- At Caton Primary School, our vision is to create a curriculum that is relevant and prepares pupils for the opportunities, responsibilities and experiences of later life.
- We promote a positive attitude towards learning so that our curious young people enjoy coming to school and acquire a firm foundation for future learning.
- We want to help each child develop resilience, independence, responsibility and emotional intelligence.
- We foster high expectations of behaviour for learning, endeavour and achievement.
- By working with our village and families, we will create an aspirational school community in which everyone is valued and successes are celebrated.
- Create caring, confident and curious children.
- Offer opportunities that will expand horizons.
- Motivate and challenge our children to achieve academic success.
- Enable children to have respect for themselves and high self-esteem, and to be able to live and work co-operatively with others.
- Partner with families to create an aspirational school community.
- Appreciate the uniqueness of each child and recognise their potential.
- Support, guide and inspire through excellent teaching practices.
- Show our children what they can achieve.
- Guide children in understanding the importance of truth and fairness, so that they grow up committed to equal opportunities for all.
- Celebrate and promote individual talents, interests and achievements.
- Promote understanding of diversity and global awareness.
We demonstrate our commitment to the above through our Key Stage 1 and Key Stage 2 ‘Caton Passports’. These outline our school’s unique curriculum which embraces so much more than the National Curriculum requirements and fulfils our mission statement. It includes statements such as: I can tie my shoelaces; I know my date of birth and address; I have visited an art gallery; I have been on a hike; I have represented the school at a sporting event; I have performed to an audience; and I have raised money for charity.
Success in all aspects of the broad curriculum is celebrated at our weekly celebration assembly. Certificates are presented for Super Citizens, Wonderful Workers and Golden Pen awards. During these assemblies, we also invite children to share some of their personal achievements that link to the wider curriculum, such as swimming certificates and musical achievements.
We also hold an annual awards ceremony for sustained achievement in all aspects of the curriculum from Maths to Citizenship and the Performing Arts.
Phonics and Reading
In Early Years and Key Stage One, we teach the ‘Red Rose Letters and Sounds‘ phonics programme. This programme has been carefully selected due to the careful planning of systematic, synthetic phonics. In Reception, the children are taught the initial letter sounds that enable them to unlock the world of reading. Once the children have mastered the initial sounds, they move on to alternative spellings for each sound.
For example, for the sound ‘ay’, children will initially be taught the spelling ‘ai’ (as in rain). Once they can read, spell and write words containing this spelling, they will move on to ‘ay’ (as in play), ‘a-e’ (as in cake) and ‘ei’ (as in reindeer). To allow children to
The reading schemes used in school include: Songbirds, Oxford Reading Tree (Floppy’s Phonics) and Fireflies. A variety of texts are chosen according to reading ability in order to encourage a broad range of reading and to link with the stage that pupils are at in their phonics.
Our whole-school library is well stocked with fiction and non-fiction books, comics, reference texts and narratives with increasingly complex plots. When our pupils move beyond phonics, they are encouraged to select, scan and return their own books to the library.
Reading diaries are used to record books read and also as a means of communication between parents and teacher to help support the reading process.
We always have a quality class novel on the go, which we read daily to our children, and we hold a big annual celebration of reading on World Book Day.
Please find information regarding the new content of the Relationships, Sex and Health Education curriculum. We are following the advice from the PSHE Association and The Association of Science Education collaboration. Appendix 1
Support for parents and carers
We support our parents through an open-door policy. Over the year, parents are invited in for our open days, weekly assemblies and other special events. Moreover, each year we hold support sessions that aim to give advice on how to teach areas such as reading, phonics, arithmetic and writing, as well as providing opportunities for questions to be answered.