We are a power of reading school. CLPE (Centre for Literacy in primary Education) runs Power of Reading, a successful training programme, which has supported thousands of schools in raising engagement and attainment in reading and writing for all children. We plan our teaching around the core texts chosen and these are the basis for our Literacy teaching and learning. We then have a whole school literacy book plan linked to these books, which ensures children have access to a variety of texts, both fiction and non-fiction.
Power of Reading texts
| Autumn | Spring | Summer | |
| N1 | Biscuit Bear A Great Big Cuddle | The Train Ride Beware of the Crocodiles | Aaaargh Spider What the Ladybird Heard |
| N2 | Here’s a little poem The Gigantic Turnip | Astro Girl Surprising Sharks | Billy’s Bucket On a Sudden Hill |
| R | The Bog Baby Naughty Bus | Blue Penguin Tanka Tanka Skunk/Poetry | Yucky Worms Ruby’s Worry |
| 1 | Beegu Wild | Halibut Jackson 10 things I can help the world | Lila and the Rain Man on The Moon |
| 2 | Leaf Claude | One Day on Blue Planet Traction man | The Bee who Spoke The Tin Forest |
Intent
As a nurturing school, we are aware children’s learning is understood developmentally. Our aim is to provide the children with knowledge and experiences about the world around them that support their scientific progression.
At Suffield Park we place investigation at the heart of our science curriculum. We want to develop the children’s natural curiosity and give them the opportunity to develop scientific skills like asking questions and finding ways of answering these questions.
We strive to give the children at our school real life experiences linked to their science topic. We believe this will give the children the confidence and motivation to further develop their skills into the next stage of their education and throughout their life.
Throughout this, the children are immersed in scientific vocabulary, which supports children’s knowledge and understanding not only of the topic, but of the world around them.
Implementation:
In KS1, science is taught following the aims and content of the ‘National Curriculum’ and in EYFS the practitioners follow the EYFS curriculum using ‘Birth to Five’.
All children are encouraged to be curious and ask questions. They are helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including; observing changes over a period of time, noticing patterns, grouping and classifying, carrying out simple comparative tests, and finding things out using books, leaflets, photographs and videos.
We strive to plan science lessons that incorporate first hand experiences, using both our indoor and outdoor environment. When we can, we invite local experts in to inspire and motivate the children. We hope this will encourage them to see a use of their skills and knowledge later in life.
We endeavour to build upon children’s prior knowledge, discussing what we already know at the start of each topic. Retrieval is used continuously to embed scientific knowledge and links are made throughout the year whether as part of a science lesson or by in other subjects, creating connections and a bigger picture for the children.
Impact:
We strive for:
- all our children to be ‘brilliant’-achieving their full potential in learning and life.
- all children to be confident to explore the world around them and ask questions about things they are curious about.
- all children to acquire the age appropriate related knowledge linked to the science curriculum.
- for our children to use scientific vocabulary accurately and to be able to talk confidently and fluently about their science learning.
- for our children to use a variety of scientific skills which are transferable and will help them throughout their lives.
- for science to be a subject which is enjoyed by the children in our school.
Intent Statement for our PE Curriculum
At Suffield Park Infant School, PE plays a significant part of our curriculum. Our intent for the PE curriculum is to engage and develop the whole child, giving them the knowledge, skills and understanding, so that they can create positive relationships with physical activity and achieve physically and mentally in PE, sport and within their community. We aim to teach our children how to cooperate and collaborate with each other as part of an effective team, understanding fairness and equality of play to embed life-long values. Our aim is to improve the wellbeing and fitness of all children. Our intention is to encourage our children to be ambitious, to challenge themselves and take responsibility for their own health and fitness. They should also have the communication, teamwork and collaboration skills in which they can transfer to other situations. Our PE curriculum intends to challenge and promote self-awareness and self-esteem through the development of physical confidence and problem solving. We aim to provide opportunities for our children to be resilient and cope with both success and failure in competitive, individual and team based physical activities. We want to encourage our children to understand the relevance of what they are learning and its relation to everyday life. By the time our children leave our school, we want them to have mastered the fundamental movement skills needed to access the KS2 PE Curriculum, as well as knowing how to lead healthy lifestyles so they can be both physically and mentally well.
