We aim to provide a broad and balanced curriculum which includes studying each of the National Curriculum subjects, recognising that each child is different with varying abilities, interests and needs.  The Core subjects of the National Curriculum are English, Mathematics, Science and Information and Communication Technology.  The non-core subjects within the National Curriculum are Design and Technology, History, Geography, Art and Design, Music and Physical Education.

Religious Education is also a legal requirement.

Children in both the Nursery class and the Reception classes follow the Foundation Curriculum as laid down by the Department for Education and Skills.

The teachers responsible for these classes work closely together.  To ensure continuity and progression, they liaise regularly with teachers in Key Stage One.

The School endeavours to help children develop as individuals and as responsible citizens through Personal, Social and Health Education.

ENGLISH

At Broughton Infant School we encourage our pupils to explore their own experiences through language.  We believe that language underpins all learning and development and is central to the whole curriculum.  The School uses the National Literacy Strategy.

Speaking and Listening

Children are encouraged to speak clearly, fluently and confidently and to listen, understand and respond to others.  Opportunities are given through discussion, drama and other activities.

Reading

Our aim is to stimulate interest and pleasure in reading.   Through the National Literacy Strategy and other areas of the curriculum, our pupils are offered a range of reading experiences using fiction and non-fiction material, in individual, group and class reading sessions.  The children are made aware of a variety of reading strategies such as phonic knowledge, word recognition, grammatical awareness and contextual understanding.

Writing

We encourage a range of purposes for writing, including communication, creativity, exploration of experiences and organisation and explanation of information.  The skills required for this are taught through fiction and non-fiction writing, planning and drafting, grammar, punctuation and spelling.  Our pupils are taught correct letter formation and the importance of clear and neat presentation.

These three areas of the English Curriculum are fully integrated in our teaching.

MATHEMATICS

At Broughton Infant School we follow the National Numeracy Strategy.

Our pupils develop their knowledge and understanding of mathematics through practical activity, exploration and discussion.  We provide regular opportunities for children to count, read, write and order numbers.   We help them to develop a range of mental calculation skills.  They are encouraged to use mathematical language to talk about their methods and to explain their reasoning when solving problems.   Our children work independently or co-operatively as the tasks require.

SCIENCE
At Broughton Infant School we believe that science is a way of working and thinking and it is taught through carefully planned broad topics which are cross-curricular.

Pupils observe, explore and ask questions about living things, materials and physical processes.  They work together to collect evidence to help them answer questions and to link this to simple scientific ideas.   They are taught methods of gathering information through experiments and they are encouraged to prove or disprove theories.  They communicate their ideas using scientific language, drawings, charts and tables.

DESIGN AND TECHNOLOGY

At Broughton Infant School we encourage children to think imaginatively and talk about likes and dislikes when designing and making.  They explore how familiar things work and discuss, draw, model and evaluate their ideas.  They learn how to design and make safely using a variety of tools, materials and components.

INFORMATION AND COMMUNICATION TECHNOLOGY

At Broughton Infant School the children use a variety of ICT equipment including computers, televisions, video and tape recorders and floor robots to communicate and handle information.

Children are encouraged to enter, store and retrieve information in a variety of forms across the curriculum.

HISTORY

At Broughton Infant School we use stories, artefacts and other sources of information to develop an understanding of history. The children are made aware of how the past is different from the present.

GEOGRAPHY

At Broughton Infant School children are encouraged to carry out geographical enquiry both in the immediate environment and in the wider world.  They are given opportunities to develop geographical language and skills and to use resources such as plans, maps and photographs.

ART AND DESIGN

Art and Design stimulates the creativity and imagination of pupils through the visual, tactile and sensory experiences we provide.  Throughout the School, children are given opportunities to explore and experiment with various techniques.  They are encouraged to express themselves through colour, form, texture and pattern.  In addition, they are made aware of the work of other artists.

MUSIC
The children are offered a wide range of experiences.  They are encouraged to listen and to appreciate a variety of music.  They learn about pitch, duration, dynamics, tempo and other elements of music.   They are given the opportunity to perform both with voices and instruments.   The emphasis is on enjoyment and on experimenting to create different moods and effects.

PHYSICAL EDUCATION

Physical Education develops pupils' physical competence and confidence, enabling them to perform a range of activities including games, gymnastics and dance.

RELIGIOUS EDUCATION/COLLECTIVE WORSHIP

Children are encouraged to develop both as individuals and as members of society by the fostering of a reflective approach to life as they grow in their understanding of human experiences, attitudes, beliefs and religious practices.

The teaching of Religious Education at Broughton Infant School is based on The Agreed Syllabus for Religious Education in Buckinghamshire (2001).  Children study Christianity predominantly and significant aspects of Islam and other major faiths.

These are accessed through celebrations, festivals, assemblies, stories, music, drama, visits and visitors to School and topic work linked to other curriculum subjects.

There is a daily act of Collective Worship, mainly of a broadly Christian nature.  Often Religious Education lessons in the classroom are related to the Collective Worship themes.

 Parents wishing to withdraw their children from Religious Education and/or Collective Worship should write to the Headteacher.  These pupils will be supervised by a welfare assistant during Collective Worship and accommodated within the class during Religious Education.

HOMEWORK

Children are expected to take their reading books home several times each week.  It is very beneficial for the children to read to an adult as many times as possible.  The older children often have spellings to learn.  There may be times when children are asked to research topics at home.  Children may be required to complete work or practise skills.

Our library is a valuable source of information and sometimes children borrow books to use both in the classroom and at home.

SPECIAL EDUCATIONAL NEEDS

At Broughton Infant School the Governors and staff hold that every child is special and has their own unique part to play in School life, individually, within their class group, school group and the wider community.  We recognise that all pupils have individual needs, that there are different types and degrees of need, and that these should be met in differing ways.  Children develop at different rates academically, emotionally and socially, and at some stage of their school lives may experience difficulties in one or more of these areas.

Broughton Infant School's policy and procedure on Special Educational Needs takes account of the Code of Practice (Nov. 2001) which includes new rights and duties introduced by the SEN and Disability Act 2001.

The School identifies need as early as possible to ensure that relevant help and support is given.  The School has a teacher with particular responsibility for SEN.  This SEN Co-ordinator assesses, plans, monitors and reviews provision in liaison with the special needs support assistant, class teachers, parents and outside agencies.  There is also a Governor with responsibility for Special Educational Needs.

Children are supported in their classrooms within the framework of a broad, balanced and inclusive curriculum.  They have individual education plans (IEPs) and receive small group help from a Special Needs Support Assistant.  Some pupils may have input from the Specialist Support Service.  Some children with English as a second language may receive help from a specialist teacher.

The School works closely with other professional agencies including the School Psychological Service, Speech and Language Therapy, Education Welfare, Social Services and School Health.

Children with Statements of Special Educational Needs are supported in accordance with the requirements of their particular Statements.

The School believes that the knowledge, views and experience of parents are vital.  Assessment and provision are most effective when there is the greatest possible degree of partnership between children, parents and School.

Wherever possible, the views of the child are taken into consideration.  Care is taken to ensure that each child remains fully involved with their plan of support.

MORE ABLE PUPILS

We fully recognise the need to extend the more able pupils.  Strategies are in place to challenge these children through differentiated work.

SEX EDUCATION    

No formal instruction is given.  Questions are answered by the class teacher as appropriate, according to the age and development of the child.  Personal, Social and Health Education is taught as an aspect of some topics or in response to issues which occur.