At Osmaston Primary School we aim to provide a full, broad and balanced curriculum which offers a wide range of opportunities to all pupils so that they may develop to their full potential.
We seek the highest standards of attainment for all our children. We aim to foster creativity and to help children become independent learners. We believe in making learning fun and plan for children to acquire skills through activities that are imaginative, creative, stimulating, varied and enjoyable
We want our children to grow into responsible adults who can work and co-operate with others and make a positive contribution to society. Our children are encouraged to accept and appreciate each other. We prepare them for life in modern Britain through the development of an understanding of the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
Fundamental British Values at Osmaston Primary School
In a rapidly changing world our school can best help to prepare its pupils for the future by ensuring that fundamental British values are introduced, discussed and lived out through the ethos and curriculum of our school community. We value the diverse backgrounds of all pupils, staff and families and celebrate these through a curriculum which teaches tolerance and respect for each other, our community and the wider world. A broad and balanced education helps pupils to understand how things work, and how to challenge and change them for the better. Our pupils will be better placed to assimilate these values, particularly if they differ from those they experience outside of the school community, if they are arrived at through mutual exploration and understanding.
What are fundamental British values?
The government sets out its definition of British values in the ‘Prevent Strategy’. These are:
The rule of law
Tolerance of those of different faiths and beliefs
Here at Osmaston Primary school we are excited to be starting a new journey within our learning, with the introduction of a knowledge based curriculum. Our knowledge organisers will give parents a clear understanding of what their child is learning and clear details of what they need to know by the end of each unit of work. Knowledge organisers for each subject, for each year group, coming soon. An example is shown below.
A knowledge organiser (KO) is a planning, teaching and assessment tool which precisely defines the content of a particular topic or unit of work. Children are expected to learn everything on a knowledge organiser off by heart.
Phonics is taught in a highly structured programme of daily lessons across FS/KS1 and KS2 in groups differentiated according to children’s phonic awareness and development. The Letters and Sound programme is followed, providing a synthetic approach to the teaching of phonics. This is supplemented by the Lexia program, Phonics Play and other ICT games.
Each session gives an opportunity for children to revisit their previous experience, be taught new skills, practise together and apply what they have learned.
Phases of the Phonics Programme
Children in Nursery begin with Phase 1 which provides a range of play-based activities to develop their listening skills. Progress is tracked at the end of each term. As children move into Reception they continue to build upon the listening activities and are introduced to Phase 2 which marks the start of systematic phonic work. Grapheme-phoneme correspondence is introduced. The process of segmenting whole words and selecting letters to represent those phonemes is taught. Phase 3 completes the teaching of the alphabet and then moves on to cover sounds represented by more than one letter, learning one representation for each of the 44 phonemes. At this stage just one spelling is given for each phoneme. When children become secure they continue into Phase 4 where they start to read and spell words containing adjacent consonants. No new phonemes are introduced at this phase. It is expected that most children will enter Phase 5 as they begin year 1, broadening their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for these and graphemes they already know, where relevant. It is expected that children entering Year 2 will start Phase 6 which develops a variety of spelling strategies including word specific spellings eg see/ sea, spelling of words with prefixes and suffixes, doubling and dropping letters where necessary. Also the accurate spelling of words containing unusual GPC's eg laughs, two.
The school spelling programs complement the phonics learning from Reception through to the end of KS2. The spelling of high frequency and tricky words are taught continuously throughout the phases.
Children’s progress is continually reviewed to allow for movement between ability groups, and children move phonics group when it is felt necessary to meet their needs. The national Phonics screening check is performed in June of Year 1. Prior to this, the Year 1 phonics workshop gives parents information about how they can support their children at home with phonics. The purpose of the screening check is to confirm that all children have learned phonic decoding to an age-appropriate standard. The children who did not meet the required standard for the check in year 1, enter again in year 2 with additional support. As children enter KS2 provision is made for those children still requiring daily phonics.
If you require any further information about our curriculum, please contact the school office by clicking here.