Staff plan and organise the learning for each year group to ensure that there is continuity and progression. Our curriculum planning framework aims to provide a broad, balanced and exciting education set within the context of the National Curriculum.
At Our Lady and St Philip Neri we make every attempt to develop meaningful links between these subjects. Although English and Maths are taught discretely at certain times of the day, they are also taught within a cross curricular context.
Visits and visitors are seen as a vital stimulation for children’s interest and are closely linked with the context for learning.
Each year there is at least one themed curriculum week in which the whole school focuses on a particular area of interest. These have included Cultural events, Book Week and Science.
For more information on the curriculum in your child's class please click here
In the Foundation Stage
Children’s learning is planned, organised and assessed under the following headings
- Personal, social and emotional development
- Communication and Language
- Mathematical development
- Knowledge and understanding of the world
- Physical development
- Expressive Arts and Design
We place a firm emphasis on learning through structured play both indoors and outdoors. The development of children’s social skills such as sharing and turn taking are very important at this stage.
Key Stage One & Key Stage Two
Through the teaching of reading, all staff at Our Lady and St Philip Neri aim to ensure that all pupils have a strong commandment of the spoken and written word, developing their love of literature through widespread reading for enjoyment and purpose.
To achieve this, we aim to ensure that all students:
- Have a firm understanding of phonics and apply their phonic knowledge when reading.
- Read easily, fluently and with good understanding.
- Acquire a wide vocabulary and an understanding of grammar.
- Develop the habit of reading widely and often, for both pleasure and information.
- Use discussion in order to learn; children should be able to elaborate and explain clearly their understanding and ideas, evidenced from the text they have read.
- Have high quality teaching in regular phonics, Destination Reader, Whole Class Reading and group reading sessions.
- Are read to daily by an adult.
- Are heard read by an adult no less than once a week.
- Are provided with appropriate reading materials that support their phonic knowledge and understanding.
All children are provided with opportunities to read in small groups, whole class or individually with the support of a known adult.
Children in EYFS and KS1 participate in regular, small group or whole class reading sessions. The children are placed into small groups of no more than six, reading books that are chosen to support their phonic knowledge and developing automaticity, fluency, confidence and a love of reading a variety of texts. These small group sessions are taught by the class teacher and at times the class teaching assistant.
Throughout the day, in any classroom at Our Lady and St Philip Neri, you will find whole class reading taking place. All staff are encouraged to read stories and other texts aloud to their class. As the children get older, this story would be a class novel that is read over a longer period of time. Teachers and support staff are able to use this as an opportunity to check the children's comprehension and consolidate other reading skills that are or have been taught through other structured reading sessions.
All children at Our Lady and St Philip Neri School take books home weekly that are suitable for their instructional level. The books are banded and support the pupils reading fluency, comprehension skills and phonic understanding. Children are heard read by the class teacher or teaching assistant on a 1:1 basis and a comment is written in their home/ school reading log.
In addition to the various hard copies of suitable texts, our school has also purchased an online subscription through Bug Club/ Activelearn, where children are able to access extra reading materials that are allocated by the class teacher. Each child has their own account that they are able to access from home. These online books are also banded and run alongside the other reading books that are used in our school. Parents are encouraged to support and listen to their children when reading the online books. The online books are accessible for all children from Nursery through to Year 6.
This is our fourth year working with Destination Reader in Key Stage two for the teaching of reading. By following this scheme we have introduced the children to seven different strategies we use when reading. In addition, the teaching of comprehension forms part of daily lessons and as a result, the children have become more confident and competent when completing comprehension tasks. On Friday, the children are taught Big Picture lessons where they have the opportunity to read texts that are familiar to them (class texts) and texts which are unfamiliar (unseen). Questions about the text are answered using the seven reading stra
We follow the National Curriculum Guidelines for each year group: https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study
At OLSPN, we aim to develop children's ability to produce well-structured, concise writing in which meaning is communicated effectively and clearly. Children are given opportunities to write for a range of purposes; they are encouraged to think about and engage the intended reader. Particular attention is paid throughout the school to the formal structures of English, including sentence construction, punctuation and spelling. We focus on striking a balance between the essential formal structures of standard English and allowing the creative juices to flow!
