To see Griffe Field’s Recovery Curriculum, please click here.
To see how our plan for spending the ‘Catch up Funding’ to support our school curriculum, please click here.
Throughout our Ethos and Curriculum, we aim to promote Fundamental British Values within all aspects of Griffe Field Primary School. The children themselves want Griffe Field School to be friendly, fair, interesting, safe, polite, caring and hard-working.
The values we teach and promote within school are tolerance, equality, respect, co-operation, responsibility, compassion and democracy. Practically these values are taught through:
- Assemblies
- Celebration different faiths and cultures
- Whole school theme weeks
- School Council
- Positive behaviour
- Guidance and support
- Charity work
- Appreciation of rules and laws to protect people
- School trips
- Enterprise
We have high aspirations for all of our children and we strongly believe that primary education is not just about results and league tables, nor is it just a stepping stone to secondary school; it is so much more than that. At Griffe Field Primary School we develop skills, knowledge, attitudes and encourage our pupils to be active participants in their education. We want every child to have a positive, memorable learning experience whilst they are with us.
We also recognise the importance of our curriculum contributing to the children’s spiritual, moral, social and cultural development. Click here to find out how these opportunities are planned across our school and for further information please read our policy on Spiritual, Moral, Social and Cultural Development.
For further information about the subjects taught in our curriculum, please use the links below. If you wish to see our latest curriculum news for your child’s year group, you can find them here.
Subjects
If you would like to find out more about the National Curriculum for Key Stage 1 and 2, please click here.
Safeguarding runs as a golden thread through our school curriculum and we have devised our own Safeguarding curriculum to help develop our pupils to be emotionally literate, understand the rights of children, to look after their mental health and to recognise, respect and celebrate differences across our school. Click here to see our Safeguarding Curriculum.
Meeting the Needs of all the Children
Classes are organised by age. Expectations of each child’s achievement are high, according to ability. We celebrate effort and achievement at all levels. Each child’s level of achievement in Reading, Writing, Maths and Science are tracked and their progress monitored.
If your child is having difficulty making progress then we will discuss with you how the Code of Practice for Special Educational Needs and Disability might help. A Personal Learning Plan (PLP) might be devised by the class teacher and the school’s Special Needs & Disability Co-ordinator and this would be discussed with you.
Similarly, we track the progress and achievement of the most able children to ensure that their particular needs are met as well. All children should be challenged and stimulated by their school work. All children deserve to share in a joy of learning and the pleasure of success.
Targets for achievement are set carefully and all pupils should have an understanding of what those targets are and, by degrees, be able to talk about them. Those targets will form the basis of curriculum planning and are made known to parents.
Assessment and Monitoring
Assessment and monitoring are a vital element of the teaching and learning at Griffe Field. We believe that focused and meaningful assessments enable both children and staff to reach their full potential. With this in mind, we aim to foster relationships based around mutual trust and support leading from guidance and honesty in all assessments and monitoring.
We aim to assess and monitor the whole child through focusing on:
- The child’s physical, emotional and intellectual skills
- Their attitude and application
- Their behaviour and social development
- Their ability, performance, memory recall and understanding
