School Admissions

Curriculum

Excellence and enjoyment are part of our school ethos. Through a varied and exciting curriculum we endeavour to offer the best and widest education possible to our children. We look to provide a warm and stimulating learning environment and we take great pride in the quality of our display work.

We aim to give our children a really good start to their school life. They have lots of fun in the Foundation Stage and at the same time receive a good balance of the seven areas of learning and development. The children have opportunities to choose their own activities, be involved in teacher led activities and small group work. They are taught how to become more independent. Children then move into Year 1 motivated to learn and feeling confident.

In Key Stages 1 and 2 we teach the full National Curriculum and children develop their knowledge, understanding and skills with an emphasis on English and mathematics. We use Read Write Inc. as a programme to ensure all of our children become confident and independent readers. It is a clear systematic synthetic phonics programme with a proven track record of success which follows active learning and consistent teaching. In Key Stage 2 our children continue to build upon their reading comprehension skills through the use of Accelerated Reader and Lexia. Our well-stocked library areas known as, the Enchanted Garden and the Reading Hideout, are invaluable in supporting and extending the learning experiences of our children and in encouraging an enthusiastic interest in books. This commitment to ensuring that our children acquire the basic skills needed for learning has been recognised with the award of the Primary Quality Mark.

Our children are taught as individuals, in small groups and in whole classes. We monitor and assess every stage of learning and additional support or a higher level of challenge is offered when appropriate. We have invested in a comprehensive range of resources across the curriculum which ensures all subject areas are covered through our half-termly thematic approach to learning and creative curriculum work.

IT is used extensively throughout school to enhance teaching and learning. All classes are timetabled to use our excellent IT suite. This facility has thirty networked stations, a mobile interactive whiteboard and a plasma television. All classrooms are equipped with interactive whiteboards and lessons are visual and exciting, helping to focus the children’s attention. Desktop PCs, visualisers, iPads, e-readers and handheld game consoles are also available for use.

The creative and performing arts are given high profile at Dunston Hill and our children participate in many sporting and musical events. We employ the services of specialist coaches to further enhance our provision including cover for planning, preparation and assessment time.

Educational visits are planned to give the children important first-hand experience and a variety of extracurricular activities are offered both at lunchtime and after school. Our older children in Year 6 also take part in a residential, outdoor activity and our Key Stage 2 pupils have the opportunity to go on a cultural visit to London.

Subject Curriculum 

Our Vision for Reading

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.Statutory Guidance – National Curriculum in England: English Programme of Study 2014

Reading:

Intent

At Dunston Hill, we are firmly committed to providing an ambitious English Reading Curriculum which is studied by all. We aspire to have high expectations for all of our learners. The teaching of Reading is closely linked to our school Aims and Values, which underpin daily life in school. Our aims and values are at the core of everything we do. They underpin the school’s teaching philosophy, curriculum and learning environment and help to ensure that our children become successful learners, confident individuals and responsible citizens. Throughout their time at Dunston Hill, we aim for all children to be equipped with the basic reading skills needed for learning and an ability to use and apply their reading knowledge in everyday situations and across the wider curriculum. We aim to stimulate children to be curious, alert, eager to learn, thinking and questioning in their attitudes and interested in the world around them through the medium of reading.

Implementation

Teaching of Reading in our Early Years Foundation Stage is embedded within the curriculum, in line with the developmental matters in the EYFS profile. In Reception the teaching and learning focus is on the specific area of Literacy whereas in Nursery we focus on the prime area of Communication and Language. Both of these strands are embedded into all areas of the Early Years Foundation Stage curriculum. For those children who are ready we begin our Read Write Inc. Phonics programme in the Summer Term of Nursery and this is continued by all pupils when they enter Reception. To supplement the teaching and learning in class every child accesses a home-reader linked to their ‘ learnt sound’. We believe in the importance of parental involvement in their child’s learning and parents are encouraged to read regularly with their parent’s and record this in our ‘Reading Diaries’.

In Key Stages 1 and 2 our teaching and learning of reading builds on the input of the Early Years Foundation stage in line with the National Curriculum Statutory Guidance with a particular focus on word reading and comprehension (both listening and reading).

Word Reading: At Dunston Hill we believe, that skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Through our Read Write Inc. teaching in KS1 we ensure children have the underpinned understanding that the letters on the page represent the sounds in spoken words.

