The role of the subject leader is pivotal in the successful implementation of our curriculum. We aim for all subject leaders to have the knowledge, expertise and practical skill to be able to lead their areas effectively. Each curriculum subject has a dedicated subject leader with clear roles and responsibilities. They are responsible for the curriculum design, delivery and impact in their own curriculum area. Subject leaders and leaders at all levels, including Governors regularly review and quality assure the subject areas to ensure that is being implemented well and coverage and breadth and balance is adequate.
CPD (Continuing Professional Development)
In order for us to be able to deliver the best and most up to date curriculum we provide staff with high quality CPD in their subject specific areas of leadership or teaching role. This may include attending nationwide courses on the curriculum, assessment of research. Alongside this Earlswood Infant and Junior schools are members of the relevant national associations for national curriculum subjects. Through this we receive updates, courses and research findings into the effective provision for pupils. Following CPD, staff feedback to each other about what they have learnt and we then discuss the impact of this on a class teacher, subject leader and whole school strategic level. We aim to give staff the expert knowledge required to deliver the subjects that they teach. Ongoing professional development and training is available for staff to ensure that our challenging curriculum requirements can be met.
Leaders enable curriculum expertise to develop across the school and teaching staff. Newly qualified teachers shadow a subject leader in their first year of teaching as part of their CPD to ensure that when they take on a curriculum leader role in school they fully understand the expectations and roles and responsibilities of the job.
The curriculum at Earlswood is carefully mapped out to ensure that pupils acquire knowledge, vocabulary and skills in a well-thought out and progressive manner in every curriculum subject ensuring sufficient coverage across each subject over time. New learning is based upon what has been taught before and prepares pupils for what they will learn next. There are clear end points which pupils work towards on their learning journey. We know that if our pupils are learning our curriculum, they are making progress and are being prepared for the next stage of their educational journey.
Here at Earlswood we aim to develop pupil’s working vocabulary. We find that a percentage of pupils enter our nursery with speech and language needs. Language is often delayed and active working vocabulary limited. For this reason, alongside the teaching of knowledge and skills we also teach pupils a range of higher vocabulary associated with their curriculum subjects and learning areas. We use knowledge organisers to develop learning and key vocabulary. These words are usually unfamiliar words to the children, which they will come across in their lessons, which will then be taught, learnt, and become part of their active working vocabulary. Pupils are excited to learn new words and take delight in being able to use them in their day to day working in the classroom and at home.
The teaching and acquisition of reading skills is prioritised at Earlswood to allow pupils to access the full curriculum. Here at Earlswood we use the Letters and Sounds programme for the teaching of early reading skills. Pupils in the Nursery begin learning phase 1 and 2 -then this is built upon in the Reception year.
Where a pupil has been identified as not being on track to achieve, intervention is put in place to enable them to catch up and achieve in line with their peers.
Pupils are able to access a range of reading resources and texts in their classrooms and the school library to develop their love of reading.
Assessment at Earlswood is designed thoughtfully to shape future learning. It is not excessive or onerous as it is part of the day-to-day working practises of the classroom. Teachers ensure that pupils embed key concepts in their long-term memory. Key skills and objectives for curriculum areas are revisited throughout the year and applied in different contexts. Pupils revisit prior learning as an introduction to their new learning and this provides a context upon which pupils can integrate their ‘new knowledge’ into a wider context. Assessments are reliable and are moderated to ensure that expected outcomes are fully understood by all staff.