In June 2018, we were very pleased to be awarded the Artsmark Silver Award for creative arts within the school. This award is for schools that deliver a high quality arts and cultural education. At Saltford School we believe that:
“Art is at the centre of a child’s learning experience; offering opportunities for exploring the physical world, the world of social relationships and the self…”
The children experience a wide range of skills, including painting, drawing, modelling, collage, fabric work and printing. Each term a new theme, often linked with other subjects and special events, is explored by the children, and their art work is displayed in the communal areas of the school and the garden.
We also provide a weekly 'Funky Art Club' where children can complete an arts award.
This year we are focusing our art on Religious Education, STEM week and famous artists. We like to welcome local artists in to school, such as Andy O'Neill who carved woodland animals for our secret garden and Yvonne Halton, a potter based in Saltford.
We follow a two-year rolling programme for art that you can see here in full. Some recent examples of our work are below.
At Saltford School we use a range of techniques to assess the progress the children are making in order to enable them to move forward with their learning. We believe that this process is most effective the more the children are engaged and involved in assessing their progress and thinking about how they can improve their work. This formative assessment helps us all understand what steps are needed to move the children forward and takes place on a day-today, week-by-week process.
You may see examples of formative assessment in action when teachers give feedback to children - often verbally in class (or you see comments on how children could improve their work in their books); when children have identified what they have done well/need help with or how they feel about their work. Sometimes children might use red, amber or green marks to indicate how well they feel they understand something. These are usually linked with the focus for a lesson (or a series of lessons).
Of course there are also times we need to carry out summative assessments, to make sure that individuals and groups of children are making progress and improving in their learning. This can be done through the use of tests, ticks, marks and observations (particularly with our younger children or with subjects such as Science). They help us identify areas of learning that the school is doing well at and areas which have room for improvement. They also help us identify groups which need different kinds of support.
How can you help your child?
- Encourage your child to believe that he or she can improve through effort
- Talk to him or her about his or her learning
- Focus on what your child needs to do to improve, rather than what or how he or she has done
- Help your child realise that making mistakes can be a path to improving
Thank you for your support!
How do we let you know how your child is doing?
In the light of recent curriculum changes, please see this letter to parents about the way we report your child’s progress to you.
Details from Y6 SATs meeting 2019
In January a meeting was held for Y6 parents to explain about the different tests in Maths and English that the children will do, the way that they are marked, and how the children's scores will be reported to parents, showing whether they are working above or below national expectations.
Please see the presentation for more information, including the timetable for SAT week.
Please follow this link for the Government summary of our school statistics.
Our focus is for every child to be IT literate by learning new skills and integrating these skills across the curriculum.
Computing aim: to empower children to use a variety of technology, creatively and imaginatively. Online safety: to encourage children to play a key role in helping to create a better internet. Training children and young people to be peer educators and role models in their school communities.
We are currently following the Somerset County Council ELIM schemes of work, which include e-safety, programming, multimedia, technology in our lives and handling data.
Please find our year group yearly overviews for Computing here:
Websites to use at home
Digital leaders club for Years 5 and 6 runs from 12.15 to 12.45 on a Thursday lunchtime in the ICT suite. Digital leaders support computing and online safety across the school and in the community.
Code club will run after school on Thursdays in terms 1,3 and 5 from 3.20 until 4.20 with Mr Styles.
Please follow this link for the Safer Internet Day 2019 campaign video: https://www.saferinternet.org.uk/safer-internet-day/safer-internet-day-2019/sid-tv-2019/sid-tv-2019-what-safer-internet-day-campaign
KS1 video for safer internet day 2019: https://www.saferinternet.org.uk/safer-internet-day/safer-internet-day-2019/sid-tv-2019/sid-tv-2019-zap-and-zoom-space-race-film-3-7
KS2 video for safer internet day 2019:https://www.saferinternet.org.uk/safer-internet-day/safer-internet-day-2019/sid-tv-2019/sid-tv-2019-data-detective-film-7-11-year
DT is about the ‘made’ world and is a practical curriculum area that allows pupils to design, to make and to have fun!
At the root of good primary practice is the development of important skills, concepts and attitudes through experience. The DT process involves analysis, problem-solving, making and evaluation – all important skills for children to learn in the modern world. Food technology is a more recent component of this curriculum subject, and all children will be taught the principles of nutrition and have fun learning how to cook.
