The curriculum at Town Lane is exceptional. It is broad and balanced across a full range of subjects and is designed to be ambitious for all pupils including the most disadvantaged and SEND pupils. It equips pupils with the knowledge, skills, understanding and Cultural Capital they need to be successful both within school and beyond. This is underpinned by the National Curriculum, and enhanced by a mindful approach to teaching PSHE, Forest School, our Eco curriculum and with a strong emphasis on teaching the arts. We promote the spiritual, moral, cultural, mental and physical development of all pupils.
Experiential hands on, cross curricular theme based topics provide exciting and relevant learning opportunities for all pupils including focused weeks dedicated to the arts, health and environmental concerns. Our curriculum has been embedded over time and is rooted in our locality and the context of our school. We value our commitment to the arts and are proud to have achieved the Arts Mark Gold award 2018. Our dedication to our pupils well-being is evidenced by our gold Spiritual, Moral, Social, Cultural Award (SMSC) and we are proud to be a Rights Respecting School. We have embedded a growth mindset culture and develop resilient learners to cope with the increasing demands of the curriculum and society in general.
We believe best infant practice includes a blend of effective subject links and rigorous, discrete subject teaching– both approaches are needed for effective learning. Our teachers know their pupils well, pinpointing contexts that groups of children and individuals find motivating, giving their learning a sense of purpose and direction. We value the development of an enhanced pedagogy that our skillful teachers adopt for the explicit purposes of enhancing teaching and learning.
Our curriculum builds on prior knowledge and skills through regular review of content and sequencing. This is reviewed and monitored based on cohort needs. This triangulated monitoring tells us that all teachers have a common understanding of the school’s curriculum intent and this is borne out in the excellent practice evident in daily teaching and learning across school. Long term curriculum mapping is rigorously linked to medium term curriculum planning. Specific vocabulary and knowledge is evidenced in planning, in books and pupil voice. Consequently, pupils demonstrate cumulatively sufficient knowledge and skills to prepare them for their next learning opportunities, year group and key stage.
The curriculum is divided into two stages:
• The Foundation Stage - delivered in Nursery and Reception (3yrs–5yrs)
• Key Stage 1 - delivered in Year 1 and 2 (5yrs – 7yrs)