Comprehension: At Dunston Hill we believe, that good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of            high-quality discussion with teachers and teaching assistance, as well as from reading and discussing a range of stories, poems and non-fiction which are children access through our Guided Reading Sessions, Home Readers and in KS2 use of our Reading Plus Programme and Literacy and Language Scheme.  All pupils are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world they live in, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. We maintain that reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure house of wonder and joy for curious young minds. In light of this, all pupils read with a member of staff each week and parents / carers are encouraged to read weekly with their child again using our ‘Reading Diaries’ as a point of home – school communication.  When they are ready children from Year 2 upwards access our Accelerated Reader programme to complete comprehension tasks linked to their home reader book.

Impact

It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence and hence be ready for their secondary education. This is evidenced through a range of sources: statutory assessments in terms of Phonics Screening Check and end of KS1 and KS2 assessments ; work in books, photographs and discussions with children, staff and parents. As a school, we place the highest value on children applying their learning within and beyond the curriculum and thus seeing a recognisable impact on our children in  21st Century society. 

 

 

 

 

Our Vision for Writing

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

Statutory Guidance – National Curriculum in England: English Programme of Study 2014

Writing:

Intent

At Dunston Hill, we are firmly committed to providing an ambitious English Writing Curriculum which is studied by all. We aspire to have high expectations for all of our learners. The teaching of Writing is closely linked to our school Aims and Values, which underpin daily life in school. Our aims and values are at the core of everything we do. They underpin the school’s teaching philosophy, curriculum and learning environment and help to ensure that our children become successful learners, confident individuals and responsible citizens. Throughout their time at Dunston Hill, we aim for all children to be equipped with the basic writing skills needed for learning and an ability to use and apply their writing knowledge in everyday situations and across the wider curriculum. We aim to stimulate children to be curious, alert, eager to learn, thinking and questioning in their attitudes and interested in the world around them through the communication medium of writing.  

Implementation

Teaching of Writing in our Early Years Foundation Stage is embedded within the curriculum, in line with the developmental matters in the EYFS profile. In Reception the teaching and learning focus is on the specific area of Literacy whereas in Nursery we focus on the prime area of Moving and Handling. Both of these strands are embedded into all appropriate areas of the Early Years Foundation Stage curriculum. We aim for all children to leave our children to leave our Reception setting achieving the Early Learning Goal of writing words and starting to write simple sentences which can be read by themselves which are phonetically plausible / spelt correctly ( see Early Learning Goals).

 

In Key Stages 1 and 2 our teaching and learning of writing builds on the input of the Early Years Foundation stage in line with the National Curriculum Statutory Guidance with a particular focus on: transcription (spelling and handwriting); composition (articulating ideas and structuring them in speech and writing alongside planning, editing and evaluating their own writing) and SPaG.( spelling, punctuation and grammar.)

We believe that teaching pupils to develop their competency in the above areas is fundamental to each child becoming fluent in writing so that they can communicate their ideas and emotions to others.  At Dunston Hill, each year group follows the statutory programme of study as outlined by the DfE to promote progression , cohesion in learning and ultimately a growing attainment. Using the Ruth Miskin – Literacy and Language Programme the children are able to access the relevant elements of the curriculum in an engaging and age appropriate manner.  The use of Literacy Shed / Literacy Shed plus is used in UKS2 and to supplement the teaching and learning throughout the school setting.

  • Nelson Handwriting Programme ?
  • Spelling Programme ?

 

Impact

It is essential that, by the end of their primary education, all pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. This is evidenced through a range of sources: end of KS1 and KS2 assessments including SPaG and Writing Teacher assessment ; work in books, photographs and discussions with children, staff and parents. As a school, we place the highest value on children applying their learning within and beyond the curriculum and thus seeing a recognisable impact on our children in 21st Century society.   

 

 

 

 

Our Curriculum for English

 

Our Vision for Maths

Intent

Mathematics is essential for everyday life and provides a foundation for understanding our world. It is our aim at Dunston Hill to ensure children develop a passion for Mathematics, to nurture them and help them become confident and competent mathematicians who are able to recall and apply their knowledge rapidly and accurately. We are highly committed to providing a challenging and stimulating curriculum which embeds the basic skills required to ensure our children are successful. We empower our children with positivity embracing an ‘I CAN DO’ attitude. This approach, combined with our high-quality teaching standards and appropriate use of resources, ensures all children have the opportunity to ‘go deeper’, broaden their understanding of mathematical concepts and develop a love of mathematics throughout their Primary School learning and beyond.

Implementation

In the Early Years and Foundation Stage (EYFS), we ensure that each unique child develops a firm mathematical foundation in a way that is engaging, and appropriate for not only their age but stage in development. We ensure that play underpins the delivery of all learning experiences as it is our belief that children learn best through practical, hands-on experiences and interactions with their environment. Here at Dunston Hill, we ensure our learning environment enables children to engage in child-initiated play which is actively supported by adults both inside and outside of the classroom. In addition to this, opportunities for focussed learning sessions in Mathematics are planned in-line with guidance from the NCETM and White Rose. Such planned activities provide children with the opportunity to consolidate their understanding and extend mathematical concepts. The characteristics of effective learning link closely with many elements of the Mastery Curriculum, which children follow when entering the next stage of their learning here at Dunston Hill.

