We follow the Diocese of Southwark Religious Education Syllabus which enables the children to experience learning about Christianity and all the major world faiths.  Within RE lessons, children have the opportunity to develop a wide range of skills which help to develop religious understanding and to ask and answer thought provoking questions about their own and other’s beliefs. 

Our early years setting follows the latest version of the EYFS statutory framework that applies from September 2021. Development Matters, DfE 2021, is also used as guidance for progression of skills, alongside our own development of skills documents.

Staff plan activities and experiences for children that enable children to develop and learn effectively. In order to do this, staff are expected to focus strongly on the 3 prime areas. However, staff also take into account the individual needs, interests, and stages of development of each child in their care, and use this information to plan a challenging and enjoyable experience. 

Where a child may have a special educational need or disability, staff consider whether specialist support is required, linking with relevant services from other agencies, where appropriate. When they are planning and guiding children’s activities, staff reflect on the different ways that children learn and include these in their practice. 

Staff make good use of the outdoors for learning, and opportunities for first hand experiences. Topics have been developed over time to ensure an exciting and balanced curriculum, linking to seasonal opportunities or celebrations, but also allowing flexibility to follow the children’s interests. 

We follow the Read Write Inc structured phonics programme, and the NCETM Mastering Number maths scheme, so phonics and maths are taught every day with clear progression towards the ELG and skills needed ready for joining Year 1. There is also consideration for what is taught in NC areas of learning throughout the rest of their learning experience while at Coulsdon C of E Primary.

We use Kapow Primary to help with our teaching of PSHE, Computing and Music.  It provides engaging and progressive schemes of work and lesson plans which are linked to the National Curriculum.  It includes teacher CPD videos and supporting materials that help teachers to develop skills and knowledge across EYFS, KS1 and KS2.  We believe that the CPD materials empower our teachers to deliver these subjects by ensuring their subject knowledge is secure and that the language and strategies they use are consistent and appropriate. 

We use White Rose Maths (WRM) to lead our planning for our maths curriculum.  It links to the aims and objectives of the National Curriculum, has number at its heart and provides plenty of opportunities to build reasoning and problem solving elements into the curriculum.  The WRM schemes of learning clearly outline the progression of skills into yearly frameworks that break down what children need to learn during each week of each term into small steps of learning. WRM helps children develop their conceptual understanding of mathematics by using concrete objects, pictorial representations and abstract thinking. The philosophy behind White Rose Maths focuses on making maths fun for children and helping them to find enjoyment in number problems fits with the Coulsdon way of learning.

Investigative Maths is integrated within WR teaching but there is also one explicit investigation lesson taught at least once a fortnight.  The lessons focus on the development of these learning skills:

• Resilience and Perseverance
• Learning by making mistakes
• Collaborating
• Questioning
• Making links
• Noticing 

We use the ‘Read, Write Inc’ scheme which is a synthetic phonics programme to promote early literacy skills. The structured programme is designed to ensure all children learn to read accurately and fluently through daily fun with engaging rhymes, characters and props.  The children are taught within group sets, tailored to their phonic ability to ensure they are learning and recapping the sounds they need to know and make individual progress more quickly.  As the children learn each group of sounds they are provided with the appropriate books to support them in using and practising these sounds.The children are assessed on their phonics and reading skills every half term and moved within their phonic teaching groups in line with this.