Our Foundation Stage pupils follow the EYFS curriculum and our KS1 and KS2 pupils follow the Equals Informal and Semi-Formal curricula. These are broad and balanced and delivered at a pace and level that is appropriate to their individual needs. Our curriculum is fun and multi-sensory and ever evolving with children discovering through their chosen learning style in order to reach their full potential. Teachers decide on the most appropriate way to deliver the curriculum to their classes.
Learning across the school is child centred and largely driven by understanding what each child will find interesting and be motivated by. Through careful observations and use of assessment, staff are able to deliver a meaningful curriculum that enables each child to progress at his or her own rate.
The classroom environments (both indoor and out) inspire the pupils to learn. Classrooms are set up specifically to meet the needs of each cohort and maybe changed throughout the year. Teachers will consider a range of factors when planning their classroom, such as the amount and type of furniture and brightness of displays. Many classes incorporate an area where children can be seated as a group and also have other areas that are accessible for children at less structured times. All classes have access to an outdoor area directly from their classroom. Many of the prepared sessions throughout the day incorporate learning outside the classroom. This offers scope for teachers to plan additional activities. By providing a range of areas for children to access pupils are given choice and control of their own learning.
Visitors regularly come to school including musicians and drama companies as well as school workshops that provide animal handling.
Communication and PSHE have a high profile in school, quality teaching and provision in these areas of learning are central to overall achievement. Children are given access to a variety of ways in which to communicate and are given the time to do so. Throughout the day there are a range of timetabled activities where pupils can follow social rules and direction, for example circle time in the morning and afternoon, snack times and storytelling. We have a dedicated 'communication' team providing additional support for children requiring augmented and alternative communication strategies and devices.
Norfolk Park School provides numerous therapy programmes, which are created together with other professionals and are carefully woven into the school day. This provides pupils with motivation and purpose to practice and learn new skills.
Additional facilities around school enhance the broad and balanced curriculum including;
- comprehensive and varied PE curriculum, which includes structured PE lessons and regularly competing against other schools.
- sensory based hydrotherapy pool.
- rebound therapy.
- cooking facilities.
- adventure play area.
Learning beyond school is a high priority. Classes visit local areas of interest that provide excellent opportunities for learning and will also go on educational trips that are further afield.
If you require additional information about the school curriculum please contact the school office who will make these arrangements.
What is EYFS?
A child’s experience between birth and the age of five is vitally important for their future life chances. At Norfolk Park School we believe that:
Every child deserves the best possible start in life and should be given the support that enables them to fulfil their potential.
A secure, safe and happy childhood is important for every child no matter what the child's individual needs may be.
A holistic approach of high-quality early learning provides the foundation a child needs to make the most of their abilities and talents.
For the EYFS:
We will provide enabling environments which caters for the unique needs of the individual child
We will create a happy, caring and enthusiastic atmosphere
We recognise and celebrate all cultural and religious backgrounds
We will provide a caring, respectful and happy environment in which all children no matter their needs and their families feel safe, secure and welcome
We will offer an adapted EYFS curriculum for each individual child with learning through play, exploration and first-hand experience in a multi –sensory way being at the heart of all we do
We will promote communication, physical development and social and emotional wellbeing
We will work as part of the wider school team in growing together
If you need more information about the EYFS curriculum please contact the school office.
|Autumn Term||Spring Term||Summer Term|
|Even Years||All About Me||Once Upon A Time||Animals|
|Odd Years||All About Me||The World Around Me||Under the Sea|
Pupils enter Key Stage 1 at the age of five or six. The exact age is dependent on the transition from EYFS and many factors are taken into account when deciding whether a pupil is ready to move to the Primary School. Similarly the transition between Key Stages 1 and 2 is carefully managed and we ensure that all pupils are appropriately supported with an effective transitional programme.
Or KS1 and KS2 pupils follow the Equals Informal curriculum and Semi-Formal curriculum. Please find an overview below:
The Informal Curriculum
Connecting and Responding
The Semi-Formal Curriculum
A Life-Skills Based Curriculum
PMLD: Levels P1-P4
SLD: Levels P4-P7
If you need more information about the Informal and Semi-Formal curricula please contact the school office or click here.
Approaches and strategies for phonics and reading
At Norfolk Park School we believe that every child has the right to high quality teaching and learning opportunities that help them develop essential literacy skills which are functional, providing them with the opportunity to reach their potential whilst at school and after they leave. English is a core subject and this should be reflected through the timetabling and time spent on literacy activities. Throughout the school week students will have the opportunity to engage in high quality phonics, mark making and text work. Where appropriate students will begin to use phonetic approaches in reading and writing alongside a range of other reading and writing strategies. Spoken Language is also a focus through the development on the New National Curriculum and should reflect our schools wide focus on the promotion of effective and functional communication.
Specific strategies used in school
Read Write Inc. - Read Write Inc. is taught in specific groups to develop phonic skills through Reading and Writing for students working at a letter recognition and acquisition level (early reading skills).
Book Banding – Each class has access to book banding facilities providing a range of different reading materials for students to access related to different National Curriculum and P Levels. Students who access these will typically be students working within a Read Write Inc. structure and have some basic letter recognition skills
The School library – The school library is a resource for all children to access reading materials at a variety of levels and is used to provide reading materials to every class and to for materials to send home to parents to encourage 1:1 reading at home.
Reading Passports/reading records – The reading passports scheme/reading records is in its first year and aims to develop home-school links and encourage students to read at home as well as in school. Staff/parents will read with each student and record responses/outcomes in the reading record.