In Key Stage 1 and 2, children build on the firm foundations gained in the EYFS and further embrace Mathematics via the afore mentioned Mastery Curriculum; a curriculum which ensures children don’t just learn key facts through repeated methods but develop a deeper understanding of concepts and procedural methods. There is no differentiation in content taught, but the questioning and scaffolding individual pupils receive in class as they work through problems will differ, with higher attainers challenged through more demanding problems which deepen their knowledge of the same content. Discussions, practice and consolidation are key to this approach and concrete and pictorial representations of mathematics are carefully chosen to help build procedural and conceptual knowledge together. We promote the use of concrete resources as a way of introducing children to new concepts and we offer opportunities for children to handle and manipulate resources to aid understanding before moving onto pictorial and then abstract methods. Once children are fluent in approaches, they apply their knowledge to solve rich and sophisticated problems and follow lines of enquiry through reasoning. At the beginning of every lesson, our children are keen to explore new concepts and take risks to follow their curiosity.  Through clear modelling, children build an extensive range of mathematical vocabulary and apply this in their explanations of understanding.

Impact

Our curriculum ensures children are stimulated and challenged to fulfil their learning potential. They enjoy mathematics and “there is a buzz in classrooms when mathematics is being taught” (Ofsted 2017). High-quality teaching ensures our children are motivated and excited to learn, their books are well presented and demonstrate clear progression in mathematical skills. We are extremely proud of our children’s achievements in Mathematics and the progress we have made since beginning our journey to develop a curriculum designed to ensure children master mathematics. We are confident that as our mastery curriculum is embedded across all key stages, it will have a positive impact on raising the standards achieved at the end of both Key Stage One and Two.

 

Our Curriculum for Maths

Please click the link below to see the Big Ideas in Mathematics. 

NCETM Mastery Booklets Big Ideas by Year Group

Our Vision for Maths

Intent

Mathematics is essential for everyday life and provides a foundation for understanding our world. It is our aim at Dunston Hill to ensure children develop a passion for Mathematics, to nurture them and help them become confident and competent mathematicians who are able to recall and apply their knowledge rapidly and accurately. We are highly committed to providing a challenging and stimulating curriculum which embeds the basic skills required to ensure our children are successful. We empower our children with positivity embracing an ‘I CAN DO’ attitude. This approach, combined with our high-quality teaching standards and appropriate use of resources, ensures all children have the opportunity to ‘go deeper’, broaden their understanding of mathematical concepts and develop a love of mathematics throughout their Primary School learning and beyond.

Implementation

In the Early Years and Foundation Stage (EYFS), we ensure that each unique child develops a firm mathematical foundation in a way that is engaging, and appropriate for not only their age but stage in development. We ensure that play underpins the delivery of all learning experiences as it is our belief that children learn best through practical, hands-on experiences and interactions with their environment. Here at Dunston Hill, we ensure our learning environment enables children to engage in child-initiated play which is actively supported by adults both inside and outside of the classroom. In addition to this, opportunities for focussed learning sessions in Mathematics are planned in-line with guidance from the NCETM and White Rose. Such planned activities provide children with the opportunity to consolidate their understanding and extend mathematical concepts. The characteristics of effective learning link closely with many elements of the Mastery Curriculum, which children follow when entering the next stage of their learning here at Dunston Hill.

In Key Stage 1 and 2, children build on the firm foundations gained in the EYFS and further embrace Mathematics via the afore mentioned Mastery Curriculum; a curriculum which ensures children don’t just learn key facts through repeated methods but develop a deeper understanding of concepts and procedural methods. There is no differentiation in content taught, but the questioning and scaffolding individual pupils receive in class as they work through problems will differ, with higher attainers challenged through more demanding problems which deepen their knowledge of the same content. Discussions, practice and consolidation are key to this approach and concrete and pictorial representations of mathematics are carefully chosen to help build procedural and conceptual knowledge together. We promote the use of concrete resources as a way of introducing children to new concepts and we offer opportunities for children to handle and manipulate resources to aid understanding before moving onto pictorial and then abstract methods. Once children are fluent in approaches, they apply their knowledge to solve rich and sophisticated problems and follow lines of enquiry through reasoning. At the beginning of every lesson, our children are keen to explore new concepts and take risks to follow their curiosity.  Through clear modelling, children build an extensive range of mathematical vocabulary and apply this in their explanations of understanding.