Throughout Early Years, Key Stage 1 and Key Stage 2, writing is based on age appropriate texts, children's interests and the content of the wider curriculum. Stimuli is found from a range of sources. Writing opportunities are sourced and developed based on the needs of each class/cohort. Our curriculum allows children to have the opportunity to explore rich, high-quality texts in depth, enhancing reading comprehension and providing meaningful contexts and purposes for writing
To structure our Writing programmes, we use four distinct areas to give children's writing purpose. These are: writing to entertain, writing to inform, writing to persuade and writing to discuss. Throughout a unit, children have opportunities to see writing forms read aloud and modelled. They take part in shared writing using scaffolds to help them organise their ideas. When ready, they can draft, edit and write their own pieces of work. There are opportunities for children to apply new learning at different stages in the process and in other curriculum subjects such as RE and Science.
The teaching of Grammar and Spelling is in line with the requirements of The National Curriculum (2014). To be able to spell correctly is an essential life skill. When spelling becomes automatic, pupils can concentrate on the content of their writing and the making of meaning. Confidence in spelling can have a profound effect on the child's self-image as a writer. We aim to use explicit teaching in line with our phonics provision from Sounds-Write which begins with systematic synthetic phonics and word building, moving on to complex and polysyllabic spellings. This enables us to draw childrens attention to the origins, structure and meaning of words and their parts.
In Reception and KS1 and LKS2, daily phonics is key to the childrens learning of spelling. From Year 3 and into KS2 the children continue to use their phonic knowledge to help them understand more complex spellings using syllabification. We teach children to use their growing understanding of the morphology (word structure) and orthography (spelling structure) of words to support their spelling. Helping the children to understand how to use and apply known spellings and letter-sound correspondences is the key to helping them to become successful spellers. Spelling in some form or another is taught daily in both KS1 and KS2.
Comparative Judgement and The Writing Hub
Since 2020, OLSPN has used Comparative Judgement via nomoremarking.com to assess children's writing and identify strengths and areas for improvement. All senior leaders and teaching staff take part and children's work is initially anonymised to reduce the possibility of teacher bias. Furthermore, unlike internal or local moderation, this allows us to compare cohorts nationally. We have found this to be an effective method of assessment and a useful tool. This year, we have also joined 'The Writing Hub', a CPD programme for teachers with an accompanying sequence of lessons for children. This programme aims to address one of the most prominent issues in students' writing: being unable to recognise what makes a complete sentence. In undertaking this project, we hope that children will have the knowledge they need to be able to correct their own work and, eventually, write in a coherent and meaningful way. We also do internal moderation termly where teachers can come together in their phase groups to discuss children's writing across the curriculum. Reception, Year two and Year six teachers also attend end of key stage moderation training in order to compare judgements with other schools in the borough.
We use the Letter-Join Handwriting Scheme.
On entry, our Foundation Stage children are involved in varied activities to develop essential prewriting skills in line with the Early Learning Goals; there is much focus on developing gross and fine motor skills and strengthening muscles in the arms and fingers as well as learning to recognise and write their own names. Children are also introduced to the individual letter sound correspondences and rigorously taught correct formation from the very beginning of their time in school. From the time that children start at our school, they are taught to sit with a good posture and how to hold a pencil with the correct grip. Parents and children can access Letter-Join at home. As children progress through school, there is an increasing focus on cursive fluency, consistency and speed.
The teaching of phonics is the strategy for teaching children to decode words in order to read them and segment words in order to write them. It runs alongside 1: 1 reading, group reading, whole class reading and Destination Reader (KS2). Please see our Reading statement.
At Our Lady and St Philip Neri School we teach phonics through structured, daily sessions outlined and supported by the accredited Sounds-Write program. The children in EYFS, KS1 and LKS2 are taught through daily, 30 minute sessions. These sessions are delivered by Sounds-Write trained staff.
The Sounds-Write approach begins with the sounds in spoken language and moves on from the sounds to the written word.
Through the teaching of Sounds-Write, children will understand that:
- Letters are symbols (spellings) that represent sounds.
- A sound may be spelled by 1, 2, 3 or 4 letters.
- The same sound can be spelled in more than one way.
- Many spellings can represent more than one sound.
Children will learn three (3) very important skills:
- Blending- the ability to push sounds together to build words.
e.g. /k/-/a/-/t/ = cat
- Segmenting- the ability to pull apart the individual sounds in words.
E.g. pig = /p/-/i/-/g/
- Phoneme manipulation- the ability to insert sounds into and delete sounds out of words. This skill is necessary to test out alternatives for spellings that represent more than one sound.
E.g. spelling < o >
Is it /o/ in hot, /oe/ as in no, or /u/ as in son?
Each phonic session follows a structure of well scripted, vocabulary specific lessons that allow children to recognise (new learning), read (consolidate learning) and retrieve (previously taught learning) information for reading, writing and spelling.