At Saltford, we provide opportunities for children to work individually, in pairs and in groups to discuss plans and to evaluate their own and their peers’ work in a constructive way. We also assist pupils to develop skills and knowledge of tools and materials, to appreciate the need for safety for themselves and others, and to develop their creative thinking, designing and making, and evaluative skills.
Each class covers at least three DT topics in the year. This can be related to another curriculum area; making Tudor thrones whilst studying Tudor history, for example, or making skyscrapers whilst studying the Megacities Geography topic.
We follow a two-year rolling programme in DT that you can see here in full (PDF document).
In Foundation Stage and Key Stage One all children have daily phonics lessons in class. We follow the guidance set out in the Letters and Sounds scheme. This year, our EYFS children have also been undertaking phonics through Pearson's Bug Club and this will be rolled out to KS1 in September.
Children are taught the different GPCs (grapheme- phoneme correspondence) and learn to blend, segment and apply these sounds to their independent work.
During letters and sounds sessions children are also taught to read and spell high frequency words.
All Y1 pupils are tested in June to establish their phonic knowledge and the results are reported to parents. Extra support is given to any child who has failed to reach the expected standard and they retake the test in Year Two.
This September we launched our 'Get Caught Reading' Competition. Congratulations to Class ESST who won with an enormous 3700 points! Please do check our school Twitter feed for some extreme reading photographs and a copy of the reading scavenger hunt is here too.
See our reading section for useful links for children and parents and also click here for our Inspire Reading presentation delivered by Miss Davis. There are games, book lists, tips for parents and more...
For the organisation of reading books we follow the progression set out by National Bookbands. Below is the list of colours.
Free choice (pink)
The boxes and shelves contain a mixture of reading schemes including Oxford Reading Tree and PM Story and Non Fiction Books.
In Reception and early Key Stage One children are given a variety of opportunities to write within their play and, when they are ready, guided during teacher-directed tasks. Throughout the school writing is supported and developed through a range of cross curricular subjects as well as in literacy lessons.
For discrete skills teachers base class work on the school’s Grammar Progression which is linked to the new English Curriculum. Please follow this link for a sheet on progression in grammar vocabulary and this link for the Spelling Shed information sent out in October. We have also introduce 'The Write Stuff' for children in Years One to Six which aims to support children's writing by allowing them to adapt existing sentence models, ensuring a firm grasp on all the technical and compositional aspects of writing.
Children then have the opportunity to apply this in longer, independent pieces in their Big Write or Creative Writing Books.
To encourage the children to take ownership of their learning, teachers involve them in improvement of their written work. This includes giving them time to edit their work using either a pencil or a purple polishing pen- if you see this in your child’s book this is their own self correction, considering targets by referring to small manageable ones set by themselves and the teacher for each piece of extended written work.
At Saltford teachers are gathering information about children’s reading and writing on a daily basis from a number of activities. This helps us ensure lesson planning meets the needs of individuals. In EYFS ongoing, daily assessment is recorded in the Early Years Foundation Stage Profile and in Y1- Y6 teachers assess and record whether a child is 'on track' to meet end of year expectations in reading and writing three times a year. Any child who is not making the expected progress is discussed and strategies are put in place to support them. This could be in the form of 1:1 teaching, small group activities or being heard read on a more regular basis. Statutory testing of reading and writing also takes place at the end of Y2 and Y6 and testing of Spelling, Punctuation and Grammar at the end of Y6.
Please see the following documents for further information:
End of year expectations FS social and English
End of year expectations Y1 social and English
End of year expectations Y2 social and English
End of year expectations Y3 social and English
End of year expectations Y4 social and English
End of year expectations Y5 social and English
End of year expectations Y6 social and English
Saltford school website "reading room" Saltford school web page of tips for spelling, punctuation and grammar and our guide to Online Learning Support
Useful literacy websites
The period from age three to the end of the Reception year is described as the Foundation Stage. It is a distinct stage and important both in its own right and in preparing children for later schooling.
At Saltford School we have an intake of 60 which is organised into two classes
Bumble Bee Class and Butterfly Class.
The teaching of our Reception children is based on the Early Learning Goals. The Early Learning Goals set out what is expected for most children by the end of the Early Years Foundation Stage.
The emphasis in the Reception class is on active education. Children are involved in many practical tasks designed to stimulate their curiosity, to explore their environment and to give them opportunities to plan, implement and reflect on their work. The skills we emphasize are those of listening, talking, observing, classifying, noticing similarities and differences, measuring, counting, recording and the early stages of writing.