Impact

Our curriculum ensures children are stimulated and challenged to fulfil their learning potential. They enjoy mathematics and “there is a buzz in classrooms when mathematics is being taught” (Ofsted 2017). High-quality teaching ensures our children are motivated and excited to learn, their books are well presented and demonstrate clear progression in mathematical skills. We are extremely proud of our children’s achievements in Mathematics and the progress we have made since beginning our journey to develop a curriculum designed to ensure children master mathematics. We are confident that as our mastery curriculum is embedded across all key stages, it will have a positive impact on raising the standards achieved at the end of both Key Stage One and Two.

 

 

 

 

 

 

Our Curriculum for Maths

Our Vision for Science

This document sets out our aims and approaches for teaching science at Dunston Hill Community Primary School.

Intent

At Dunston Hill Community Primary School, we believe that a high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity. All pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

At Dunston Hill, we encourage children to be inquisitive throughout their time at the school and beyond. The science curriculum fosters a healthy curiosity in children about our universe and promotes respect for all living things. Science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently. The staff at Dunston Hill Community Primary School ensure that all children are exposed to high quality teaching and learning experiences, which allow them to explore their outdoor environment and locality.  Children should be immersed in scientific vocabulary, which aids their knowledge and

understanding not only of the area of science they are studying, but of the world around them.

Implementation

In ensuring high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school.

Planning for science is a process in which all teachers are involved to ensure that the school gives full coverage of, ‘The National Curriculum programmes of study for Science 2014’ and, ‘Understanding of the World’ in the Early Years Foundation Stage. Science teaching at Dunston Hill involves adapting and extending the curriculum to match the needs and interests of all pupils. Science is taught as discrete units and lessons where needed to ensure coverage. However, staff aim to make links with the wider curriculum where appropriate. In an increasing technological world, computing should be part of science lessons. Our Environmental Area should be used regularly to support the teaching of some aspects of the science curriculum. Educational visits and visitors to school should be used to enhance science provision in school. Regular marking and feedback is given to ensure children know how well they have done and what their next steps are. Assessment is ongoing and this is recorded on ‘Educater’ our whole school assessment system.

Impact

The impact and measure of this is to ensure children not only acquire the appropriate age- related knowledge linked to the science curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.

All children will have:

  • A wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills.
  • A richer vocabulary which will enable them to articulate their understanding of taught concepts.
  • High aspirations, which will see them through to further study, work and a successful adult life.

Our Curriculum for Science

Overview of science in our school

Our Vision for Physical Education


We believe a high-quality PE curriculum should be an integral part of the whole school curriculum and one that staff, pupils and parents understand and can contribute to. Through PE, our children learn to develop the important qualities of fair play and respect, resilience, communication, team work, dedication and ambition, leading to improved concentration, attitude, and academic achievement.  As a school we recognise the impact that the provision of a high-quality PE and school sport curriculum has and that it can lead to whole school improvements. Our PE curriculum aims to ensure that all pupils develop the fundamental skills and competence to excel and compete in a wide range of physical activities by providing a broad & balanced curriculum with opportunities for all to be enjoyed.  Therefore, our PE curriculum will be inclusive and ensure that pupils of all abilities access the range of activities we offer.

Our mission is to continue to improve the quality of PE for all pupils and to promote high levels of enjoyment and enthusiasm, and a strong desire to get involved.  Our curriculum helps them to become confident in a way which supports their health and fitness throughout their lives. Therefore, we believe that our children should be physically active every day, whether this is through daily physical activity, P.E. lessons, active learning throughout other curriculum subjects, lunchtimes or extra-curricular activities.  We aim to create pathways for them to continue to be active beyond school and we will be developing our links to outside agencies and clubs which will help to generate positive interaction in the community.

 

Our Curriculum for Physical Education

 

Our Vision for Computing


This document sets out our school’s aims and approach for teaching Computing which can be divided into three areas: Computer Science, Information Technology and Digital Literacy (which includes Online Safety).

Online Safety

It is important that we educate our children to be safe and responsible whilst using the Internet and technology. As part of their education, we need to teach them how to use technology both appropriately and effectively. The teaching of Online Safety ensures that our children are well informed about how to protect themselves online whilst promoting the use of technology. In addition to this, our children also learn that there are appropriate and respectful ways to communicate using digital communications be it online or offline.

This aspect of the Computing Curriculum is vitally important and therefore taught at the beginning of each year and embedded throughout the year.