We intend to use the PE and Sport Premium funding to provide sustained improvement in PE provision, focusing on the five key indicators:
1. The engagement of all children in regular physical activity
2. The profile of PE and sport being raised across the school as a tool for whole school improvement.
3. Increased confidence, knowledge and skills of all staff in teaching PE and sport.
4. Broader experience of a range of sports and activities offered to all children.
5. Increased participation in competitive sport.
Implementation Statement for our PE Curriculum
PE is taught by a combination of class teachers, PE trained teaching assistants and PE specialists. Together we deliver high-quality teaching and learning opportunities that inspire all children to succeed in physical education and in developing life skills. Our PE curriculum is carefully planned for progression and depth of skills through a series of lessons, in order to build on the skills needed to meet the end of KS1 objectives in the National Curriculum.
The EYFS has one formal PE session a week alongside the environmental physical environment of the EY curriculum. This focuses on fundamental movement skills. In KS1, children participate in two high quality PE lessons each week. We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. Children are given the opportunity to practise skills in a variety of ways and each lesson builds upon the previous skills, allowing them time to embed it.
We use the Get Set 4 PE scheme to support the development of children’s fundamental movement skills. Not only does this improve skills such as agility, balance and coordination, it promotes the growth and development of the whole child e.g. personal, social, physical and health and fitness.
Our PE curriculum incorporates a variety of sports and activities to ensure all children develop the confidence, tolerance and the appreciation of their own and others’ strengths and weaknesses. PE lessons are inclusive to all, including children from the SRB and activities are adapted where necessary. All children are given the chance to challenge themselves through making supported and independent learning choices. Children are also given time to reflect on their learning and take part in self, peer and group feedback within the lesson.
Opportunities for reading are carefully woven into PE. Resources such as interactive whiteboards are used to introduce physical activities, new vocabulary and key skills. Together the children are encouraged to read the activities planned, as well as reading key words and instructions linked to their P.E lesson.
Children are encouraged to participate in exercise throughout the day during PE lessons, clubs, outdoor learning, lunch provision and special events. We provide opportunities for all children to engage in extra-curricular activities during and after school. Some extend the skills learnt within the curriculum and some enrich the children’s experience by offering something that the children do not learn within the curriculum, for example Cross Country and Tri-golf.
Children are invited to attend competitive sporting events within the local area. This is an inclusive approach which endeavours to encourage not only physical development but also mental well-being. These events also develop teamwork and leadership skills and are enjoyed by the children. Children’s achievements in and out of school are valued and celebrated using school displays throughout the year.
As a coastal school, we regard swimming as being an essential part of the curriculum. Year Two children receive swimming lessons in the Summer Term.The swimming lessons provide children with the experience of water confidence and water safety, as well as learning stroke techniques.
Staff are regularly given opportunities to take part in external and internal CPD opportunities (using a sports coach/PE leader) to ensure that a quality provision is continuous. Provision is enhanced through the use of the Sports Premium Funding.
Impact Statement for our PE Curriculum
* Progress for all children is evident, regardless of their starting points.
* Reception children improve their fine and gross motor skills to meet the PD ELG
*Children acquire the age-appropriate related knowledge and skills linked to the PE curriculum at the end of Key Stage 1 so they are well prepared for their next key stage.
*Confident children who have a keen interest in PE and a willingness to participate eagerly in PE lessons with positive attitudes.
* Children with a secure understanding of the benefits of leading healthy lifestyles.
* Children eager to attend after school clubs and competitive sports events.
* Children with the ability to remain physically active for sustained periods and an understanding of the importance of this in promoting long-term health and well-being.
* Children with water confidence and the knowledge of how to remain safe in and around water.
* Ambitious children who have the confidence to compete in sport and other activities that build character and help to embed values such as fairness and respect.
* Children who know how to lead healthy lifestyles so they can be both physically and mentally well and fully engaged in their community and the wider world.
*Brilliant children who will grow up to live happy and healthy lives utilising the skills and knowledge acquired throughout our PE curriculum.
In Spring 2024 we achieved the afPE Quality Mark with Distinction, a prestigious award that evidences the strength and quality of Physical Education, School Sport and Physical Activity in school.
History Intent, Implementation and Impact in Suffield Park Infant and Nursery School
Intent
We endeavour to develop our children’s ability to ‘work like a Historian’ by widening their awareness of the past and their curiosity to find out more by asking perceptive questions. We aim to help our young learners to build an understanding of chronology and to be able to identify similarities and differences between different times. Our children’s knowledge and understanding is deepened by immersing them in historical vocabulary and we aim to equip them to use common words and phrases when talking about the passing of time. By following the ‘National Curriculum’ and the ‘EYFS Curriculum’ our subject content allows for a broad understanding with progressive coverage across our year groups by exploring; Changes in our Life Time, Historical Events Beyond Living Memory and Learning about Significant People. Our curriculum is designed to spark curiosity about past events which are relevant locally, nationally and globally. We also feel that it is important that children have an awareness of current news as this is shaping our history. We want to enable our children to develop a growing sense of identity and a timeline to build their knowledge around. Our intention is that our children will be able to develop historical skills and concepts, and for these to be transferable to whichever period of History is being studied. We endeavour to look for community links which will inspire and motivate our children, and support their learning.
