A learning community that together supports and provides challenge for all learners enabling them to overcome barriers to reach their full potential and thrive. At Linton Heights Junior School (LHJS) we believe pupil intelligence is malleable and not fixed.
Well-motivated children, engaged in an enriching education, surrounded by high but achievable expectations, achieving rapid progress.
Pupils and staff are thoughtful individuals who together show kindness, responsibility and respect.
Together we learn. Together we thrive.
At Linton Heights Junior School our vision and values are at the core of everything we do. They underpin our teaching and learning, and provide an environment which prepares our pupils as confident, happy citizens.
We have designed a well-considered curriculum which is broad and `strengths and interests. By focusing in on learning that is key and offering exciting, and enriching experiences, children are enabled to follow up their own particular interests. We encourage our children to become engaged, active and life-long learners.
The subjects we teach reflect those in the National Curriculum 2014 with the core subjects (English, maths and science) incorporating many of the objectives. Our academy status allows us to be flexible with our teaching to ensure that children’s learning is enriched and pertinent to our community.
Our curriculum intent is to provide an environment which prepares our pupils as confident, happy citizens who:
- are secure in their values and beliefs
- respect others
- are honest
- are resilient and will bounce back after a set back
- take responsibility for their actions
- are ambitious and try their hardest to succeed
- show everyone kindness
- have a sense of worth, purpose and personal identity
- make informed choices
- have growth mindset
- are confident to take risks
- have critical and enquiring minds
- can communicate effectively with a wide vocabulary
- are able to learn independently and with others
- gain and retain knowledge in all curriculum areas
- are creative and resourceful
- develop problem solving skills
- use and apply and transfer skills to differing situations
- are confident individuals who have strategies to keep themselves safe and healthy
- can relate to others and form good relationships
- are able to implement strategies for mental well-being
- celebrate British Values
- recognise responsibilities in a global community
Implementation - We deliver this by:
- committing to providing opportunities for children to apply their knowledge and skills in a range of meaningful contexts.
- well differentiated, challenging teaching allowing children to succeed across the whole curriculum.
- equipping children with skills for life teaching discrete skills in English, maths and computing and applying these skills throughout the curriculum
- delivering a broad and balanced curriculum celebrating all subjects.
- ensuring the learning environment is relevant to our children and promotes independent learning
- ensuring progression by building on what children already know through the use of a range of assessment techniques
- giving children opportunities to lead on their learning pursuing their interests in a subject
- enriching learning in a range of ways including real life experiences, visits, visitors, theme days and high quality resources
- listening to pupil voice and involving pupils in planning and decision making
- involving parents and carers in learning
- finding opportunities for links with the wider community
- annually reviewing. adapting and improving our curriculum based on successes and feedback from children, parents and staff
- developing the aptitudes and growth mindset needed for learning and supporting our pupils to become resourceful, responsible, reflective, resilient and reasoning.
- developing a sense of community and belonging, contributing and working with our local community and global community.
- providing opportunities for children to apply their knowledge and skills in a range of meaningful contexts underpins our planning ensuring progression and depth of learning.
- Teachers’ specialist skills, knowledge and expertise are also used to enrich and shape the curriculum.
- Teachers endeavour to design learning which is meaningful, relevant and inspiring for our children.
Each term, every year group devises a Curriculum Newsletter to inform parents and carers what their child will be learning.
Impact - Monitoring, evaluation and assessment
- Senior Leadership Team and Governors monitor the progression, continuity and effectiveness of the curriculum.
- Staff Subject Leaders contribute to the curriculum aspects of the School Development Plan by monitoring, evaluating and reviewing their focus areas.
- Formal assessment of reading, writing, spelling, maths and science occurs termly, with a baseline for year 3 a few weeks after they start with us, allowing us to track children attainment and progress
- Teachers assess pupils’ knowledge assessed at the start and end of every geography, history and science topics in order to inform planning.
- Assessment of foundation subjects occurs at the end of every half term against skills descriptors.
- Assessment for learning is a key aspect and forms a large part of our daily teaching informing our next steps.
- Pupils self assess their learning at the end of most lessons using a star and a wish.
- Regular liaison with Linton Infants and Linton Village College colleagues to recognise progression through the key stages in order to sequence our children’s learning.
We value the diversity of individuals within the school. All children have equal access to the curriculum and are treated fairly regardless of gender, sexual orientation, race, religion or abilities.