We are lucky enough to have a free club running on Wednesday and Thursday lunchtimes for all Reception children starting on 6th March and running for 6 weeks for each class. Please see here for more information about Debutots.
We recently won a grant for £25,000 to enhance our outdoor learning space. This has been a wonderful addition for our EYFS children.
Please see here for information on starting school at Saltford and how you can best support your child as they prepare for this exciting step!
You can also have a look around our school and meet the staff with this photo tour.
Is your child ready to start school in September 2019? Please follow this link to the BANES admissions page.
We place great value on learning about the world and how people live.
We find out about the landscape and the way humans affect it. To help us we use maps, artefacts, accounts, books, images, videos, websites and our own observations. Fieldwork and visits are very important! We record our work in many ways too.
We aim to develop the four key areas of geographical learning:
- Locational knowledge
- Place knowledge
- Human and physical geography
- Geographical skills and fieldwork
We do this by studying a range of localities, including those we are familiar with and those that are contrasting, and by examining a variety of geographical themes. We often learn through topics, which we enjoy linking with other areas of the curriculum.
We follow a two-year rolling programme for geography that you can see here in full.
We welcome any contributions that families can make to help us take our learning further!
We aim to enrich, inspire and enthuse children in their understanding of the past and how it has changed and evolved over the years. We cover topics both within and before living memory.
To support our learning, we have a wealth of resources, including books, artefacts, photographs, paintings, DVDs, costumes, log books and websites. We also welcome additional resources and artefacts brought in to support our topics.
We aim to develop our historical skills and understanding through five main areas:
- Chronological understanding
- Knowledge and understanding of people and events in the past, and how they have changed
- Historical interpretation
- Historical enquiry
- Organisation and communication
We aim to develop these skills through a variety of ways:
- Educational visits to support our topics
- Visiting speakers
- Themed days
- Role play/re-enactments
We try to ensure that children are given a range of experiences and opportunities and most of all to bring history to life!
We follow a two-year rolling programme for history that you can see here in full.
A cold but exciting visit
We worked hard designing
Our aim in mathematics teaching at Saltford Primary School is to encourage our children to be confident and enthusiastic mathematicians, making sense of the world around them through the development of their ability to reason, calculate and solve problems.
For our youngest learners, we follow the Department for Education’s Early Years Foundation Stage statutory framework which can be viewed here:
media.education.gov.uk/assets/files/pdf/e/eyfs statutory framework march 2012.pdf
In Key Stages 1 and 2 we follow the statutory programme of study for mathematics. Information on year-by-year objectives can be found here:
The children have a daily mathematics lesson with a strong emphasis on mental maths skills and problem solving. Children learn about a wide range of mathematical subjects, such as number, shape, data handling and measures. During these lessons children may work as a whole class, in groups or individually as appropriate. A wide range of resources is used. Maths is often of a practical nature, with more formal written methods being taught at Key Stage 2. With the help of parents the children are encouraged to learn number bonds and multiplication tables.
In KS2 we have access to a site called “Times Table Rockstars” where children are able to take part in a variety of challenges. They will have been given a log in at school. You can access the site at: https://ttrockstars.com/home
We are pleased to tell you that we are now using DoodleMaths, the award-winning homework programme. Your child should have brought home from school a letter containing their class code. Please follow the instructions on the letter to access Doodle Maths. If you do not have the class code letter, please contact your child's teacher or the school office.
- Has been proven to help children make big improvements in both their ability and confidence in maths - using for 10 minutes a day has helped children make 3 month’s progress in just 1 month.
- Learns what your child’s strengths are, and what they need to work on, then builds a programme just for them.
- Is fun and engaging!
It’s easy for you to be involved at home by using the Parent Connect app and the Parent Dashboard to track their progress. Please see a copy of the letter sent out to explain about Doodle Maths here.
Information for parents on written calculations
Please see the following PDF documents for further information:
Supporting your child with maths
Please select the relevant leaflet in PDF format:
and our guide to Online Learning Support
Maths games websites
Please click here for information about calculation methods and targets for each year group:
We recently held a maths evening for parents where we looked at different methods of calculation. The aim was to boost parents' confidence in helping their children with maths by demonstrating and trying out some of the written methods we use in class and by doing some games to help with understanding. If you would like to see more, please see the handout here.