Implementation
In the Early Years, Understanding of the World, involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people and places. Our Early Years Practitioners follow ‘Birth to 5’ which supports our children through discussion, play and practical application so that they can demonstrate that they can talk about past events in their lives and the lives of family members. Our children are given the opportunity to develop their own narratives and explanations by connecting ideas or events and by exploring similarities and differences between themselves and others, and among families, communities and traditions.
In Key Stage One History is taught on a rotation with Geography, every other half term, as a discrete subject but it is integrated into other curriculum areas for meaningful learning opportunities where appropriate connections can be made. It is fundamental that we establish prior knowledge and that the starting point for History topics is now/present day. This approach allows children to show what they already know and then they can find out how things were in the past, and how we have got to where we are today. By utilising retrieval and revisiting concepts with increasing levels of depth in lessons, we will enable the children to understand key vocabulary, develop fluency and to form relevant links which will help to embed knowledge and underpin their understanding of chronology.
For our children meaningful links are made (e.g. personal, locality etc) plus wider community and global historical events are marked throughout the year e.g. Bonfire Night, Remembrance Day etc. Reading opportunities are woven into our learning for example through environmental print, learning materials and text on screen. In School we have a selection of fiction and non-fiction books relating to historical topics to support learning but also children’s interests.
We recognise that our staff are role models for our children and that they need to inspire them to develop a love of history and see how it has shaped the world we live in.
Impact
At Suffield Park we want our children to be ‘brilliant’ – achieving their full potential in learning and life.
- We strive:
- for our children to be resilient and to work hard to acquire the age appropriate related knowledge linked to the History Curriculum.
- for our children to use vocabulary confidently and fluently when talking about their History work.
- for our children to be ambitious by using a variety of historical skills in their work, which will also be transferable to other areas of the Curriculum and their lives.
- for our children to have the historical skills and knowledge which prepares them for the Key Stage Two Curriculum.
- for History to be a subject which is enjoyed by the children in our School.
Intent
Through our computing teaching we prepare our children to be confident, resilient and ambitious users of information technology and computer science. We encourage the importance of leading healthy lifestyles by developing good screen time habits early on. By following the ‘National Curriculum, our subject content allows for a broad understanding; with progressive coverage across our year groups exploring Technology in our Lives, Multimedia and Data Handling, and Programming. We recognise that young children need an age-appropriate understanding of how to keep safe when online. The digital world is ever changing and we therefore endeavour to help our young learners to develop knowledge and behaviours that can help them to navigate the online world safely, no matter which device they are using. Our children’s knowledge and understanding is deepened by immersing them in computing vocabulary, this not only supports our topics but can be applied beyond the classroom. Our intention is that our children will be able to use and embed their computing and online skills across the whole curriculum and we strive to prepare our children for digital life in the modern world. Therefore enabling them to make positive contributions to the community; online and in the real world.
Implementation
In the Early Years, Understanding of the World involves guiding children to make sense of their physical world and their community. Although computers are no longer compulsory in the EYFS, our Early Years Practitioners support this through discussion, play and practical application so that our children can demonstrate that they know about technology, its use in their lives and they can choose the technological opportunities around them as a tool to enhance and extend their learning. This is then built on in Key Stage One and our children are prepared for the next Key Stage.
In Key Stage One, Computing is taught as a discrete subject but it is also integrated into other curriculum areas for meaningful learning opportunities. By revisiting concepts with increasing levels of depth in lessons and as children move through our school, we will enable the children to understand key vocabulary, develop fluency and to form relevant links which will help to embed knowledge. Reading opportunities are built into our learning for example through environmental print (Online Safety Posters, displays), reading instructions on screen (coding programs, Maths Whizz), reading information (Espresso, online books, IWB, internet searches). We have a selection of fiction and non-fiction books in our library relating to computing and online safety also. We recognise that our staff are role models for the children, they need to demonstrate skills confidently and accurately and be positive advocates for online safety. We support our community of Parents/Carers by sharing regular e safety posts via Tapestry. We also take part in Safer Internet Day which is a global event.
