A broad, balanced and inclusive curriculum
We have been continuously developing our curriculum since the latest round of changes to the National Curriculum in 2014. We updated our topic titles in May 2019 and since then we have further developed our creative and thematic approach to learning; mapping key skills to the Primary National Curriculum to ensure comprehensive coverage of national expectations.
We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts.
Our Christian values are central to our curriculum and underpins everything we do. Our core values of kindness, respect and honesty shape the way we live together and support our response to the issues that we encounter through our curriculum.
Further Currciculum Development Timeline:
Creating this new approach to curriculum will take time. We also believe that partnering with other and learning from their expertise will make our curriculum stronger and the opportunities for the children that much richer. Over the course of 2019/2020 academic year we will be working in 'Curriculum development groups' made up from members of the Wellsway Multi Academy Trust teaching staff to create a plan for each subject.
Our Curriculum is skills based and knowledge rich. Our curriculum provides lots of learning challenges throughout the academic year that require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively across the curriculum. It also provides a rich menu of exciting and motivating learning activities that make creative links between all aspects of our children’s learning. You can find a summary of our curriculum here and our curriculum vision here. For more detail, please also see our two year Curriculum Rolling Programme.
Our Curriculum Leaders have outlined the end of year expectations in their subjects using the Chris Quigley skills progression resources. These essential skills are age related so that staff can track children’s progress and identify their individual learning needs.
Passionate about art in children's lives
We focus on providing a high-quality art and design education. It should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
The national curriculum for art and design aims to ensure that all pupils:
- produce creative work, exploring their ideas and recording their experiences
- become proficient in drawing, painting, sculpture and other art, craft and design techniques
- evaluate and analyse creative works using the language of art, craft and design
- know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
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 Displays on our 'Language Matters' week, Endangered Animals and Creative writing focusing on Saltford Village.
We follow a two-year rolling programme for art that you can see here in full. Some recent examples of our work are below.
How are we doing?
We focus on finding out and reporting on the progress our pupils are making so that they can move forward with their learning.
At Saltford School we use a range of techniques to assess the progress the children are making. We believe that the process is most effective when 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) and activities like quizzes can help remind children of what they have learnt and help them remember it better.
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 and practice
- Talk to him or her about his or her learning
- Celebrate successes, but also 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.
We respect differences and healthy relationships
Our focus is on learning about how we develop as individuals and as members of our community and the wider world, through a wide range of opportunities and experiences.
Although a non-statutory subject, Citizenship is an important part of our work here at Saltford School and appears across many areas of school life, contributing to our pupils' character development. It has obvious links with other areas of the curriculum, such as History, Geography, RE and PSHE, but it can also be seen through our work on the British Values, in assemblies, theme weeks and through the various teams that lead important work in our school.
In our Citizenship work, pupils are encouraged to:
- Develop confidence and responsibility and make the most of their abilities
- Prepare to play an active role as citizens
- Develop a healthy, safer lifestyle
- Develop good relationships and respect the differences between people
Please see the DfE Citizenship document here for more information about what these areas involve.
Find out more here about our school teams and clubs:
- School Council
- Green Team
- Digital Leaders
- Active travel
Enjoying technology, keeping safe
Our focus is for every child to be IT literate by learning new skills and integrating these skills across the curriculum.
We aim to empower children to use a variety of technology, creatively and imaginatively. Through awareness of online safety we aim to encourage children to play a key role in helping to create a better internet. We train 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 see our whole school overview of Computing here.
Websites to use at home
Digital leaders club is for Year 6 and runs from 12.15 to 12.45 on a Wednesday lunchtime in the ICT suite. Digital leaders support computing and online safety across the school and in the community.
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
Inspiration in the made world
Our focus in DT is to provide an inspiring, rigorous and practical subject where pupils design and make and evaluate products using their creativity and imagination.
DT is about the ‘made’ world and is a practical curriculum area that allows pupils to design and make and evaluate products. 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. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Food technology is also a component of this curriculum subject, and all children will be taught the principles of nutrition and provided with the opportunities to learn 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.
The national curriculum for design and technology aims to ensure that all pupils:
- develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- critique, evaluate and test their ideas and products and the work of others
- understand and apply the principles of nutrition and learn how to cook.
We follow a two-year rolling programme in DT that you can see here in full (PDF document).
Great oaks from little acorns grow
The period from age three to the end of the Reception year is described as the Early Years 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, organised into two classes, Bumble Bee Class and Butterfly Class.
The intent of our whole school curriculum is to ensure our pupils develop the necessary skills, knowledge and attitude to achieve fulfilling lives. The EYFS department is the start of our pupils' school journey towards achieving this important purpose. In Reception we follow the Early Years Foundation Stage (EYFS) curriculum. The learning we provide encourages children to develop into independent, motivated learners who are full of curiosity about the world around them in a happy and secure environment.
At Saltford we believe that providing the appropriate curriculum for each learner is an essential part of fulfilling the school’s vision, values and aims. We are proud that all our pupils are involved in all aspects of our broad, balanced and stimulating curriculum personalised to meet individual need.
