At Perryfields we pride ourselves on having an ambitious, unique, creative and broad curriculum that meets the needs of our pupils. Our Management Committee support the school by engaging with the staff in curriculum development. Should parents or any stakeholders wish to find out more details about our unique curriculum then please contact our school and arrange to meet Mr. R. Harrison (Deputy Headteacher, Curriculum Leader).
Reading and Phonics
Rapid Starter consists of 16 books which are levelled below the core texts of Series 1 and 2 of the programme.
The Rapid programme is a collection of resources to support you in your work with children who find reading difficult. It provides:
° Finely -levelled fiction and non-fiction readers;
° Motivating speech recognition software for reading practice;
° Assessment texts (Benchmark Books) to monitor pupils’ reading progress;
° Activities and tasks to consolidate phonic work;
° Lesson plans for Guided Reading sessions;
° Guidance and support, within the reading books and the Teaching Guide.
Who are the target pupils?
Rapid starter texts are designed for the struggling readers aged 7-11 with a reading age of 5.0-5.6. Once children can successfully read the Starter texts they can progress to Series 1 and 2 of the rapid Reading Programme.
The Rapid texts
The Rapid texts are high interest stories and motivating non-fiction topics which will inspire struggling readers. Each text is a whole reading experience. The text is always introduced by means of a Before Reading page which sets the scene, introduces the characters or topic, and launches the pupil into independent reading. The text is followed by a Quiz page which invites the pupil to revisit the text, and helps to develop comprehension and phonic knowledge. Each Rapid text has been developed to ensure that pupils make a steady progress in their reading. Some of the features which ensure this progress are:
° A limited number of different words within each text;
° Thematically-linked fiction and non-fiction texts, within one Reading book;
° Fiction texts within each Set share the same main characters;
° Short texts, designed for a 15 minute reading intervention or a Guided Reading session;
° Chunked text boxes divide the text, to ensure that the pages do not look too daunting for pupils;
° Rapid texts use a specially designed font to help the struggling reader to make the important distinctions between confusable letters such as `b’ and `d’;
° The phonic activities on the Quiz pages direct pupils back to words in the text to analyse them for phonic features.
In the Teaching Guide
The Teacher Guide contains;
° Guided Reading notes for each of the Reading Books in Rapid Starter;
° Two Photocopy Master Worksheets per book;
° Reading Assessment Records.
In addition to the Rapid Reading Scheme Perryfields also have the following strategies in place:
The teachers use specifically chosen texts and the pupils read as a group. They are given advice on fluency and confidence when reading aloud and asked a variety of questions in order to ensure they are understanding the text. These include questions that test the children’s ability in: remembering, understanding, applying, analysis, creating and evaluating.
The teachers demonstrate key skills such as decoding difficult words, fluency and expression and how to find information to improve understanding.
The school subscribes to the children’s newspaper ‘First News.’ This gives pupils first hand experience of reading for interest and develops their knowledge and understanding of current affairs and British Values.
Reading for Pleasure
The children are regularly taken to Worcester’s main city library ‘The Hive’ where they are encouraged to make choices of reading material and read independently for pleasure. The teachers model this behaviour.
As well as using the Rapid Phonics resources the school has also invested in a variety of materials to further embed pupil knowledge and understanding. These include:
- Read, Write Inc;
- Stile Phonics and Spelling Scheme;
- SMART Kids Phonics Scheme.
At Perryfields Primary PRU we see mathematics and working with numbers as a key life skill and we aim to create resilient, curious, independent, collaborative and reflective mathematicians who are confident and who love the subject. We follow the National Curriculum 2014 and at Perryfields, we provide all of our children with opportunity to;
- Rapidly and fluently recall and use the basics of mathematics, including learning their multiplication tables (x-tables), number bonds, number facts and their relationships
- Discuss, share and think mathematically talking through their thoughts by – describing, explaining, convincing, justifying and proving
- Solve real life and practical problems in and out of the classroom by applying their basic skills with independence, including breaking down problems into a series of basic steps and showing resilience in seeking solutions.