Ici on parle français
At Saltford we learn French, but are also interested in finding out about other languages. In our school we aim to foster enjoyment and enthusiasm for a foreign language from EYFS through to Y6 through the use of familiar rhymes, songs and stories. Through our school values of kindness and respect all children will have the confidence to use languages across the curriculum so that they will leave Saltford Primary being able to confidently speak, understand the spoken language and write short sentences accurately.
We aim to develop children’s skills in the key areas of:
- Oracy (speaking and listening)
- Literacy (reading and writing)
- Intercultural understanding
To do this we gain knowledge about language (KAL) and language learning strategies (LLS).
In the Foundation Stage and Key Stage 1 we may learn simple songs, look at French books or answer the register in French.
In Key Stage 2 we continue to develop our oracy and literacy skills through individual topics and cross-curricular work. Sometimes we have ‘theme’ weeks when we concentrate on finding out more about French and France. Our planning focuses largely on story making but these are closely linked to cross curricular topics in history, geography and science.
Please see the relevant schemes of work for full details of the rolling programmes for French. We are currently on Year B:
In addition to our learning in class, we offer the children the opportunity to take their love of languages further through our spanish and french club.
Our children learn to create and appreciate music through singing, playing, composing and listening. These activities may take place during assembly or in whole class, small group or individual music lessons.
We are very well equipped for music resources and all children are encouraged to participate and extend their musical development using pitched and unpitched instruments. Children explore rhythms, melodies, pitch, dynamics and timbre, developing teamwork, independence and self-confidence.
Instrumental lessons are taught by Bath and North East Somerset Music Service, offering violin, cello, guitar, flute, clarinet, saxophone, brass, voice, piano and percussion. We also offer descant recorder tuition from Year Two upwards.
All children are part of our school choir and we have a strong tradition of musical performances throughout the year. Key Stage One organise a Christmas Nativity and a Summer Concert. Key Stage Two productions have included The Snow Queen, Jungle Book, Oliver, Mary Poppins, Chitty Chitty Bang Bang, The Sound of Music, Aladdin and a Christmas Carol. Harvest Festivals, Easter and Christingle Services are memorable celebrations throughout the year.
We always welcome music and drama groups to enhance the musical learning and diversity of the curriculum for both staff and pupils.
When teaching music lessons, we follow the Charanga Music Scheme, an excellent resource that covers all the National Curriculum requirements. Each year group has its own plan to follow and a range of musical genres are included.
Music in reception
This half termly (6-step) focus-based approach supports teachers in engaging all young children with music. It includes a variety of adult-led and child-initiated activities delivered through planning and play. All the musical learning is focussed around nursery rhymes and action songs. Each Unit of Work is supported by weekly lesson plans and assessment and has a cross curricular/topic-based focus and a musical focus that will allow the teachers to engage the children in activities related to the developmental events taking place in their changing lives.
The Units of Work in Terms 1 and 2 are more flexible allowing for child-led activities based around the focus for learning. In Term 3, Big Bear Funk transitions from being focus based to preparing for Year 1. The final Unit for the year Reflect, Rewind and Replay consolidates the year’s learning. The Units of Work can be delivered as a full 30-45 minute lesson, or in shorter 5, 10, 15, 20 minute bite-size sections. You decide.
Summary of learning
Musical learning focus for terms 1 and 2: listening and responding to different styles of music, embedding foundations of the interrelated dimensions of music, listening to, learning to sing or sing along with nursery rhymes and action songs, improvising leading to playing classroom instruments and, share and perform the learning that has taken place.
- Unit 1 cross-curricular/topic-based focus: me! Explore: growing, homes, colour, toys, how I look
- Unit 2 cross-curricular and topic-based focus: my stories explore: using your imagination, Christmas, festivals, fairies, pirates, treasure, superheroes, let's pretend, once upon a time.
- Unit 1 cross-curricular and topic-based focus: everyone! Explore: family, friends, people and music from around the world
- Unit 2 cross-curricular and topic-based focus: our world - explore: animals, jungle, minibeasts, night and day, sand and water, seaside, seasons, weather, sea, space.
This term's instrumental tuition schedule
Gold standard PE at Saltford
The main purpose of Physical Education at Saltford Primary School is to provide every pupil with the opportunity to develop his/her capabilities to the full, which in turn leads to the development of positive attitudes to taking part in physical activity. This has implications on their feelings, attitudes and learning throughout the curriculum and proving the opportunity for cross-curricular work. Through the medium of Physical Education, children gain knowledge about the body and how it works and responds to exercise. They learn principles of movement and understand about how and why activity is undertaken.
