Curriculum Intent:
At London Meed we provide children with an engaging, exciting and empowering curriculum that equips them for today and for the future.
Our curriculum is designed to recognise children’s prior learning, allowing them to build on what they already know. Developing their ability to learn is underpinned by our school values: Bravery, Curiosity, Respect, Resilience and Community, and the teaching of key skills and knowledge.
At London Meed, our curriculum has a cross-curricular approach to enable children to make connections in their learning. Exciting contexts; Stunning Starts; Fabulous Finishes; quality first-hand experiences; visits and visitors; carefully selected key texts; use of our extensive outside spaces, all create an atmosphere of excitement and immersion within the school. A range of extra-curricular clubs are available to children, which further develop their experiences and learning.
Every child at our school is recognised as a unique individual. Children at London Meed are taught to accept diversity in their community and the world, and appreciate people’s differences.
We have high expectations of every pupil in every subject. Our curriculum also allows for creative thinking, as children investigate the world around them and show their learning in many different ways, utilising technology to support this. Children are taught to challenge themselves, whatever their ability, in order to maximise their learning and become lifelong learners.
We believe that effective partnerships between children, staff, governors, parents, carers, and the wider community are central to the success of our children.
Curriculum Implementation:
At London Meed, we have established a coherent and sequenced curriculum that systematically builds upon knowledge and skills year on year. Teachers are entrusted with the responsibility of planning for their classes, employing our curriculum maps to ensure that teaching and learning are effectively aligned. Quality first teaching is pivotal, facilitating access to the curriculum for all children.
Our teachers create purposeful learning environments enriched with diverse resources that cater to different learning needs. They possess a comprehensive understanding of what was taught in previous year groups, and are acutely aware of the learning objectives to be achieved by the end of the academic year.
Teachers actively draw upon opportunities within our local environment and community, thereby enhancing the educational experience and fostering meaningful connections. They utilise working walls to support current learning, emphasise key vocabulary, and illustrate the incremental steps of mastery in learning. Adaptations to lesson planning and resources are made as necessary to promote successful learning outcomes for all children. Furthermore, they collaborate with colleagues and other professionals to ensure that the educational experiences provided are tailored to meet the diverse needs of our learners.
Curriculum Impact:
We assess children as part of our ongoing teaching and learning. Class teachers assess the progress of children within and across lessons, using this information to adapt future planning and provision, as well as make summative judgements. This enables teachers to effectively judge whether children are on track to reach age related expectations (AREs) and adapt their planning and provision accordingly to ensure all children make progress. Most assessments are based on ongoing summative judgements following lessons.
We also use formative methods to support our assessments. For Phonics and Early reading, children are assessed every six weeks to see how much progress they have made. In Key Stage 2, we use NFER tests in Maths, Reading Comprehension, Grammar and Spelling every term to support our ongoing judgements. All of these feed into our termly pupil progress meetings with senior leaders. These meetings support teachers to identify barriers to learning and how to overcome them, ensuring high expectations for all.
We regularly moderate assessment in Reading, Writing and Maths to ensure accurate judgements and benchmark our outcomes against other schools locally and across West Sussex. Subject leaders work closely with teachers to monitor progress, evaluate provision and identify actions to further improve learning.