific knowledge and understanding through the specific disciplines of biology, chemistry and physics.
They should develop understanding of the nature, processes and methods of science through practical activities.
They should have the scientific knowledge required to understand its uses and implications today and possibly for the future.
Philosophy enables pupils to explore complex ideas and issues together. They develop the language of inquiry and understand that in many cases there may not be one correct answer to a problem. It allows pupils to work co-operatively, building on one another’s thinking to come to agreed conclusions. It fosters respect for each other’s views, supports a questioning frame of mind and expects pupils to think about how they think and learn. Pupils are encouraged to ask fruitful questions which will set their peers thinking. It enables pupils to initiate, sustain and persevere with discussions, keeping them on track and refining ideas as they progress.
Philosophy is taught through stories which raise issues for discussion such as:
• What is beauty?
• What is fair?
• What should we value in our lives?
• What does existence mean?
Pupils also learn the skills of philosophy such as:
• Asking fruitful questions
• Giving reasons for views/opinions
• Building on one another’s ideas
• Exploring different points of view
• Using analogies
• Making hypothesis based on existing knowledge
We use the International Primary Curriculum to support and enhance the learning experience for our pupils. We have chosen to do this for the following reasons:
Learning through themes helps to make connections in learning. We feel it is vital that pupils understand the connections between the different areas of learning they experience. We want them to understand why they need to learn the knowledge and skills we provide.
We are a relatively mono-cultural school and we want pupils to have an understanding of the wider global community, especially as their lives will be very much influenced by other nations as they grow to adulthood.
We want pupils’ learning to be relevant, deep and adaptable to the range of circumstances they may encounter through their lives.
The IPC incorporates the study of all the foundation subjects through themes. For example:
Let’s Celebrate – studying festivals and celebrations around the world
Saving the World – studying rainforest environments around the world.
Moving People – studying migration of people across the world now and in the past.
We use a wide range of educational research to inform our teaching methods and listen to the voices of those involved in the learning process to improve our skills.
Other useful files
Visible Learning (http://visiblelearningplus.com/) is the research with which we are working closely at the moment, with pupil feedback being a focus in our School Improvement Plan. We have also closely examined both the Finnish and Singapore Primary National Curricula to see what makes truly outstanding learning take place.
Modern Foreign Languages
The learning of a foreign language provides a valuable educational, social and cultural experience for pupils.
Pupils develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between French and English.
Learning another language raises awareness of the multilingual and multicultural world and introduces an international dimension to pupils’ learning, giving them an insight into their own culture and those of others.
The learning of a foreign language provides a medium for cross-curricular links and for reinforcement of knowledge, skills and understanding developed in other subjects.
Gifted & Talented
The 2014 national curriculum introduces a new subject, computing, which replaces ICT. This represents continuity and change, challenge and opportunity.
Computing is concerned with how computers and computer systems work, and how they are designed and programmed. Pupils studying computing will gain an understanding of computational systems of all kinds, whether or not they include computers.
Computational thinking provides insights into many areas of the curriculum, and influences work at the cutting edge of a wide range of disciplines.
Computational thinking is important as it allows us to solve problems, design systems, and understand the power and limits of human and machine intelligence. It is a skill that empowers, and one that all pupils should be aware of and develop competence in.
Pupils who can think computationally are better able to conceptualise, understand and use computer-based technology, and so are better prepared for today’s world and the future.
Computing is a practical subject, in which invention and resourcefulness are encouraged. The ideas of computing are applied to understanding real-world systems and creating purposeful products.
The focus of the new programme of study undeniably moves towards programming and other aspects of computer science.
Henley School aims to provide the children with a highest standard of music teaching. We aim to inspire the children to develop an enduring love of music and to realise that music is, first and foremost, a powerful means of self expression. Through performance, composition and musical appreciation, we aim to grow the children’s self-confidence and their ability to play collaboratively and expressively with their peers.
All children are taught to sing and use their voices, play instruments on their own and as part of an ensemble. Children explore how music is created and learn how composers use the elements of music, such as pitch and dynamics, to build a desired effect or emotion. They are given the opportunity to create their own music in response to this understanding. They are encouraged to aspire to their best level of performance. Through our concerts and musical plays, pupils gain confidence and self- awareness; skills which are valuable to lifelong learners.
We aim to give the children knowledge of influential composers and a variety of different styles of music, developing the ability to become critical listeners.
PSHE education can be defined as a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives, now and in the future.
As part of a whole school approach, PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. This is supported by outside visitors to the school sharing their experiences on, for example, Road Safety, Managing Money and Personal Health.
This helps the children to talk about and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure leading to purposeful learning.
At Henley, much of the PSHE values are incorporated within the Philosophy Curriculum, where many of the key issues are discussed such as ‘Fairness’ and ‘Respect’. For example, in PSHE we encourage the children to respect each other and their belongings, whilst in Philosophy, the children gain understanding about respecting each others’ ideas.
Henley Primary School has been awarded a two year grant in line with other primary schools.
We will use the grant to improve the quality and breadth of PE and sport provision so that pupils develop healthy lifestyles and reach their full potential.
In order to achieve this we will be inviting specialist teachers to work alongside teachers in PE lessons to increase their subject knowledge, provide qualified coaches to take after-school clubs (including Change4Life programme), develop links with schools and local community sports clubs, purchase special equipment and resources for early years and special needs pupils, provide transport for competition events and expert coaching for gifted and talented pupils.
Children are taught to understand and respect the importance of religious beliefs in the world around them.
We encourage children to use and develop their skills in RE and to participate in critical thinking, alongside the teaching of Philosophy. We aim to ensure that the RE curriculum is challenging, dynamic and relevant to pupils of all ages.
In the Foundation Stage, RE is taught through topics based upon children’s own lives and their own experiences. During Key Stage 1, the study of Christianity is introduced and aspects of Judaism are taught. In Key Stage 2, the study of Christianity is developed and religious beliefs within Buddhism, Judaism, Hinduism and Islam are explored.
Each Key Stage has a focus on Christianity and one other world religion.
Special Educational Needs
All teachers are teachers of pupils with special educational needs. Teaching such pupils is therefore a whole school responsibility, requiring a whole school response.
Our teachers are highly skilled and equipped to support and challenge pupils with SEN. They receive regular training and updates about current best practice and research outcomes. Early identification, intervention and monitoring provide pupils with the framework on which to build their learning, confidence and self esteem. We work closely with parents, pupils and other appropriate agencies to provide the best possible learning opportunities.
NASEN, the leading organisation in the UK for special needs information, has the following as its principal beliefs:
• Every human being has an entitlement to personal, social and intellectual development and must be given the opportunity to achieve his/her potential in learning.
• Every human being is unique in terms of characteristics, interests, abilities, motivation and learning needs.
• Those with exceptional learning needs and/or disabilities should have access to high quality and appropriate education.
Henley Primary School supports these beliefs and aims to provide the support which enables them to be realised.
Link to Subject Policy
Gifted and Talented Provision
If your child is identified as being significantly more able in an academic, sporting musical or artistic way, we will provide opportunities which support, enhance and challenge those abilities.
Our aims are:
• to develop intellectual depth and higher level thinking
• to nurture productive creativity
• to develop attitudes for self-directed lifelong learning
• to enhance aspirations for individual excellence and fulfilment
• to develop a strong social conscience and commitment to contribute to society
• to develop moral values and qualities for responsible leadership
Link to Subject Policy