Aims and objectives of Saltford Primary
Physical Education should involve pupils in the continuous process of planning, performing and evaluating. It should:
- promote physical activity and healthy lifestyles
- develop positive attitudes (such as “fair play”, “honest competition”, “good sporting behaviour ”)
- ensure safe practice
Please see our PE action plan for details of PE for 2017 to 2018.
Pupils have two hours of PE timetabled per week through which we develop the fundamental skills of agility, balance and co-ordination. Part of this follows the Real PE scheme of work by Create Development.
In addition children will be given the opportunities to develop their skills in dance, gymnastics, games, athletics as well as swimming in our own pool.
There is a variety of extra-curricular sports clubs available to all children during, before and after the school day. See our clubs page for up to date information.
As members of BANES School Sport Partnership the children enjoy a wide range of inter-school sports. Over the past year, we have sent teams of pupils to represent the school at boys and girls football, netball, cross-country, cricket and athletics. In addition, each year group from yr 2-6 enjoy a cluster festival at Wellsway Academy.
We have had a number of individuals go even further and represent at County level in their chosen sport. Please see a summary of our fantastic year of sporting achievements for which Saltford Primary was awarded the ‘Gold’ School Games Mark . This is a reward for our commitment to the development of competition across our school and into the community.
For the latest news on our sporting achievements keep an eye on our sports reports section.
We aim to promote healthy, independent and responsible members of society.
We encourage all our pupils to play a positive role in contributing to school life and the wider community through class & School Councils. Classes, and smaller groups of children, have organised fundraising events. They support nominated charities and get involved in community activities.
We have established an E-team to help promote and ensure that everyone is treated equally and fairly, and no-one is left out or discriminated against. We have recently introduced a playground buddy scheme aimed at improving playtimes for all pupils and making everyone feel included.
Our pupils are given a range of opportunities in PSHE & Citizenship, SEAL (Social and Emotional Aspects of Learning) lessons and assemblies to develop confidence, self-motivation and an understanding of their rights and responsibilities within our school, in their community and beyond.
We use the PSHE Association programme of study to help develop our PSHE curriculum. During the school year we cover three core themes:
Autumn term: relationships
Spring term: living in the wider world
Summer term: health and well-being
We teach PSHE in a variety of ways; as a discrete subject, through lessons, circle times, assemblies and through other curriculum subjects. As well as our outdoor educational visits, community work and activities, we have many visits from outside agencies.
Each year the school nurses provide lessons and activities such as hygiene in Foundation Stage, medicines in Y1 and 2, teeth and how to look after them in Y3/4, drugs and safety in Y4/5 and puberty/relationships in Y6. This final theme is explored further in Term 6, when Y6 take part in a Health Education unit. For more information on what Year 6 will be studying, see our Health Education Summary 2018, as well as the timetable for week one and week two of the unit.
PSHE Yearly Overview:
Autumn Term 1
Autumn Term 2
Anti bullying week
Spring Term 1
Living in the wider world
E safety day/week
Spring Term 2
Living in the wider world
Healthy tuck shop
Summer Term 1
Health & well-being
Y5 drugs & alcohol lessons
Y6 sex education
Summer Term 2
Health & well-being
Y5 drugs & alcohol lessons
Y6 sex education
Please look at these sites before using them with your child.
Helping your child to understand and cope with bereavement can be very difficult. Please see our bereavement information sheet and the useful websites listed below. Please read all the information before you talk to your children.
Feelings and health
We are a Church of England School and we greatly value RE lessons as times when children can explore and better understand their own and other people’s experiences of human life, its aspirations, times of celebration, problems and challenges.
RE is an inclusive subject with many possibilities for cross curricular learning e.g. music, history, drama and art.
We have very strong links with SACRE, the local organisation that oversees the teaching of RE. The collection of RE artefacts, which can be loaned to schools, is kept at Saltford and we often host RE training for teachers from other schools.
Science is fun at Saltford
We believe that the teaching of science develops in children an interest and curiosity about the world in which they live, and fosters a respect for the environment.
At Saltford, we value the importance of children asking their own questions about the world around them and discovering interesting ways to answer them. A practical and skills based approach is also central to the way in which we teach science.
We ensure that we use our links with other WMAT schools to provide the children with high quality science experiences. The children have enjoyed trips to secondary school science labs and visits from outside experts.