At Edward Heneage Primary Academy we believe that an exciting and engaging curriculum should be at the centre of all our learning, whilst enabling the children to develop the key skills they will need to be successful in the future.
We have adopted a Core Knowledge Curriculum which focuses on the skills that we want all children to acquire.
Our Early Years setting consists of Foundation 1 (‘Nursery’) and Foundation 2 (‘Reception Class’).
Within these classes, we follow the Early Years Foundation Stage (EYFS). Our immersive environment provides children with the opportunity to acquire new skills, deepen existing skills and develop a love and enjoyment for learning. Our well-planned environment offers a variety of opportunities both inside and outside. With provision for children to explore with support and independently, we aim to enable children to develop their language and social skills as well as early maths, reading and writing skills.
Read Write Inc
This is the basis for teaching our children to read and comprehend.
All pupils will start Phonics in nursery where they will learn one sound a week, going into reception and year one the children will learn a sound daily, and practise all taught sounds through reading and completing written tasks. All children on RWI will be given paper copies of the story book they are reading that week to practise at home, to increase fluency and speed. Children who are falling behind will receive 1:1 catch up sessions during the afternoon.
Useful links about RWI
To find out more information about RWI, click on the links below to watch their informative videos:
Understanding Phonics: www.ruthmiskin.com/en/find-out-more/parents/#lg=1&slide=0
What is RWI Phonics? www.ruthmiskin.com/en/find-out-more/parents/#lg=1&slide=1
How to say the sounds: www.ruthmiskin.com/en/find-out-more/parents/#lg=1&slide=2
All of the children from Year Two onwards will have active reading sessions daily.
Within these sessions, the children will learn a range of reading skills such as inference, deduction and word meaning. Every child in the academy will have a home reading book which we expect to be read at least three times a week and logged in their reading diary. All children who read five times a week will be invited to the ROAR (Raising Our Attainment in Reading) celebration and get to choose a new book.
We use a range of reading schemes for home reading and guided reading. These books are banded according to the Reading Recovery banding levels. All pupils are encouraged to choose their own books at the appropriate level, building confidence, independence and developing their likes and dislikes.
Children following the RWI phonics programme will bring home a sound sheet, Ditty book or RWI book.
Listed below are the reading schemes that we are currently using with your child:
- Big Cat Collins
- Oxford Reading Tree
We encourage all the children at Edward Heneage Primary Academy to read a wide range of books.
We have adopted Talk for Writing for all of our writing sessions in order to inspire our pupils' love of both reading and writing.
This includes grammar and punctuation sessions with spelling being taught separately.
Speaking and Listening
We include speaking and listening skills in most of our lessons from Foundation to Year 6.
This may be through class discussions, drama activities, paired talk, oral rehearsal or other forms.
Here at Edward Heneage, we believe that every child should achieve in mathematics.
To drive us towards this goal, we follow the ‘Effective Maths’ scheme, a Shanghai-style mastery approach to teaching.
The curriculum in Shanghai focuses on depth rather than breadth from early on. Children from the earliest opportunity are given a comprehensive diet of core number facts and concepts. Mastering these early on means that other concepts can be taught very quickly in other year groups.
Conceptual understanding and fluency is strengthened if they experience concrete, visual and abstract representations of a concept during a lesson. This calculation policy was developed with this pedagogical ideal at its heart.
The national curriculum for mathematics aims to ensure that ‘all pupils.....become fluent......reason mathematically..... and can solve problems.' (National curriculum page 3).
The overarching principle that Effective Maths follows is ‘Know, Know Why and Apply.’ Children need to be taught a concept and shown it in many different ways. They also need to know why- conceptual knowledge is only secured when pupils can explain their understanding of that concept. They should then be able to apply their knowledge in different contexts.
When the NCETM Maths Hub took part in a England-China school exchange in 2014, the following priority areas were identified:
1. Develop children’s fluency with basic number facts.
2. Develop children’s fluency in mental calculation.
3. Develop children’s fluency in the use of written methods.
4. Develop children’s understanding of the = symbol.
5. Teach inequality alongside teaching equality.
6. Don’t count, calculate.
7. Look for pattern and make connections.
8. Use intelligent practice.
9. Use empty box problems.
10. Expose mathematical structure and work systematically.
11. Move between the concrete and the abstract.
12. Contextualise the mathematics.
13. Use questioning to develop mathematical reasoning.
14. Expect children to use correct mathematical terminology and speak in full sentences.
15. Identify difficult points.
The Effective Maths programme has been developed with these priority areas in mind and seeks to ensure pupils in England have access to the same challenging and stimulating teaching that students in Shanghai benefit from.
As well as the Effective Maths scheme, at EHPA we strive to ensure staff are up to date with the latest guidance from Ofsted, Nrich and Maths Hub. At the end of each maths unit, children will undertake an explicit investigation lesson which challenges children to apply the knowledge they have gained from their last unit. They then undertake an end of unit test to assess their knowledge and identify gaps. It helps us focus interventions and keep children learning at the same pace, whilst also informing us on what areas to re-teach at the start of the next unit.
Religious Education (RE) is taught using the locally agreed syllabus for the Humber region.
The RE subject matter covered in the syllabus gives particular opportunities to promote an ethos of respect for others, to challenge stereotypes and to build understanding of other cultures and beliefs. The children study the beliefs, festivals and celebrations of Christianity. They also study two other religions in depth (Buddhism, Hinduism, Islam, Judaism or Sikhism). This contributes to promoting a positive and inclusive school ethos that champions democratic values and human rights.
For further information about the curriculum followed at Edward Heneage Primary School please contact us.
David Ross Education Trust and British Values
The Trust is very supportive of the ethos of promoting British Values, and preparing our pupils for success in a modern Britain.
A heavy reliance is placed upon broadening horizons for each and every child and this includes developing the core skills of tolerance, respect, teamwork, resilience and building self-esteem. These are all values and qualities that we feel are relevant in order to play a full and meaningful role in society, and are promoted via our extensive house system that lends itself to cultural and sporting competition, democratic principles, social mixing, the development of greater pastoral care and enhanced PSHE.
- Edward Heneage British Values
- EHPA Art Curriculum Intent
- EHPA British Values Curriculum Intent
- EHPA Computing Curriculum Intent
- EHPA DT Curriculum Intent
- EHPA Geography Curriculum Intent
- EHPA History Curriculum Intent
- EHPA Maths Curriculum Intent
- EHPA Music Curriculum Intent
- EHPA Oracy Curriculum Intent
- EHPA PE Curriculum Intent
- EHPA PSHE Curriculum Intent
- EHPA RE Curriculum Intent
- EHPA Reading Curriculum Intent
- EHPA Science Curriculum Intent
- EHPA Writing Curriculum Intent