Our EYFS curriculum ensures we are able to meet the individual needs of every child within the department. In the EYFS department personalised targets are developed through a curriculum that reflects the learner’s age, developmental readiness and individual needs. The principles that guide the work in the EYFS are grouped into 4 themes:
- A unique child
- Positive relationships
- Enabling Environments
- Learning and Development
This guidance supports each child’s learning and development. The EYFS is based on seven areas of learning:
- Communication and Language
- Personal, Social and Emotional Development
- Physical Development
- Understanding of the World
- Expressive Arts and Design
We also use this EYFS to look at the Characteristics of Effective Learning. This shows us how each child engages with other people and their environment, how they play and explore, if they are active learners and if they are creating and thinking critically. At Saltford we provide opportunities for children to explore and take risks through child initiated play and teacher directed play indoors as well as outdoors. Our aim is to help each child reach their full potential.
We observe children through child initiated play as well as teacher led play. We use these observations to assess each child using the EYFS curriculum which informs us about where we need to further support each child’s learning and to help them reach the Early Learning Goals. We believe that the child’s voice should be the basis of every learning opportunity and aim to capture this where possible. This year we will continue to develop the use of Tapestry, an online assessment tools, which parents/carers will be able to view and upload any observations or ‘wow moments’ they have taken at home.
Children have regular taught sessions of Phonics, Maths and Literacy. Once fully assessed the children are encouraged to access Rainbow Challenges which are set up around the classroom. Rainbow challenges give children the opportunity to practise skills such as, fine motor skills, maths, writing, physical development, art, role play, ICT etc. The challenges are designed to extend learning and child initiated, which means they make an independent decision to do them.
In Reception we go on several visits throughout the year. Children enjoy a trip to Bath City Farm where we learn about farming, harvesting and how to look after animals. During our ‘Cold’ topic we visit Bristol Zoo where we take part in a Polar Explorer session and learn about what life is like for animals and humans in extreme conditions. In the Summer Term we take part in a fantastic role-play adventure where we board The Matthew Ship dressed as pirates. There are daily opportunities for outdoor learning in the EYFS area and the secret garden. We our proud to note that Reception children participate in all our concerts, the Nativity and school wide events.
At Saltford transition from pre-school to Reception is a real strength. We offer stay and play sessions where parents/carers can come for half an hour and interact with their child in their school environment. Parents/carers can use this time to help their child become familiar with the school environment and ensure a successful start in September. We also provide a similar process for children leaving Reception and starting in Y1.
We believe it is very important to work closely with parent/carers therefore we offer several curriculum evenings. A welcome evening in July, a Literacy workshop in September and a Maths workshop in October. We hold regular ‘Wow Workshops’ where the children share their work and classroom environment with parents/carers.
For a detailed breakdown of our intentions for all curriculum areas please see here.
Please see our 'Starting school in 2020' section here for lots of information on what school life is really like at Saltford, how you can best support your child as they prepare for this exciting step and how to apply smoothly.
Appreciating the spoken and the written word
Our focus in English, taken from the National Curriculum, is to promote high standards of language and literacy by equipping all pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.
- read easily, fluently and with good understanding
- develop the habit of reading widely and often, for both pleasure and information
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- appreciate our rich and varied literary heritage
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
- are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
Please see each of the following sections for more information: phonics, reading, writing, assessment and our Progression of Skills for English across the school.
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. Our EYFS and KS1 children undertake phonics learning through Pearson's Bug Club and for those children who require additional phonic support, we use Read, Write Inc as an intervention.
Children are taught the different GPCs (grapheme- phoneme correspondence) and learn to blend, segment and apply these sounds to their independent work. Please see here for information from our Early Years Team regarding the teaching of early literacy skills.
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.
We hold the ‘simple view of reading’ which means we focus on developing readers who read with fluency and accuracy and comprehend the texts they read and are read to them. Please see our reading section here for useful links for children and parents and take a look at Miss Davis' Inspire Reading presentation here. There are games, book lists, tips for parents and more...
For the teaching of early reading we have a varied reading scheme that begins with a wide range of phonics books from different schemes including Phonics Bug, Oxford Reading Tree and PM that are allocated to match individual learners’ phonic phase but is also supplemented by a range of titles, including a range of genres, that follow the national bookbands up to Level 16, These progress in line with the children’s acquisition of graphemes and word recognition. Below is a table of the bookband colour progression.
Free choice (pink)
On reaching the end of this scheme, children are moved on to free readers which include carefully selected texts that encourage a breadth of reading experiences before choosing their own books to read. For children who require support with fluency and accuracy additional titles with high interest, lower reading ages are available, such as Barrington Stoke Books.
We develop childrens' understanding of what they read through:
- daily opportunities to listen and discuss texts read to them.
- By using texts that are linked to children’s interest or the topics they are studying.
- Through weekly focused comprehension tasks in KS1 and 2 using VIPERS in Years 1-3 and Comprehension Express in Years 4-6 supplemented with additional resources from other schemes as appropriate.
We teach a progressive set of specific written skills, in line with the outcomes from the Early Learning Goals in EYFS and the Age Related Expectations from the National Curriculum for Years 1 – 6, through a range of genres of writing.
