Blossomfield's Curriculum Intent

In designing our curriculum we have considered our school community values and the 5 ways to wellbeing, which scientific studies have shown increase happiness and emotional health and wellbeing.

Our Values are at the core of our curriculum

At Blossomfield our overarching value is RESPECT.

We work as a team and support each other to be:

HAPPY we are happy, feel safe and have lots of fun with our friends

KIND we are kind and helpful and always use our manners

INCLUSIVE we embrace, celebrate and value difference within our community

HONEST we learn to make good choices and are always honest

AMBITIOUS we love learning new things and achieve the best we can

RESPONSIBLE we look after our world, near and far, so it can look after us

We believe that we have a responsibility to lay strong foundations that will enable children to be ready for the next stage of their educational career. We subscribe to the assertion made by the DFE in their national curriculum in England document 2014, which states that;

'The curriculum should provide pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement’. (DFE - The national curriculum in England 2014)

At Blossomfield we endeavour to push the boundaries of children’s experiences and learning to;

EDUCATE which is essentially the practise of improving oneself.

INSPIRE children within a creative context.

CREATE well-rounded individuals who are enabled, through hard work, to excel.

GIVE our children agency for their own learning while assisting them and enabling them to become independent thinkers, learners and communicators.

Ultimately we want our children to be life long learners.

All staff at Blossomfield are responsible for providing an inclusive curriculum that is adapted for those with Special Educational Needs or Disabilities (SEND). We have high expectations for all pupils and are committed to ensuring our curriculum complies with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014. Our inclusion statement emphasises the importance of providing an inclusive learning environment for all pupils including those with SEND.

We strive to give the children a broad, balanced and memorable curriculum that encompasses key knowledge with tangible learning experiences that encourage them to have high aspirations, take managed risks and develop resilience and good character. Planning, teaching and learning is supported by a diverse and enriching curriculum programme designed by curriculum experts, 'Cornerstones'. [link]

Cornerstones encompasses all of the foundation subjects and science. Maths and English are taught separately, but with some cross curricular likes embedded within Cornerstones.

The curriculum ensures that learning is carefully sequenced so that children know more and understand more as they travel forwards on their educational journey. Through a consistent approach and through common themes that run throughout, children build upon and develop their cultural capital. The curriculum is structured so that learning builds upon prior knowledge and enables the development of schemas. Children are continually recalling key information that they can then use to make links to new learning. The use of recall and retrieval practice within all lessons supports the transference of knowledge from the working memory into the long term memory.

Substantive Knowledge - The content that is taught as established facts within the subject.

Disciplinary Knowledge - What pupils learn about how knowledge was established and developed and how it continues to be reviewed by all.

Procedural Knowledge - The steps and processes that are put in place to enable a task to be performed, a question answered or a problem solved.

We are focused on developing individuals who will have the knowledge, morals, abilities, personalities and cultural awareness, necessary to make constructive contributions to society. Everybody at Blossomfield aims to be the best version of themselves every day and to, 'Blossom at Blossomfield'.

CURRICULUM IMPLEMENTATION AT BLOSSOMFIELD

Foundation Stage Provision at Blossomfield

‘ The goal of early education should be to activate the child’s own natural desire to learn’

                                                                                                                  Maria Montessori

Blossomfield Infant & Nursery School bases its Foundation stage curriculum on, the statutory framework for the early years foundation stage. This document sets the standards for learning, development and care for children from birth to five. It was published on 31 March 2021 and became effective from 1 September 2021 [link]

We also use Development Matters to guide best practice in the Foundation Stage. This is non-statutory curriculum guidance for the early years foundation stage it was first published September 2020 then revised July 2021. [link]

Development Matters is for all early years practitioners, for childminders and staff in nurseries, nursery schools, and nursery and reception classes in school. It offers a top-level view of how children develop and learn. It helps practitioners to design an effective early years curriculum, building on the strengths and meeting the needs of children. It guides, but does not replace, professional judgement.

The provision in the Early Years Foundation Stage (EYFS) at Blossomfield is based upon four principles:

• A unique child – developing resilient, capable, confident and self-assured individuals.
• Positive relationships – supporting the children in becoming strong and independent.
• Enabling environments – where opportunities and experiences respond to the individual needs of the child by developing a strong partnership between practitioners, parents/carers and the child.
• Learning and developing – An acknowledgement that children learn in different ways and at different rates.

The Characteristics of Effective Teaching and Learning as outlined in the Development Matters document underpins all EYFS practice at Blossomfield.

                                                        ‘Play is the highest form of research’

                                                                                                      Albert Einstein

Key Stage 1

Blossomfield Infant & Nursery School bases its Key Stage 1 curriculum on the national curriculum. The national curriculum was published on 14 October 2013 and was last updated on 16 July 2014. It sets out the programmes of study and attainment targets for all subjects at all 4 key stages. All local authority maintained schools in England must teach these programmes of study. [link] 

In Year 1 and Year 2 assessments of children’s attainment and achievement at the end of the key stage will be made against this curriculum. 

The planned Key Stage 1 national curriculum at Blossomfield provides pupils with an introduction to the essential knowledge that they need to be educated global citizens of tomorrow. We endeavor to support our children to explore and question the world around them and encourage them to use their knowledge to engage in critical thinking when debating topical issues.

The subjects taught in Key Stage 1 are English, Mathematics, Science, Humanities, Computing, Music, Physical Education (PE), Art & Design, Design & Technology (DT) and Personal Social & Health Education (PSHE).

Classes are organised in single age groups. Within each class children experience a range of teaching strategies, and teaching methods may vary according to the subject.
Children will be taught in whole class, groups and individually, allowing for support and challenge. Children are encouraged to develop their own learning styles, using a range of strategies to access the curriculum.

Inclusion 

All children have a right to an education that enables them to make progress so that they:

• achieve their best
• become confident individuals and live fulfilling lives
• make a successful transition into becoming an adult – whether that’s into further and higher education, training or work

At Blossomfield we make a commitment to:

• Set suitable learning challenges
• Respond to children’s diverse needs
• Overcome potential barriers to learning

We believe that these principles underpin both our ethos and the taught curriculum.

If you have any questions regarding the curriculum we teach please contact the school directly. 

CURRICULUM IMPACT AT BLOSSOMFIELD

Blossomfield uses rigorous triangulated monitoring throughout the year to gauge the impact of the curriculum design.  The impact is evidenced as follows:

The children enjoy their learning and we believe it is this enjoyment of the curriculum that promotes achievement, confidence and good behaviour.

The range of learning opportunities provided builds on children's previous knowledge and enables them to develop their own interests, skills and strengths.  Children feel safe to try new things and thrive on the challenges designed by their teachers.

The design of our curriculum ensures that the needs of individual and small groups of children can be met within the environment of high quality first teaching, supported by targeted, proven interventions where appropriate. This has a very positive impact on children’s outcomes.

Rigorous assessment and tracking of children’s performance takes place to inform classroom practice, allowing children to make good progress and close attainment gaps.