Impact Statement for our Computing Curriculum
- At Suffield Park we want our children to be ‘brilliant’-achieving their full potential in learning and life.
- We strive for all children to acquire the age appropriate related knowledge linked to the computing curriculum. For our children to have the computing skills and knowledge which prepares them for Year Three as their next stage of education.
- for our children to use computing vocabulary accurately and to be able to talk confidently and fluently about their computing work.
- for our children to be respectful digital citizens who lead happy and healthy digital lives.
- for Computing to be a subject which is enjoyed by the children in our school.
Intent
At Suffield Park Infant and Nursery School it is our intent to make music a fun and engaging subject which helps to build confidence and resilience. We aim to provide opportunities for children to join in with a variety of musical experiences which build a lifelong love for music. It is our aim for children to know the role music plays in their community and British culture but to also build an awareness of music from different cultures from around the world. It is our intention for our children to listen to a range of music with concentration and to appreciate different types of music and how music can affect our mood. Musical terminology such as pitch, tempo, rhythm and dynamics are taught and frequently referred to when describing and playing musical instruments. We encourage children to think like a ‘musician’ and use the vocabulary a musician might use. As well as listening, exploring and improvising just as a musician does. We adhere to the principles from the Model Music Curriculum to ensure coverage of the EYFS and NC objectives. We have regular musicians visit (at least one per half term) to perform a range of live music and inspire pupils supporting cultural capital. We make appropriate SEND specific adjustments in music
to ensure inclusion for all.
Implement
In Early Years music is taught as part of ‘Expressive Arts and Design’. Music has a big part to play in the development of early communication and listening as it helps to build phonological awareness, concentration and extends vocabulary through repetition of words and use of rhyme. These help set the foundations for children as young readers. Music skills are taught during adult-led teaching sessions and children have the opportunity to explore music as part of the continuous provision inside and outside. Music also supports children’s physical development and it is used effectively in P.E sessions, allowing children to imaginatively respond through movement.
We use the SingUp Music curriculum which supports a fully integrated approach to music development, connecting the interrelated strands of singing, playing, improvising, composing and appraising.
Our school music curriculum is broken into these areas. The skills taught in each of these areas will be revisited and built upon from Early Years through to KS1.
-Performing (singing): We sing together as a school and in our classes. We sing familiar songs as well as learning new songs every week in our school singing assembly. Each year group has the opportunity to perform to an audience in a Christmas play and Year Two pupils can choose to be a part of our school choir.
-Performing playing (tuned and untuned instruments): Children will experience playing a range of tuned and untuned instruments and explore the different ways they can be played.
-Listening and appraising: Opportunities for children to listen and respond to different types of live and high quality recorded music with increased concentration. During class music sessions and at the beginning and end of every assembly children have the chance to listen and discuss music from different genres, styles and periods of history.
Improvising and composing: Children will learn about the dimensions of music such as tempo, pitch and dynamics and explore how these are the building blocks of music. They will have opportunities to create and compose their own songs and music using a variety of musical tools.
The use of Charanga and SingUp has enabled access to a wide range of songs and musical resources which cover a range of skills and topics which enhance our music teaching. Our subscription with the Norfolk Music Hub has created positive community links including training and music teaching tools to keep our music subject knowledge up to date.
Impact
- Children will enjoy music as a performer, listener and a composer
- Children will acquire the age related musical knowledge and skills from Early Years through to KS1
- Children will become more confident as a result of participating in performance opportunities
- Children will have opportunities to build their resilience when practicing musical skills
- Children will show an interest and appreciation for a wide variety of musical genres and styles and a show a good understanding of the key dimensions of music
- Children will be inspired by their musical experiences and will have the space to discover their natural musical talents
- Music will build children’s self-expression and creativity -Children will be prepared for music in Year Three as the next stage of their education
PSHE and RSE Intent, Implementation and Impact at Suffield Park Infant and Nursery School
At Suffield Park we believe Personal, Social Health Education (PSHE) and RSE (Relationships and sex education) play a fundamental role in enabling our children to become independent, confident, healthy and responsible members of society, as well as developing the “whole child” intellectually, morally and socially.
Our School intent statement places this ethos at our heart:
“At Suffield Park we believe that children can become lifelong learners through an all-inclusive curriculum that is inspiring, collaborative and progressive.
