Our curriculum is underpinned by UNICEF’s Rights of the Child Article 29:
Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights as well as respect for their parents, their own and other cultures, and the environment.
It puts the child at the centre of our schools, where positive relationships, based on compassion, mutual trust and respect are at the heart of everything we do.
We have designed our curriculum, using the ‘Learning Challenge Curriculum’ and Early Years Foundation Stage curriculum. This ensures that the curriculum is planned coherently and sequenced towards the cumulative gain of the knowledge and skills required for future learning. We raise aspirations by promoting a sense of personal pride in achievement and through providing purposeful and relevant learning. We aim to facilitate every child to find and develop their individual strengths and interests. We focus on developing children’s moral, spiritual, social and cultural understanding, to ensure that children are well prepared for life in our modern world.
Kingsteignton School provides a highly inclusive environment, where learners enjoy their education. Pupils at all levels are helped to achieve their potential. Those who are most able are challenged and encouraged to expand their skills and knowledge through varied curriculum opportunities. Those who find learning more difficult are supported to embed knowledge and skills, to develop at their own pace and to learn in a style that best suits their individual needs.
The aims of our school curriculum are:
• to foster the children’s understanding of ‘belonging and being’ and how they connect to the past, live in the present and look to the future;
• to encourage curiosity and a passion to learn through promoting a ‘go-for-it’ attitude towards learning, so that all children enjoy coming to school and embrace new challenges and possibilities, pushing their own boundaries
• to enable children to develop their knowledge, understanding and skills through being ‘determined to succeed’, becoming independent thinkers and questioners and acquiring a solid basis for lifelong learning
• to promote values-based Education so children take responsibility for themselves and their actions, are respectful and develop resilience
• to fulfil all the requirements of the Early Years Foundation Stage, National Curriculum and the Locally Agreed Syllabus for Religious Education.
Extra Curricular Activities
We will actively promote activities that help to bring learning alive for children and develop them as individuals. As such we will provide many opportunities for children to take part in a range of extra curricular activities. These will include: School trips (at least one per term that links to the topics children are learning about); clubs – every teacher will run an extra-curricular club to further enhance the learning experiences at school and children will also have the opportunity to attend clubs run by outside agencies which include, for example, Tai Kwando, Fizz pop Science, Yoga and Kick boxing; they will also have the chance to attend residentials with children in the United Schools Federation from Year 2 upwards.
We are fortunate that we will have access to four USF school minibuses that we can regularly use. All of our minibus drivers are fully qualified. In the case of all school activities, you will be informed before it happens and your consent will be sought before your child is able to take part. Where a day trip is planned within school hours, parents will be invited to make a contribution towards the overall costs. If an activity cannot be funded without voluntary contributions this will be made clear to parents from the outset. It will be made known that the activity will not take place if parents are reluctant to support it.
Curriculum Complaints Procedure
If you have any worries or concern about your child’s care or education we will actively encourage parents and carers to discuss this with their child’s teacher initially or the Principal. In most cases concerns will be resolved quickly and easily as soon as we are aware of the problem. However should this not be the case, there is a formal procedure for complaints regarding the delivery of the curriculum, Special Educational Needs or other matters.