We do this:
- Through the teaching of cursive handwriting, guided by the Teach Handwriting scheme.
- By studying units of fiction, non- fiction and poetry writing, unpicking features of different text types and using high quality texts to base our work on.
- modelling texts to show what excellence looks like and timely units from ‘The Write Stuff’ in years 1-6 to support the structuring of quality texts, applying punctuation and grammar in context
- Through regular opportunities for independent writing with clear, focussed feedback for individuals.
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.
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.
We teach spelling patterns, initially through the application of phonic knowledge linked to the phases and then in line with English Appendix 1 from the National Curriculum.
This is achieved through specific teaching of grapheme- phoneme correspondence in phases 2-6, guided by the Phonics Bug scheme, in EYFS and KS1 and the teaching of spelling patterns, guided by No Nonsense spellings lists in KS2. This also includes irregular and common exception words for each relevant year group.
Children in EYFS are regularly assessed for their application of their phonic knowledge and children in Year 1-6 undertake weekly spelling tests linked to the taught patterns.
For those children who find spelling challenging, lists are adapted in line with their current need and interventions such as Nessy, Read, Write Inc or Precision Teaching may be used to support their progression.
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
It's a fascinating world
We focus on inspiring in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.
In Geography we aim to develop five key areas of geographical learning:
- Locational knowledge
- Place knowledge
- Human and physical geography
- Geographical skills and fieldwork
- Enquiry skills
We place great value on equipping children with knowledge about diverse places, people, resources and natural and human environments, together with developing a deep understanding of the Earth’s key physical and human processes.. The children will learn about the landscape and the way humans affect it. To help them, we use maps, artefacts, accounts, books, images, videos, websites and their own observations. Fieldwork and visits are very important! The children record their work in many ways too.
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. Please take a look at our progression in geography document for much more detail on each area of Geography and how we cover them in each key stage.
We welcome any contributions that families can make to help us take our learning further!
Bringing the past to life!
Our focus is to enrich, inspire and enthuse children in their understanding of the past, how it has changed and evolved over the years. We especially wish to bring history to life!
In History 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 endeavour to develop these skills through a variety of ways:
- Educational visits to support our topics
- Visiting speakers
- Themed days
- Role play/re-enactments
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 ensure that children are given a range of experiences and opportunities
We follow a two-year rolling programme for history that you can see here in full. Please also see our progression in history document for more detail on subject areas and what is taught in each key stage.
A cold but exciting visit
We worked hard designing
We all need maths
Our focus 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, building on skills learned in previous years.
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 Year 1 to Year 6 children follow the White Rose scheme of work, which builds understanding year on year. The programmes followed can be seen in the attached documents, showing curriculum coverage for Autumn, Spring and Summer terms:
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.
Inspire Maths Session:
On 21st and 22nd January, Mr Godwin held sessions looking at the use of Doodle Maths in the school, the Y4 multiplication tables check, and the way in which maths is taught at Saltford. To see a copy of this presentation, please click 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.
Multiplication Tables check
From June 2020 there will be a new test for Year 4 children call the "Multiplication Tables Check". Information on this check can be located on the letter sent to all Year 4 parents. Further information for parents is also available here.
Ici on parle français
Our focus is on fostering pupils’ curiosity and deepening their understanding of the world through a high quality languages education.
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. At Saltford we learn French, but are also interested in finding out about other languages.
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. They will then leave Saltford Primary being able to speak with increasing confidence and fluency, understand the spoken language and write short sentences of varying length 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 clubs.
Music makes us happy
Our focus is to provide a high-quality music education which should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.
The national curriculum for music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
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. If your child is interested in Music Lessons, please contact the school office. 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. The Key Stage Two Christmas musical productions are always a highlight of the season. 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.
Please click on the links below to access PDF documents of the unit overviews and musical progression of our Charanga music scheme.
This term's instrumental tuition schedule
Jane Smith/Mrs Elizabeth Evans
Positive about the benefits of PE
Our focus in Physical Education (PE) 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 providing the opportunity for cross-curricular work. Through the medium of PE, 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.
PE 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
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.
To view the PE rolling programme, click here.
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. To read more about our ‘Gold’ School Games Mark please click here. This is a reward for our commitment to the development of competition across our school and into the community.
For the latest news on all of our sporting achievements keep an eye on our sports reports section.
For up to date information about our PE Premium and our PE action plan see our Key information page here.
Helping pupils thrive as individuals and community members
Our focus is for every child to become a healthy, independent and responsible member of society.
We aim to give our pupils a range of opportunities in PSHE 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.
E is for equality. 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.
PSHE yearly overviews by key stage
EYFS- Please see Personal, social and Emotional Development section of the curriculum breakdown.
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
Understanding human life
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.
Developing interest and curiosity in the world
Our focus is for all children to gain a broad range of scientific knowledge and skills that help them to understand the world around them.
In science, children should develop a good range of scientific vocabulary and skills as required by the curriculum. Their enthusiasm for the subject should be driven by investigations. They should have high quality SRE delivered throughout their time at primary school.
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.