Curriculum aims

The aim of Parkstone Primary School is to provide opportunities for children to develop as independent, confident, successful learners with high aspirations who know how to make a positive contribution to their community and the wider society. There is a high focus on developing children’s moral, spiritual, social and cultural understanding. We ensure that children are well prepared for life in modern Britain.

At Parkstone we provide a highly inclusive environment where virtually all learners enjoy their education and most make very good progress in all subjects and areas of learning. Pupils at all levels are helped to achieve their potential. Those who are most able are challenged and supported through appropriate extension activities. Those who struggle are encouraged and given targeted support to embed skills, to develop at their own pace or simply to learn in a style that best suits their individual needs.

Our focus on curriculum development is always carefully designed to ensure coverage and progression. It provides pupils with memorable experiences, in addition to diverse and rich opportunities from which children can learn and develop a range of transferable skills. The children’s own community, its heritage and traditions are frequently used as a starting point for engaging interest. A primary focus of our curriculum is to raise aspirations, engender a sense of personal pride in achievement, and providing a purpose and relevance for learning.

At Parkstone we provide the full core offer of extended school provision. To promote physical health and wellbeing, a range of clubs gives learners an opportunity to access a wide variety of sports clubs after school hours and during lunch times.

Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review. The innovative practice across the school provides a strong foundation and opportunities for children to work in teams and develop social skills both indoors and out. This curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality first teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on pupil outcomes. Enjoyment of the curriculum promotes achievement, confidence and good behaviour. Children feel safe to try new things. High quality visits and visitors into the school enhance the curriculum and provide opportunities for writing for a purpose.

‘In Reception, phonics is taught every day.’

Ofsted

‘Pupils are very positive about their
mathematics work.’

Ofsted

‘Teachers use ‘pinny time’ to revisit the sounds that children have been
taught, as they learn through play.’

Ofsted

‘The geography curriculum is a strength of the school.
Leaders have carefully set out what they want pupils to know by the end of each year.’

Ofsted

‘Pupils discuss and analyse texts during their
‘reading mastery’ lessons.’

Ofsted

‘Pupils could talk about rainfall and temperature graphs, as well as the impact of the River Nile on Egyptian settlements.’

Ofsted

‘The reading curriculum is well organised.’

Ofsted

‘Classrooms are oases of calm. As a
result, pupils are happy. They feel safe at school.’

Ofsted

‘Reception children get opportunities to explore numbers all the time.
Daily mathematics lessons help them to count with speed and confidence.’

Ofsted

‘All pupils know the school rules.’

Ofsted

‘All
adults have high expectations of pupils’ behaviour.’

Ofsted

‘Teachers say that leaders listen to their views and help them to manage their workload.’

Ofsted

‘Pupils talk with pride about the ‘leading learner’ badges
they get for reading regularly, arriving on time and trying hard.’

Ofsted

‘Pupils enjoy the books their teacher reads to them.’

Ofsted

‘Teachers have strong subject
knowledge and use geographical vocabulary with precision.’

Ofsted

‘Leaders
have provided teachers with the phonics training they need.’

Ofsted

‘Leaders’ relationships and sex education and health education
curriculums give pupils an age-appropriate understanding of healthy relationships.’

Ofsted

‘Pupils thrive at this inclusive school.’

Ofsted

‘Teachers model language and sounds accurately. This means that Reception children get off to a strong start with their reading.’

Ofsted

‘ Subject leaders benefit from meeting staff in
other trust schools to exchange ideas and good practice.’

Ofsted

‘One pupil told the
inspector that, ‘school is amazing because teachers include everyone.’

Ofsted

‘Staff are happy, and morale
is high.’

Ofsted

‘Pupils who are falling behind in their phonics get extra help to catch up.’

Ofsted

‘In mathematics, teachers make daily checks on pupils’ understanding. This ensures that the work pupils do is suitably challenging.’

Ofsted

‘Children in early years learn phonics as soon as they start school.’

Ofsted

‘The governing body challenges leaders on the actions they are taking to improve the school.’

Ofsted