 

Intent

Technology is changing the lives of everyone. It is therefore our intention at Dunston Hill, to enable children to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way. The teaching of Computing is paramount with regard to ensuring our children enjoy and use technology safely. As independent learners, our children need the knowledge and skills to live and work in our ever-changing world.

Implementation

Teaching of Computing in our Early Years provides the children with the opportunity to become familiar with a variety of technology resources which they can explore through play. These could be real or no longer in use devices which will support their understanding of technology in the world. Experiences may include exploring simple programmable devices and linking these to those in use at home or in school such as touchscreens, interactive whiteboards, touchpads and tablets. Children may become familiar with simple software as well as develop safe and careful use of resources and know what to do when any technology makes them feel uncomfortable.

In Key Stage 1, our teaching of Computing includes: three strands of Computer Science which involves Programming and Coding. In addition to this, there is one strand regarding Information Technology and how we use technology followed by a final strand referred to as Digital Literacy which encourages the children to consider the use of technology in the real world as well as how to use it safely.

In Key Stage 2, our teaching of Computing includes five strands of Computer Science which involves two strands of Programming and Coding. In addition to this, there are two strands regarding Information Technology and how we use these effectively followed by a final strand referred to as Digital Literacy which encourages children to use digital technology as well as evaluate it and use it safely.

At Dunston Hill, our children can use our Computing Suite which is fully equipped with an Interactive Whiteboard as well as 30 new Desktop Computers. In addition to this, we also have 45 iPads which support cross-curricular learning. The use of the Computing Suite and iPads is timetabled throughout school to ensure these valuable resources are used effectively to support teaching and learning.

Impact

Computing capability is an essential skill for life and enables learners to participate more readily in a rapidly changing world. The teaching of Computing at Dunston Hill, aims to encourage our children to use ICT and computing to be creative and solve problems that are grounded in their own experiences. Developing computational thinking in learners can be done from an early age and will help them make sense of and contribute to the society they will live in as adults.

The teaching of Computing is evidenced through a range of sources such as: work in folders, photographs, work saved in class folder on our school network, classroom and school displays as well as discussions with children and staff.

 

Our Curriculum for Computing

 

Our Vision for History and Geography

 

 

 

 

 

Our Curriculum for History and Geography

Geography Skills Progression Grid

History Skills Progression Grid

Our Vision for Music, Art and Design

This document sets out our school’s aims and approach for teaching the Arts: Art, Music, Design Technology.

Intent

At Dunston Hill, we are proud to have recently achieved our first Artsmark award at silver level. We are passionate about children’s engagement in the arts to encourage them as active, independent learners capable of critical and creative thinking. We want our children to love the arts and feel that they can express themselves and achieve well in these areas. With our school’s emphasis on the good mental health of our pupils, it is vital that we continue to emphasise the importance of the arts as an outlet for feelings and understanding of the actions and emotions of others. Thinking about the future, a great many of our children will likely move into some sort of employment linked to the arts and creativity, these areas contributing billions to the UK economy, and it is our role to prepare them with the skills they need and the enthusiasm to be successful.

Implementation

Teaching of music in school is implemented through a structured programme ‘Music Express’ which ensures progressive skills are taught in each key stage in school. The programme also allows for teachers’ autonomy and branching off to follow our pupils’ interests and development of skills. Singing has also become an integral part of our school lives, starting with singing assemblies at the start of each week with Mr Sutherland and following through with regular singing in classes, daily where possible. Art is taught in every year group with EYFS linking to their learning journeys and from years 1-6 through our own developed ‘scheme’ of work. Each year group’s schemes are developed in line with pupils’ interests and linked with other curriculum subjects where appropriate. Coverage of skills is ensured through regular submission of half-term planning so skills can be mapped by the arts lead. Design technology has been developed similarly to that of art, with year groups creating custom schemes that fit to their pupils’ interests and abilities. Each pupil has their own folder in which to keep their progressing work, e.g. sewing, giving them ownership, responsibility and a sense of pride in their progress.

Impact

Our pupils show a high level of interest in arts in school, shown by attendance at extra-curricular clubs as well as their responses through our arts council (made up of a child from each class y1-6). Our choir is always well attended and this allows us to take part in community and public events throughout the year. We have already hosted an art exhibition to showcase pupils’ work and this was popular with both children and parents/carers alike. It is our aim to continue to host yearly events to maintain our pupils’ enthusiasm and give them more opportunities to be creative and express themselves.

Our Curriculum for Music, Art and Design

Our Vision for PHSE

This document sets out our school’s aims and approach for teaching PSHE (health and wellbeing, relationships, living in the wider world and British values). 