At Perryfields, we achieve this by delivering exciting and engaging daily maths lessons that are appropriately modelled and differentiated to give enough support whilst ensuring challenge.
As well as our main maths lessons, we look for frequent opportunities for our pupils to use and apply their numeracy skills across the curriculum in various subjects and situations throughout the school day.
At Perryfields, we believe it is vital that all groups and abilities of learners feel success and demonstrate security in the skills they are practising and applying.
We have developed a calculation policy that sets out the way children should solve all four calculations and this policy shows the progression throughout the school.
With the National Curriculum changes in 2014 and new statutory assessments being implemented in Year 4 in 2019, there are greater demands on children knowing and being secure in their times table and division facts up to 12 x 12, 12 ÷ 12 by the end of Year 4. Every week, there is regular time provided for children to practice their times table and division facts in a fun and engaging way through rapid questioning, games, chanting, and the use of ICT with our Ipads and PC’s to increase not only accuracy of recall, but speed. Children are encouraged to use a range of practical resources such as Numicon to help visualise multiplying and division processes. Children have access to multiplication squares and other resources either in their workbooks or on the working wall, within classrooms, to support them in this area.
Times Table and Division recall expectations:
Year 1 : 2’s, 5’s and 10’s times tables and linked division facts up to x12 and to know doubles and halves to 10.
Year 2: 2’s, 5’s, 10’s times tables and linked division facts up to x12 and to recognise odd and even numbers.
Year 3: 3’s, 4’s and 8 times tables and linked division facts up to x 12.
Year 4: All times table and division facts up to 12 x 12 and 12 ÷ 12 with quick recall and accuracy.
The 4 Main Operations
At Perryfields Primary PRU, we have developed a calculation policy which shows the methods of solving addition, subtraction, multiplication and division number sentences.
We regularly revisit their calculation methods (both written and mental) to develop fluency.
If appropriate to the individual, pupils in year 2 will undertake the KS1 SATs tests in mathematics and the year 6 KS2 SATs – both usually take place in May.
Likewise, if appropriate, pupils in year 4, will be entered for the Multiplication Tables Assessment – which is a computer based assessment.
At Perryfields, we have worked hard on our approach to maths assessment and although our system and criteria is strong, we are constantly ensuring it is up to date and accurate. To help us with this, we standardise and moderate our teacher assessment judgments with Local Outstanding Primary Schools.
We report our data and pupils progress to parents at various points throughout the school year and have a parent report issued in July for all our permanently excluded and longer term pupils.
Our aim is to ensure children are secure in their year group’s objectives before they move through the school. However of course, strategies are put in place to help those who are not quite secure, catch up.
Other Key Topic Areas
At Perryfields staff predominantly concentrate on teaching mental and written methods to solve the four main operations (addition, subtraction, multiplication and division) However, other key topic areas must also be taught in accordance with the National curriculum.
Key Stage 1 (Years 1-2)
In KS1 maths, children will make their first steps in learning how to speak the ‘maths language’ and completing maths operations. Pupils will first start by learning about seven key areas of study and then be introduced to one more in year 2. Have a look at these areas below for some more information.
- Number and Place Value
Pupils will learn how to count to and across 100, while being able to count in steps of 2, 3, 5 and tens. They will learn more about the place value of digits and how they can use place value and number facts to solve problems
- Addition and Subtraction
Year 1 and 2 pupils will start adding and subtracting numbers to 20, which will be the focus for them. They will also use concrete objects and pictorial representations to solve one-step problems.
- Multiplication and Division
A milestone for year 2 pupils will be getting introduced to the 2, 5 and 10 multiplication tables. They will continue to learn the other times tables in the following years, but this will be a huge step towards building a strong foundation.