We offer a unique educational experience through our passionate teaching, stimulating and creative learning opportunities and an environment that promotes our local seaside town. With a nurturing ethos at our heart, we recognise that children’s development relies on positive relationships with families, school and the community.
We aspire to give our children the determination and skills to be the best they can be. We ensure that all children know how to lead healthy lifestyles so they can be both physically and mentally well and fully engaged in their community and the wider world.”
Our School is a ‘PATHS’ (Promoting Alternative Thinking Strategies) school which is a program that has been evidenced to improve children’s emotional literacy and build resilience with a strong emphasis on nurturing mental health and wellbeing. We believe that achieving excellence in PSHE will foster excellence across all areas of the curriculum and beyond in later life. PSHE is taught across the school on a weekly basis though PATHS lessons but is enriched with additional lessons to support our children’s understanding of personal safety, financial awareness, rights and responsibilities and good personal hygiene and health. We aim to enable our children to see and value the personal attributes they possess and those of others through celebrating each child across the year through ‘Special person’.
Implementation: In KS1 and Early Years Foundations Stage our school follows the PATHS materials. We know that a successful PSHE curriculum also teaches children to understand a wealth of other issues such as: resilience, self-esteem, risk-management, team working and critical thinking. We teach these topics through three core themes: health and wellbeing, relationships economic wellbeing and living in the wider World. These lessons are planned in throughout the academic year to support links with literacy and children’s topic work. In the EYFS practitioners follow the EYFS ‘Birth to 5’ curriculum alongside the PATHS materials. At Suffield Park we plan lessons using the ‘PANTS’ materials produced by the NSPCC (National society for the Prevention of Cruelty to Children) to ensure that our children have the skills they need to protect themselves and the tools they need to identify how to stay safe and get help from a trusted adult. We teach these materials to all of our children including EYFS every year relentlessly, and revisit them whenever we deem it necessary. Impact: Our children will:
Develop their emotional literacy throughout their time with us so that they are able to recognise and respond to a range of emotions in themselves and others.
Gain an ability and confidence to recognise when and how to get help for themselves and others, by seeking a trusted adult and not giving up until they have achieved this.
Be able to demonstrate key skills needed at their current age such as knowing how to dial 999, making healthy choices and recognising wants and needs with the aim of becoming successful and valued members of society as they mature and grow.
Know their worth and respond respectfully and confidently to the diverse World in which they live.
RSE stands for “relationships and sex education”
The Relationships Education, RSE, and Health Education (England) Regulations 2019 have made Relationships Education compulsory in all primary schools. Sex education is not compulsory in primary schools.
All primary school children will be required to learn about relationships and health. Relationships and Health Education comprises two distinct areas:
- Relationships
- Physical health and mental wellbeing
We have designed our RSE curriculum to be:
- Appropriate for children’s ages and development stage.
- Sensitive to the needs and religious backgrounds of the children in the school.
Why is there a new RSE curriculum in 2020?
The current National Curriculum, prior to 2020, has not been updated for 20 years. So much change has happened since then. Children need to learn what is relevant to them and the world they are growing up in.
The new Relationships and Health Education 2020 curriculum is designed to:
- Help all children grow up healthy, happy and safe.
- Give all children the knowledge to make informed decisions about their wellbeing, health and relationships.
- Support all children to manage the challenges and opportunities of modern Britain.
- Prepare all children for a successful adult lives.
Teaching relationships at Suffield Park Nursery and Infant School
The relationships part of the new curriculum will teach the children what they need to learn to build positive and safe relationships:
- With family.
- With friends.
- Online.
Can parents withdraw their children from the new RSE Curriculum?
- Parents cannot withdraw their child from any part of the Relationships and Health Education aspects of the RSE curriculum. It is important for ALL children to be taught the content on such essential matters as friendships and keeping safe. Remember there is no right for a parent to withdraw their child from the science curriculum.
There are separate rules on withdrawing a child from Sex Education. Sex education is separate from the Relationships and Health curriculum and parents can withdraw children from some or all of the lessons on Sex Education. At Suffield Park Nursery and Infant School we do not teach sex education as our curriculum is designed to meet the ages and needs of our infant aged pupils.
To see a detailed map of our curriculum please see this document on our website: Suffield Park Infant and Nursery School Progression Map for PSHE and RSE.
If you have any comments or questions please contact Zoe Marsden via the school office.
Useful links:
file:///H:/Downloads/Understanding-Relationships-and-Health-Education.pdf A guide for parents
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1090195/Relationships_Education_RSE_and_Health_Education.pdf Publishing service.gov.uk