Intent
At Dunston Hill, we are firmly committed to an inclusive environment where we strive for children to become confident and responsible individuals, supporting them to be happy, healthy and safe. The teaching of PSHE goes hand-in-hand with our school Aims and Values, which underpin daily life in school. These include pledging to ensure children develop their own sense of self-worth, to help children develop relationships with others based on a foundation of mutual respect and understanding, to recognise their responsibility within a community group and to uphold high standards of behaviour. We hope that through our teaching of PSHE, teamed with our school ethos, we will equip our children for life as an adult in British society.

Implementation
Teaching of PSHE in our Early Years/Foundation Stage is embedded within the curriculum, in line with the EYFS profile. It is a vital area of development and our youngest children are encouraged to develop positive relationships with others, as well as becoming resilient and confident beings.
In Key Stages 1 and 2, our teaching of PSHE is supported by a DfE signposted Programme of Study via the PSHE Association and builds upon the foundations laid in Early Years/Foundation Stage. The scheme offers a multitude of both implicit and explicit opportunities and experiences, which are age-appropriate and progress as the children move through school. This is implemented by teaching staff and HLTAs throughout the year. Children are offered opportunities to reflect on their learning regularly.

Impact
The teaching of PSHE aims to impart vital knowledge to support our children to be the best they can be. This is evidenced through a range of sources, such as work in books, photographs and discussions with children and staff. However, as a school, we place the highest value on children applying their learning within and beyond the curriculum and thus seeing a recognisable impact on how children live their lives.

 

 

 

Our Curriculum for PHSE

Our Vision for Religious Education

At Dunston Hill Community Primary School we believe the role of Religious Education is to help prepare and equip all pupils for life in contemporary Britain by enabling them to acquire a good level of religious literacy. This means to gain an understanding of the diverse beliefs and religious practices of our faith communities, to understand the secular world view held by a number of people in our society, and to respect the right of all people to make these very personal choices.

We believe that pupils should have the opportunity:

TO EXPLORE the teachings, beliefs and practices of the principal faiths in our society. This means that, for each of the faiths specified in the syllabus, children should be helped to acquire a core of knowledge and understanding of the key elements of the faith narrative, the principal stories, sacred texts, rituals, symbolism and lifestyles relating to them.

TO ENGAGE with the big questions about our life in the world, our value as people, our identity and our responsibilities. This means that pupils should be helped to respond to the big questions that their experience of life raises and to be able to express their thoughts relating their experiences and responses to those of other individuals and groups.

TO REFLECT on the challenges that are presented by living in a diverse world and to develop the skills and attitudes that enable people to live well by successfully accommodating difference. This means developing the ability to recognise bias, prejudice and discrimination in ourselves and others and to develop the ability to make informed judgements and responsible choices.

Section 375 of the Education Act 1996 requires that the Agreed Syllabus must reflect the fact that religious traditions in Great Britain are for the most part Christian but that the teaching and practices of the other religions represented in Great Britain must be taken into account.

The ‘other religions’ that are specified in the Gateshead Agreed Syllabus are:

In Early Years and Primary:

Judaism

Hinduism

Islam

 

 

 

Our Curriculum for Religious Education 

Gateshead-Agreed-Religious-Education-Syllabus-Feb-2018

Our Vision for Languages

Introduction
This document sets out our school’s aims and approach for teaching a foreign language. Since 2014, learning a foreign language has been a requirement for children within Key Stage 2. This has been formulated with reference to the Department for Education Programme of Study for Key Stage 2.

Intent
The Key Stage 2 Languages Programme of Study (DfE 2013) states that ‘learning a foreign language is a liberation from insularity and provides an opening to other cultures’. At Dunston Hill, we are firmly committed to respect for, and celebration of, diversity and we believe that, through teaching a foreign language and its culture, we can prepare pupils for living in a diverse society. As a school, we seek to develop children’s relationships with others founded on mutual respect, understanding and inclusivity, as well as developing an understanding of how to contribute to different community groups; through the teaching of a foreign language, children are provided with this opportunity. In addition to this, the Programme of Study also maintains that ‘a high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world’. Through providing this high-quality education, we strive to nurture and develop pupils’ interests and develop a confidence and enthusiasm to learn another language and explore new cultures. The Programme of Study also states that foreign language teaching should aid in ‘equipping pupils to study and work in other countries’, as well as developing transferable skills, which we believe is particularly important as our pupils enter a rapidly-changing, international society. We seek to develop our children to become curious about the world that we live in, which is supported by our language teaching.

Aims
The aims and objectives of learning a foreign language at Dunston Hill CPS are:

  • To introduce another language to children in an enjoyable and accessible manner
  • To promote an interest and enthusiasm for other languages and cultures
  • To support and develop speaking and listening skills
  • To support and develop reading and writing skills
  • To encourage independence and confidence
  • To support pupils’ understanding of cultural similarities and differences
  • To develop an understanding of language and lay foundations for future study
  • To help foster a lifelong love of languages.