At the start, children will learn to recognise a half as one of two equal parts of an object and recognise a quarter as one of four equal parts. In year 2, they will expand their knowledge and learn to recognise, find and write the fractions 1/3, 1/4, 2/4 and 3/4.
In KS1, pupils will be introduced to practical problems for length, height, mass/weight, capacity, volume and time. They will continue to expand their knowledge of the different units of measurement in year 2, when they will learn about amounts of money as well.
- Geometry – Position and Direction
The curriculum aims require students to know how to use mathematical vocabulary to describe position, direction and movement, including whole, half, quarter and three-quarter turns. Children will also learn how to order and arrange combinations of objects in patterns and sequences.
- Geometry – Properties of Shape
2D shapes and 3D shapes are introduced, so pupils will soon know how to identify them and describe their properties.
- Statistics (introduced in year 2)
Children will start by learning how to interpret and construct pictograms, tally charts and simple tables. By the end of year 2, they will also be able to ask and answer questions about totalling and comparing categorical data.
Key Stage 2 (Years 3-6)
The eight main maths areas, which are included in the national curriculum for maths throughout KS2 are:
- Number – Number and Place Value
- Number – Addition and Subtraction
- Number – Multiplication and Division
- Number – Fractions
- Geometry – Properties of Shape
- Geometry – Position and Direction (not included in year 3)
As pupils get to year 6, they would have developed a deep understanding of these maths concepts. That’s why two additional topic areas are introduced to the curriculum, which are:
- Ratio and Proportion
- Year 6 Algebra
Practical Maths / Problem Solving / Using & Applying
Maths is all around us, and there are lots of practical things that teachers, parents and carers can do to encourage children’s development and understanding as part of day-to-day routine. Everything from reading road signs to phone numbers, shopping and playing games involves some aspect of mathematics.
Children’s early maths skills start to develop from birth, as they are instinctively attracted to the shapes that make up the human face. As they grow and develop, they continue to learn through their play and sensory experiences.
To outline, these key skills are:
- Language and vocabulary of maths (e.g. more than, less than, heavy, light, tall, short, etc.)
- Sequencing numbers (counting forwards and backward)
- Understanding position (on, in, under, behind, next to, etc.)
- Showing awareness of time (knowing daily routines, talking about today, tomorrow, yesterday, this morning, tonight, etc.)
- Being aware of shapes and patterns in the world around us (seeing common 2D and 3D shapes and beginning to name them, recognising patterns and sequences)
- Beginning to understanding one-to-one correspondence (knowing that when we count, one number name represents one object or group of objects)
- Beginning to understand conservation (understanding that four is always four no matter how it looks or what it refers to, e.g. number ‘4’, word ‘four’, four buttons on your coat, four years old, etc.)
There are more great ideas on everything from role-playing to cooking and maths in the garden on the following link…
At Perryfields pupils are encouraged to use and apply their mathematics in a wide plethora of subjects and lessons – often not knowing or appreciating they are applying their numeracy skills.
Even role-playing shops or vets can be directed towards mathematics.
Board Games & Making Maths Fun
At Perryfields, we feel that Playing Games is a crucial component in pupils becoming fluent and confident with various aspects of maths and number. Games give pupils opportunities to explore fundamental number concepts, such as the counting sequence, one-to-one correspondence, and computation strategies. Engaging mathematical games can also encourage students to explore number combinations, place value, patterns, and other important mathematical concepts.
Board games such as snakes and ladders help to develop counting, addition and subtraction number bonds. Money based game such as Monopoly. Card games including Top Trumps encourage and develop the understanding of place value and reading of numbers to 5 decimal places. Battleships helps to promote the understanding of co-ordinates.
Other popular games such as Uno, Pairs, Dominoes and Connect 4 all have mathematical aspects to them and can help pupils in this area.
Glossary of Useful Maths Terms
Content Coming Soon!