Phonics Screening Check
Children in Year One complete the Phonics Screening Check in Summer Term- usually in early June. This is a statutory assessment that all children in Year One must complete. The check is administered by a known adult, usually the class teacher, but sometimes this can be done by the Headteacher or Deputy Headteacher. The Phonics Screening Check takes between 5 and 10 minutes and children are asked to read/ decode 40 words- 20 real words and 20 pseudo (nonsense) words.
If a child does not meet the expected standard in the Phonics Screening Check, they are able to resit the screening check in Year Two.
Children who do not meet the expected standard in reading when they leave KS1 or do not pass the Phonics Screening Check resit in year two continue to receive high quality, first wave phonics lessons in KS2.
The staff at Our Lady and St Philip Neri encourage and support the engagement of parents in the teaching of phonics. Due to Covid-19, we have been unable to provide the level of support through workshops and information sessions that we would have liked.
Please keep a lookout for any upcoming workshops being offered.
Mathematics is taught in a daily lesson based on the National Curriculum. Aspects of Mathematics such as number and algebra, shape, space and measures, handling data and using and applying maths are covered each term. There is an emphasis on developing mental calculation strategies and problem solving activities; which allow children to apply their knowledge and understanding of mathematical concepts. Wherever possible maths teaching reflects everyday experiences. This year we are following White Rose maths planning throughout the school.
Our faith is at the heart of our school. Religious Education is one of the core subjects at Our Lady and St Philip Neri school. The school follows the Catholic approved The Way, The Truth and The Life scheme of work as well as studying Judaism, Islam, Hinduism and Sikhism. We look to develop a deeper knowledge, understanding and love of the Word Of God, as revealed in the Scriptures and the teaching of the Church. We also use the Ten Ten resources for Collective Worship.
At Our Lady and St Philip Neri, Science is a core subject that is taught from Nursery up to Year Six. To help children think and work scientifically, we aim to build on children's natural curiosity. We encourage them to explore and investigate by developing their skills of observing, questioning, hypothesising, fair testing and recording. Over the years, we have aimed to foster a love of science outside of the classroom; educational visits have included trips to the Science Museum, the Horniman and Godstone Farm. We have also run an annual Science week, during which children take part in workshops, meet local 'experts' and participate in investigations and experiments.
In the early years, teachers develop the children's understanding of the world. In particular, the children will explore the natural world around them. They will make observations about what they see, hear and feel and will begin to learn about the changing seasons. Additionally, they will be taught about their own health and personal hygiene through topics such as 'Myself'. This will include handwashing, teeth brushing and healthy eating.
As the children move through their primary education, teachers use the 'Outstanding Science' scheme to support our full delivery of the National Curriculum. We aim for lessons to be knowledge-rich and regularly quiz the children to encourage them to retrieve previously-learnt information from their memories.
The specific disciplines of biology, chemistry and physics are studied throughout the primary phase. In Key Stage One, children learn about living things, including animals and plants, and their habitats (biology). They also learn about materials (chemistry) and seasonal changes (physics). The Key Stage Two curriculum is mapped over two years to ensure full coverage of the curriculum. This year (2021-22), Key Stage Two Science will focus on physics, with topics around electricity, forces, sound and light. Year Five and Six will also study 'Earth and Space'. KS2 children will also learn about living things. Next year (2022-23), they will focus more on chemistry, with topics including 'Rocks' and 'Properties and Changes of Materials', although they will still cover some biology and physics topics as well.
The Geography curriculum is knowledge rich. This means the knowledge the children will gain has been carefully specified, orderedcoherently and builds over time, As children work through the geography curriculum they will know more, understand more about the world around them. A good geographical understanding relies on firm foundations of knowledge and skills. The skills our curriculum develops, like the knowledge, are specified and progress over time in complexity and accuracy. The curriculum structure helps pupils to deepen their understanding of physical and human geographical processes, fostering curiosity and fascination for the world we live in.
As the children work through the curriculum they will know more about their local area, the UK, Europe and the World. We build on the children's geographical knowledge and understanding, allowing the pupils to make meaningful connections and gain an understanding of how our World is connected.
Each year the geography curriculum begins with a 'Spatial Sense' unit, that explicitly teaches geographical skills such as how to use an Atlas, locating places on a map, using keys and symbols, interpreting scale, population data and identifying elevation on a relief map. This unit begins each year and explicitly teaches the children the skills they will need throughout that year in future units.
In Key Stage One fieldwork is undertaken in order to use observational skills in order to study the geography of our school and the surrounding area. In Year Five children will further study the local area and will undertake fieldwork to observe, record and present the human and physical features in the local area and the issues we face.