The national curriculum for languages aims to ensure that all pupils:

  • understand and respond to spoken and written language from a variety of authentic sources
  • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
  • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
  • discover and develop an appreciation of a range of writing in the language studied.

Implementation
Teaching across Key Stage 2 is provided by a languages specialist. It is taught in a whole-class setting, with adaptations in place allowing for individual needs of pupils, as well as acknowledging varying experiences and strengths of different pupils. Sometimes, we may have

French speaking children at school, and provision will be dependent upon parental preferences. Lessons have a clear objective and are, for the most part, practical in focus. In Lower Key Stage 2, the language is introduced and developed, focussing mostly on developing oracy skills through mimes, songs and games, with literacy skills gradually being developed. Where appropriate, written work will be recorded, but other evidence will be in the form of photographs or videos. In Upper Key Stage 2, this approach is continued whilst also increasing the development of literacy skills. The teaching of French phonics is taught discretely in order to help children develop the vital literacy skills they will need to support their reading and writing. Teaching and learning is supported through the use of interactive software and videos.

Impact
Language teaching at Dunston Hill is designed so that children make progress in one language (in this case, French), and lays the foundations for when children learn modern languages at Key Stage 3. This may or may not be French; however, the key skills children are taught are transferable and are able to be applied to other languages taught at secondary level. We aim for children to be able to understand and communicate their own ideas, with a focus on familiar things, applying the phonology, grammar and vocabulary they have learnt. However, our school maintains that children being able to apply their learning in today’s society is the principle focus of our teaching.

Our Curriculum for Languages

Year 3 Year 4 Year 5 Year 6

Our Vision for Nurture and Inclusion (inc. SEND)

Dunston Hill Community Primary School is an inclusive school and as such, it is our belief that all children have an equal right to a full and rounded education, which will enable them to maximise their potential.

Inclusion and nurture

Intent

At Dunston Hill, every child matters and all our staff  invest in responding to each child’s needs, taking into consideration factors such as:

  • background/life experiences
  • social needs
  • emotional needs
  • mental wellbeing needs

Difficulties in such areas can lead to  feelings which can seem overwhelming at times; they might include: anger, frustration, sadness, loneliness, confusion or anxiety. All of these feelings are very normal and occur in many children. Through small group, and 1:1 nurture sessions with our highly skilled Family Support Worker, we believe we are able to help children learn to understand and manage their feelings with the aim that this will then support them in their everyday lives.

We aim to:

  • provide a safe and calm environment, where children are listened to and supported
  • provide support and strategies for children who are experiencing social, emotional and mental wellbeing difficulties
  • raise self-esteem, build resilience and promote positive mental health

Implementation

Our Special Educational Needs and Disabilities Co-ordinator (SENDCo) and Family Support Worker lead our drive to support children in such areas, equipping them with the tools to recognise and distinguish feelings and learning about ways of responding , which they can then rely upon in the  world outside school.  We aim to build resilience and the ability to tackle everyday issues which they will encounter as citizens in their community.

As of September 2019, we have the most magnificent nurture room – The Dunston Den.

‘The Dunston Den is our happy place.

Somewhere we go to chat to friends and adults, play a game, share an activity or just sit quietly and think.

A place that is small enough to feel safe and BIG enough to use our imagination.

It helps us feel calm, confident, positive and ‘absolutely awesome!’

This is a fabulous nurture setting, complete with a range of spaces for the children to explore and enjoy.

The Dunston Den:

  • provides full-time lunchtime provision (with a particular emphasis on supporting children who may struggle to socialise, build friendships, display positive behaviour)
  • is used by Miss Tuart (SENDCo) when working with children to address/overcome barriers to learning
  • is used by Mrs Cox (Family Support Worker) to develop self-esteem, confidence, resilience and much more in small group and 1:1 sessions
  • is used by various professionals (e.g. Kalmer Counselling, National Health Service mental health trainee professionals, social workers)

In addition to working with the children, we offer family-based nurture provision:

  • Family Forest School, where parents/carers attend Forest School with their child(ren)
  • Tiny Tribes (Forest School for under 3’s)
  • Family Learning – areas of need expressed by parents/carers
  • drop-in ‘chill and chat’ sessions with the Family Support Worker

We also offer support from a variety of external agencies, some of which include:

  • Kalmer Counselling
  • Trailblazer Project – NHS

Impact

We will measure the impact of providing such nurture provision through pre and post assessments.  Our intended outcomes are that qualitative and quantitative data will indicate:

  • improved behaviour and social skills at school and/or home
  • positive change to social and emotional functioning at school and/or home
  • better self-esteem, confidence and self-worth at school and/or home
  • improved attendance
  • identification of issues, that may require early intervention, for example by CAMHS or the Educational Psychologist
  • improved pupil progress demonstrated through curriculum planning and assessment
  • positive feedback from parents/carers, staff and children (through questionnaires and comments)

Our Vision for Forest School

What is Forest School?

