This website uses Google Translate
You cannot use this feature without first accepting 3rd Party Cookies.
This website uses Google Translate
You cannot use this feature without first accepting 3rd Party Cookies.
You cannot use this feature without first accepting 3rd Party Cookies.
You cannot use this feature without first accepting 3rd Party Cookies.
We are a UNICEF Gold Rights Respecting School and our approach to teaching and learning is informed by this ethos and our school vision and values. We aim for our pupils to grow as lifelong learners, who achieve their very best and develop as confident, emotionally literate, ethically aware citizens who can contribute positively in our global world.
At Peter Gladwin we offer an ambitious, purposeful and inspiring curriculum for all our children. Lessons are carefully sequenced to ensure that subject specific knowledge and skills build on prior learning and are retained. Pupils are encouraged to ask and answer questions, to broaden their vocabulary and to apply what they have learned. They are guided and encouraged to think for themselves and to become curious, responsible, independent and resilient learners with a 'Growth Mindset', as well as developing the social and collaborative skills required to succeed in our rapidly changing world.
Our curriculum is built upon the aims, purposes of study and subject content of the National Curriculum 2014, allowing our pupils to work towards the attainment targets therein: The national curriculum in England - Framework document (publishing.service.gov.uk)
Every term each year group is introduced to a new topic by means of a ‘stunning start, which may be a visitor, a workshop or other interactive experience. We know that children learn best when they are involved and active in their learning and when they can make meaningful connections. Our topics facilitate links between different subject areas, specifically English, History and Geography. Other subject areas (e.g. Maths, Science and other foundation subjects) which cannot be meaningfully integrated into topic work, are taught discretely. At KS2, our topics and related curriculum planning follows a two yearly cycle across years 3/4 and years 5/6, which facilitates collaboration and support for planning between year group teachers.
Our approaches to teaching Phonics (Twinkl Synthetic Phonics Scheme), Reading and Writing (informed by Centre for Literacy in Primary Education (CLPE) - Power of Reading) and Maths (NCETM Mastery Curriculum) are outlined on the specific curriculum area pages.
Our approach to teaching science and foundation subjects is informed by evidence from research in to learning and memory from cognitive science and draws on the Alex Bedford Framework (Unity Schools Partnership 2021). This ensure that new learning builds on prior year group learning, subject specific vocabulary is taught explicitly and strategies such as the use of knowledge organisers, chunking of information, retrieval activities/quizzes are used to increase recall of new knowledge and skills.
Every lesson has an enquiry question and key vocabulary. Knowledge organisers are included in pupil’s books at the start of every new unit of work. These record the key learning and vocabulary, function as a table top resource and are referred to throughout lessons. All units of work start with an activity to establish what pupils can remember from previous taught topics and sequences of lessons. These assessment for learning (AfL) activities act to prime pupil’s previously embedded knowledge and skills and to inform the focus of new learning.
Specific schemes are used to support planning in Computing (Knowsley Scheme), French (Language Angels), Science (ScienceBee), Music (Charanga).
The curriculum is enriched through annual immersive themed days and events.
Our termly topics and topic maps are available on the class pages, as well as links to other useful learning support information – see links below. We welcome parents into the school and our staff always endeavour to help families in supporting their children’s learning and aspirations.
The Broader Curriculum and Enrichment
As a small school, we know our children and families well. We meet the needs of each child by assessing their current achievements, setting appropriate targets, and providing them with class, group and individual activities to take them forward to the next step in their learning. At Peter Gladwin we celebrate our school values and encourage aspiration, reward perseverance and build resilience, celebrated in our Friday Celebration Assemblies. We pride ourselves on our SEN and inclusion credentials. We have strong links with our local community and work closely with other local schools to broaden the range of experiences our children can access. We have developed outdoor learning environments and sensory areas, along with our school vegetable gardens, wild flower banks and bird-watching area. A broad range of activities are available through our after-school clubs, including dance, football, netball, art, sewing, chess, journalism and violin and guitar lessons. The school takes part in the Brighton Festival Children’s Parade and the Let’s Dance project at Brighton Dome and children are given regular opportunities to perform and present in school assemblies, drama activities and performances. Our children are given the opportunity to take part in inter-school sports tournaments and other sporting events, often with our specialist sports coaches. Our year 6 children go on an annual residential trip where they experience a wide range of outdoor and adventurous activities.
Sustainability and Globalism
At Peter Gladwin we prepare children to build a better future through educating them in sustainable approaches to living; this is achieved by promoting positive attitudes to food, sustainable travel and healthier lifestyles. Other themes in our sustainability vision include use of energy and water, local well-being, the development of global understanding and the promotion of global links. Global citizenship is at the heart of our school and our relationships. It runs as an important theme through many areas of the curriculum and is actively promoted through a range of activities, opportunities and responsibilities at the school. Our vibrant Pupil Voice initiative allows all children an active involvement in school improvements and a view on global issues, and we are proud of our Unicef Rights Respecting School Award.
Democracy and British Values
At Peter Gladwin, we teach pupils about British values which are defined as democracy, the rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs (as published in June 2014 by the Department for Education). These values are shared in assemblies, taught through the curriculum and experienced explicitly through our school relationships and our celebration of diversity and inclusion. We value and model democracy, involving our pupils and school community in voting for issues such as our school values and motto. The children also have an active voice in many initiatives and school improvement matters via Pupil Action Groups, for example considering how to improve our outdoor learning environments and promote well-being and active lifestyles.
Spiritual, Moral, Social and Cultural Education
Development of the spiritual, moral, social and cultural aspects of learning (SMSC) is supported through our school ethos, our behaviour policy and through all areas of the national curriculum. A significant contribution is made by PSHE and religious education, and through assemblies. We celebrate diversity both globally and in our own community, ensuring children develop an understanding of their and others’ social and cultural traditions and an appreciation of the diversity and richness of other cultures. As a multicultural and multi-faith school, it is part of our school ethos to respect and understand other pupils’ faiths and beliefs. This is achieved through teaching children about world faiths throughout the curriculum and through celebrating special days and festivals from our children’s religious backgrounds and others. Our assemblies celebrate and explain festivals from all religious backgrounds, including Islam, Hinduism, Sikhism, Buddhism, Christianity and Judaism.
Year R / EYFS
The Early Years Foundation Stage (EYFS) is the statutory framework that sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children are ready for school and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
EYFS planning is primarily led by the children’s interests but driven by the skills the children need to move their learning on. Our learning environment is well-resourced and exciting. Children have supervised access to indoor and outdoor areas throughout the day and in all seasons.
In our Reception class, children enjoy a wide range of play-based activities, which enable them to develop across the seven areas of learning within the EYFS:
These secure foundations then lead our children on to the National Curriculum beginning in Year 1.
Years 1 & 2 / Key Stage One
In Key Stage 1 we follow the National Curriculum 2014, comprising the following subject areas:
We teach phonics using the DfE validated Twinkl Systematic Synthetic Phonics programme.
Years 3 to 6 / Key Stage Two
In Key Stage 2 we continue to follow the National Curriculum 2014, comprising the following subject areas:
I
In both KS1 and KS2, we follow the DfE guidance for the teaching of Religious Education and PSE/RHE.