In years two, three and four, children will study units of European geography that introduce regions of Europe, climate, trade, industry, physical and contrasting environments. Children will also interpret information in maps, graphs, diagrams and climate graphs and comparisons made to the UK. This will link in with studies in History say with the Vikings and Science.
Alongside their study of the UK and Europe, children will extend their knowledge to World geography. The children will study each continent and by applying their knowledge and understanding of the globe, longitude and latitude, time zones and hemispheres, children will describe and understand the physical geography of continents and countries including biomes, rivers, mountains, volcanoes and earthquakes. They will consider a range of human geographical features such as settlements, land use, trade links and resources. In year six, children will study globalisation, sustainability and ecology and to recognise their own role in becoming a responsible global citizen.
Where possible, children will undertake fieldwork to further their understanding of the subject.
Our curriculum is designed with the aim of helping pupils make progress in history by developing:
their knowledge about the past (often described as 'substantive knowledge')
their knowledge about how historians investigate the past and construct historical arguments (often described as 'disciplinary knowledge')
According to Ofsted's research review on teaching history, 'Deploying both substantive and disciplinary knowledge in combination is what gives pupils the capacity or skill to construct historical arguments or analyse sources. This is because knowledge of the past must be shaped by disciplinary approaches in order to become historical knowledge.'
We have mapped a curriculum that teaches both substantive and disciplinary knowledge in combination. Our curriculum is in line with the History National Curriculum expectations for KS1 & KS2.
The substantive knowledge is divided into two strands.
An understanding of key historical concepts such as 'empire' or 'civilization'. We have created a list of the substantive concepts pupils should know by the end of KS2 (which can be found at the end of this document as an addendum). We ensure that pupils have opportunities to learn these substantive concepts in multiple contexts, in order to deepen their understanding.
Knowledge of key historical events and people that have had an impact in our local area, the UK and the world at large. The study of these events and people is broadly based on the National Curriculum for KS1 and KS2.
We ensure that disciplinary knowledge is entwined into every topic we study. We do this by:
focusing our topics around a disciplinary enquiry question (such as a cause and consequence question)
giving pupils access to primary and secondary source materials to teach them how historians investigate the past
where appropriate, providing different historical interpretations of the events we teach, to show pupils that stories of the past are contested.
Art and DT
Art and DT
In Art children are taught a wide range of skills and techniques with a variety of media. They gain an understanding and appreciation of the art forms and styles from other times and cultures. Art is often linked to other areas of the curriculum. We encourage children to develop their skills of observation and self expression. We try to foster in our children a sense of aesthetic awareness and a critical appreciation of the work of artists. Our children regularly visit local and London art galleries.
DT is a practical subject which involves children in designing and making products that have purpose. We aim to encourage children to find solutions to practical problems. Opportunities for learning include picture frames in year three and bridges in year six.
Music is a strength of the school. In Music, children listen to, play and appreciate different forms of music. All children sing, use instruments, make music and perform. We currently have a 60 strong brass band. We offer lessons in trumpet, tuba, recorders, violin, percussion and guitar. We have a 30 strong choir for children in years five and six. Children regularly attend other schools to perform. We hold a Summer Concert and perform at local events, church and for charity. We have a hymn practice at the Infants once a week and at the juniors twice a week.
PE is an important aspect of school life as it helps to develop and maintain a healthy lifestyle. PE develops self discipline, self awareness and the ability to work as a member of a team. We aim to give children a varied programme of athletics, dance, gymnastics and team games including football, hockey, netball, cricket and tag rugby. We have a number of visiting coaches who teach the children specific skills.
Children in years three and four have the opportunity to go swimming. There are sports afternoons in the summer term to which parents are invited.
Spanish is our chosen modern foreign language.
All children from Yeah 3 to Year 6 will have the opportunity to develop their linguistic skills in an enjoyable way. Each Spanish lesson uses a variety of techniques to encourage the children to have an active engagement with Spanish, and to develop a positive approach to languages.
Our Spanish curriculum is in line with the new National Curriculum and is adapted to each class topic, where possible, to ensure children learn Spanish in a meaningful context. Children are given opportunities to listen to and perform traditional songs, join in with story-telling and engage in short-conversations or role-play
Key Stage 2
Per the National Curriculum, in our Key Stage 2 Spanish lessons, the children will learn to:
- communicate orally in Spanish
- share their ideas and feelings in Spanish
- compare their use of English grammar and spelling to another language
- express some ideas in writing in Spanish
A good way to help your child is to use some of the free online resources that are available.