Forest School is a unique educational experience and process that offers children the opportunity to develop confidence and self-esteem and be successful through hands-on learning experiences in a woodland environment. Children engage in motivating and achievable tasks and activities throughout the year, and in almost all weathers. They work with tools, learn boundaries of behaviour (both physical and social), play, grow in confidence, self-esteem and motivation whilst developing an understanding of the natural world. The Forest School concept originates from Denmark, and is aimed at pre-school children, where it was found that those who had attended then arrived at school with strong social and communication skills, having the ability to work in groups effectively, generally with high self-esteem and a confidence in their own abilities. These foundations helped them to raise their academic achievements.

Some activities at our Forest School include:
Our commitment to Outdoor Education

We have committed a significant amount of money and time to create our own fantastic environmental area. The area has vegetable and flower beds, a small orchard, pond, fire pit and cosy corners for pupils to investigate and work in. Pupils plant beetroot, courgettes, herbs, lettuce, peas and radishes, which are sold to enable us to buy further resources for our environmental area. We believe that growing and nurturing our own produce is a great way to encourage our pupils to think about food and where it comes from. Our Extended School Co-ordinators, Mrs Cox and Mrs O’Hara, have attended extensive training as our Forest School Leaders. The pupils enjoy den building, which is a great opportunity for them to work and play together in their finished constructions. Our fire pit is used for cooking pancakes and toasting marshmallows. Pupils, who are part of a nurture group, have benefited greatly from these activities by developing their sense of worth and increasing their confidence.

What do we offer to our families?
  • Family Forest School
  • Tiny Tribes (toddler group – children aged 3 and below, who have older siblings within our school)
  • Tribal Adventures (school holiday activities)
  • After school Forest Club
How can our school community help?

We need the support of all members of our school community, particularly our parents/carers and grandparents, to help us prepare and develop areas of our environmental area for future projects. Activities include:

  • planting seeds in the potting shed
  • weeding
  • growing vegetables and bedding plants
  • litter picking
  • clearing areas to prepare for future developments

Our ‘Dunston Forest School Club’ meet at key times during the school year. If you are interested in volunteering your services and ‘green fingers’, please contact either Mrs Cox, Mrs O’Hara or our school office for further details.

Our Vision for Early Years Foundation Stage

Here in the Early Years Foundation Stage (EYFS) at Dunston Hill Community Primary School, our vision is to provide a nurturing and safe environment that enables all children to flourish and succeed as unique individuals. We believe that when a child feels safe, supported and excited by the opportunities that surround them, they will develop the confidence and resilience required to become lifelong learners.

We believe that play should underpin the learning that takes place in the EYFS and that our children learn best through practical, hands-on experiences and interactions with their environment. As result, our environment is set up to provide a range of age and stage appropriate resources, with continuous provisions and enhancements as part of planned themes and those based on the interests of our children. Our daily routines are planned to ensure that all children have the opportunity to learn through a combination of child-initiated play, which is actively supported by an adult and through focussed small-group learning sessions with adults guiding the learning through rich, playful and experimental activities.

Throughout the day our environment and routine provide children with the opportunity to:

  • become strong and independent from a base of loving and secure relationships with parents and Key Persons,
  • access resources independently and use them how they choose,
  • develop their confidence, be part of a group, to take turns and share fairly,
  • imagine and recreate roles and experiences,
  • communicate with others as they investigate or solve problems,
  • explore, consolidate, develop and represent learning experiences that help them to make sense of the world,
  • take risks, make and learn from mistakes,
  • practise and build up ideas, concepts and skills including knowledge of phonics,
  • develop their own interests and fascinations.

We believe adults within the EYFS have a duty to be facilitators and support learning in all areas, to be observers who are able to observe the learning taking place in order to plan the next steps and to be challengers who can question to enable children to meet their full potential.

We recognise that parents are the first educators in children’s lives and we actively encourage our parents to be involved in their children’s learning in school. We offer play-and stay opportunities along with mystery readers and curriculum workshops. We value the contributions to judgements about a child’s development and feel our children’s achievements at home should be celebrated in school. Together as a team we believe we can provide our children with the best possible start to their life-long learning journey.