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  • Lander Road Primary School,
  • Pennington Road,
  • Litherland,
  • Merseyside,
  • L21 8HY
Home Page Lander Road Primary School Aspiration, Challenge, Opportunity, Respect, Nurture

Curriculum Overview

Lander Road Primary School Curriculum Overview

 

Our school curriculum meets all the requirements of the National Curriculum 2014. We also provide many and varied opportunities to broaden and enrich the curriculum for our pupils through activities both within and beyond the school day.

 

English and Maths are taught discretely.  They are also taught alongside the other subjects of the National Curriculum and RE through creative, cross curricular topics, during which children learn about a number of subjects through one common theme.

 

The ‘Learning Challenge Curriculum’ is used as a basis for our themes as it provides a rich diversity of topics which appeal to our pupils and encourage them to learn by using a question as a starting point.

 

RE is taught using the Sefton Agreed Syllabus and we have separate schemes of work for Computing and PE.

 

Further information on what is taught in each class each term is provided on our termly newsletters on the class pages in the section named 'Children' of this website.  If you would like any further information on our school's curriculum, please speak to your child's teacher during one of our weekly drop in sessions or speak to one of our office staff to arrange an appointment. 

 

 

Intent

Our school has a clear intent behind our carefully designed and balanced curriculum offer:

  • The aim of our curriculum is to raise aspirations and provide our pupils with the knowledge, skills and cultural capital that they need to succeed
  • The rationale behind this is to address social disadvantage at the earliest possible opportunity
  • The design of our broad and ambitious curriculum, which is delivered through a blend of discrete subject specific teaching and cross-curricular approaches, enable us to deliver our curriculum which is underpinned by the principles of aspiration, challenge, opportunity, respect and nurture.  This enables pupils to make strong progress across the curriculum

 

 

Implementation

Our curriculum is taught and implemented successfully, with the following strengths:

 

  • Subject knowledge (including content and pedagogy) of teachers is strong
  • Teachers present subject matter clearly, and feedback is used to identify and address misconceptions
  • Reading is taught using a range of different approaches including synthetic phonics (using the Read, Write Inc. programme), Reading Recovery, Oxford Reading Tree Scheme, guided reading using the Reciprocal Reading approach and the Accelerated Reading programme.  This is sequential and builds upon prior learning.
  • Assessment information is used to enable pupils to flourish – assessment systems are used to ensure that pupil progress is carefully tracked and that appropriate support and intervention is implemented and reviewed as necessary
  • Our well-planned and sequenced curriculum provides our pupils with the opportunity to build on prior knowledge and develop understanding of key concepts which enables them to succeed academically. 
  • The school is proud of our unique and enriched curriculum which includes a wide range of opportunities which are offered to children across the school both during and outside of the school day.  This includes residential visits (including abroad), visits to museums, theatres, cinemas, concert halls, galleries and places of worship.  We welcome a wide range of visitors to school to further supplement our curriculum offer.   This powerfully addresses social disadvantage by closing the gap of opportunity for our most disadvantaged pupils and ensures that all pupils have access to the wealth of experiences we provide.
  • The implementation of the curriculum is reviewed annually

 

Impact

 

Our school curriculum has an extremely positive impact upon all learners. This is reflected in core subjects through outcomes in statutory assessments, which is summarised below:

 

Children enter the Early Years Foundation Stage (EYFS) with abilities below those typical for their age, making at least good progress through the EYFS and entering KS1 with standards in line with national averages. Pupils continue to build on the solid foundations in KS1.  Standards at the end of KS1 are broadly in line with the national averages.  Pupils typically make good progress through KS2 ending Y6 with standards that are generally in line with the national average in reading and maths and above in writing.

 

 

ATTENDANCE
Whole School 95.8%
  • Year 1 95.5%
  • Year 2 95.5%
  • Year 3 96.5%
  • Year 4 95.6%
  • Year 5 93.5%
  • Year 6 98.1%
HOUSE POINTS
  • Delamere 909
  • Mersey 882
  • Sherwood 921
  • Great North 744
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