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Federation of Earlswood Schools

A Place to Learn Together

Impact

Curriculum Impact

 

 Monitoring and Evaluation

 

A curriculum subject leader is responsible for the monitoring and evaluation of their own subject area.  Additional time is given to subject leaders to enable them to successfully carry out their roles and responsibilities.   The information from the monitoring and evaluation then forms the basis of the action plan  for that curriculum area.

 

The senior leadership team has overall responsibility for assessing the intent, implementation and impact of the whole curriculum that we offer here at Earlswood.  The senior leadership team will guide staff in their roles and responsibilities with coaching, action planning and support. 

Judgements on the impact of the curriculum on pupils is based upon a triangulation of different monitoring and evaluation activities within school.  Work and book scrutiny, pupil voice discussions, outcomes of assessments and quality of teaching and learning are all used as tools to help leaders assess the impact of the curriculum.

 

 Outcomes for Pupils

 

Our curriculum consistently leads to good outcomes for the pupils at Earlswood.  We are consistently in line and above national averages for outcomes at the end of EYFS, KS1 and KS2.  We also regularly achieve highly in the phonics-screening test for our Year 1 pupils and usually all of our pupils have passed the phonics screening test by the time they leave Year 2 unless there is a special and specific learning need.

 

Additional needs

 

Pupils with additional learning needs make good progress across the curriculum in line with their individual starting points.  Assessment of these pupils is in much smaller and achievable steps. 

 

Conclusion 

We are proud of the life-skills curriculum that we provide for our pupils. Essential skills such as cooking, online safety, healthy eating and basic life skills such as using knives and forks correctly, telling the time are all part of what we consider to be necessary skills for our pupils to succeed in life.   Although these skills may not be assessed numerically, we still feel that being able to achieve these life-skills will prepare pupils for their future. 


 
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