Learning Outside the Classroom
We believe that Learning Outside the classroom opportunities are an integral part of the entitlement of every pupil to an effective and balanced curriculum. Appropriately planned visits and activities are known to enhance learning and improve attainment, and so form a key part of what makes Perryfields Primary PRU a supportive and effective learning environment.
The benefits to pupils of taking part in visits and learning outside the classroom are outlined in our Learning Outside the Classroom (LOtC) Intent (Appendix 1)
We have identified six broad strands which constitute what we perceive as Learning Outside the Classroom at Perryfields:
1. Weekly Visits
For ten years this collaborative partnership has enabled pupils to experience weekly visits.
A range of activities are provided that develop pupil’s knowledge, understanding and skills in a sequenced way.
Achievements are recognised and rewarded to enhance self esteem.
2. Educational Visits to places of interest/related to topics
Eg. RAF Cosford, National Space Museum
We actively encourage teachers to plan opportunities for children to engage in learning beyond the school grounds. These are planned into all aspects of the curriculum and, by taking learners beyond their familiar environment we are providing awe and wonder (spiritual development), stimulating their curiosity and imagination and motivating children in a powerful way.
3. Visiting and experiencing the local environment
Eg. The Hive Library, Guhlevelt Park, Worcester Museum and Art Gallery
The locality around school harbours a wealth of opportunities within relatively accessible distance. Learners can develop their awareness, skills, knowledge and understanding of their local environment. Important life skills, aspects of SMSC, citizenship, community awareness, values and aspects of safety are included, demonstrated and practised on the visit.
4. Using onsite outdoor spaces to deliver specific aspects of the curriculum
Eg. Earth and Space, PE, observational drawing
The school site provides a large area for pupils to engage in practical and visual activities that can help to deepen their knowledge and understanding.
3. Forest Activities
Eg. Brockhampton Primary School
This is an outdoor education delivery model in which students visit natural spaces to learn personal, social and technical skills. The woodland environment will also be used to give children first hand, kinaesthetic experiences linked to subjects from across the curriculum.
6. Residential Experiences
Eg. Llanrug, West Malvern, Camping at Woodfield House
Staying away from home is a powerful way of developing key life skills, building confidence, self esteem, communication and team working. Our residentials provide children with an opportunity to widen their range of experiences and find new skills and interests in which they may excel.
Inclusion, Equality and Diversity
In line with Perryfields’ Equality and Diversity Policy we use the Equality Act 2010 to ensure that those pupils with protected characteristics are not discriminated against in relation to Learning Outside the Classroom. Namely:
- Race, colour, nationality or ethnicity
- Gender reassignment
- Religion and belief
The Learning Outside the Classroom Subject Leader will be the key point of contact for policy and planning of all learning outside the classroom, offering expertise in their aspect of leadership. This will include:
- Promoting staff to seek and develop LOtC visits and experiences using curriculum topic themes and the pupil’s interests as inspiration. Pupil voice and dialogue is crucial in developing high impact and meaningful LOtC experiences.
- Encouraging all staff throughout the organisation to seek out and suggest LOtC opportunities using their own networks and connections.
- Monitoring standards of quality and safe practice
- Providing high quality continuous professional development
- Ensuring the provision from all the identified strands is being delivered across the whole school
- Providing adequate resources to enable teachers to deliver Learning Outside the Classroom, including ensuring that suitable clothing and footwear is made available to all staff and pupils when required.
- Developing the Intent and leading policy
- Ensuring that practices are up to date and informed by current guidance on procedure
- Disseminating new approaches to good practice and guidance on procedures
- Ensuring effective LOtC induction for new staff
- Leading or arranging training and ensuring activities are competently led
- Supporting, as necessary, the planning of activities and evaluation of LOtC
- Maintaining accurate records of visits
The Learning Outside the Classroom Subject Leader will oversee the development of LOtC and will be responsible for updating the policy every two years and reviewing its success throughout the year.