At Lumbertubs, we have a consistent approach to teaching reading. We use the VIPERS to really secure our children's reading comprehension skills. Here are some key questions you could ask your children at home linking with the school VIPERS.
Remember, these comprehension questions can be asked with picture books, short animations and novels.
Our Curriculum statements
Our curriculum is underpinned by our core values.
At Lumbertubs we are:
Our unique, broad and balanced curriculum at Lumbertubs is underpinned by three Key Drivers – Life Skills, Opportunities and Aspirations. All of our drivers ensure that our children are able to embed their learning from Nursery right through to Year 6.
- Life Skills: To foster independence in our pupils, we provide experiences to develop life skills for today, tomorrow and the future.
- Opportunities: To provide experiences for our pupils will allow them to appreciate what is possible in the world around them
- Aspirations: To help build an aspiring future for our children, we encourage them to have hopes and ambitions for the future
The impact of our curriculum is measured through:
- End of Key Stage outcomes
- Progress and attainment data
- Learning walks
- Work scrutiny
- Governor monitoring
- Engagement in enrichment activities (scrapbooks)
- Pupil Voice
- Behaviour logs
- Attendance data
At Lumbertubs we follow the Read, Write Inc phonic scheme. We believe that this is the best approach for our children to have the knowledge and skills they need to be proficient at word recognition. This scheme helps our children to become fluent readers.
The learning strategies used include: the practice of word blending using Fred-talk (pushing sounds together), segmenting (pulling sounds apart) and manipulating (deleting and inserting sounds) which help children to read and spell.
Every child who walks through the Lumbertubs door is assessed for their phonics knowledge to ensure we provide the best support for each child.
Further to this, we link THRASS to our daily spellings which enables children to be confident and competent spellers whilst choosing the correct spelling sound. Children become familiar with the terminology of phonemes and graphemes to distinguish which is the correct spelling choice.
At Lumbertubs, we are committed to promoting the enjoyment of reading as we believe it gives us the ability unlock doors to the future of all learning. Our library contains a wealth of fiction and non-fiction books for the children to read which is used regularly as well as links to the local library. In KS1 and until children become fluent readers we follow a reading colour band system which is assessed through phonics. Every child has a book which is relevant to the set of phonics which they are working on in class. Therefore, children can link their phonics skills to become fluent readers.
When children become free readers, they will move onto the Accelerated Reader programme. This gives every child the opportunity to read a range of fiction and non-fiction books which they can later take a quiz on to show their understanding of the book. Every child who is a free reader in KS2 has a log on for Accelerated reader.
Knowledge and skills coverage in reading comprehension
Every reading session has a skill focus to ensure that the comprehension aspect of reading is taught. Comprehension skills are developed through pupils’ experience of high-quality discussion with the adult, as well as from reading and discussing a range of stories, poems and non-fiction. The skills taught include:
- Sequence (KS1) Summary (KS2)
Taking elements of the Talk for Writing approach, our pupils will be taught how to plan, revise and evaluate their writing in every year group. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently. Every child is taught to write as a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Through the use of high-quality examples, shared writing, discussions and success criteria, our children are taught to fully understand how various text genres are written and do so purposefully across a range of contexts.
At Lumbertubs Primary School, our children are taught handwriting with Kinetic Letters. This is started in Reception and is taught and encouraged throughout the school.
Spelling, vocabulary, grammar and punctuation:
Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing lessons. As vocabulary increases, teachers show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They will also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. Pupils will be taught to control their speaking and writing consciously and to use Standard English. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching. Our teachers consistently model accurate use of Standard English when speaking and writing as well as teaching the specific knowledge and skills children are required to know at KS1 and KS2.
At Lumbertubs Primary School we strive to make maths accessible and enjoyable for all. We aim to develop confident and able mathematicians who support and encourage each other. We use a planning structure that enables consolidation of skills as well as promoting new learning opportunities. Based on Sarah White’s schemes of work, combined with the 5 big mastery ideas, Maths teaching at Lumbertubs is based on the foundations of CPA (concrete, pictorial, abstract). This is all underpinned by the idea of visualisation. Being able to visualise number is a fundamental skill we promote within Maths teaching as it enables children to access all areas of the Maths curriculum. Previous learning is built upon and consolidated as the children progress through the school. Our lesson structure and daily maths skills sessions, allow opportunities for collaborative learning, individual practice and progression. In Year 6, we follow aspects of the Maths No Problem scheme to embed and consolidate previous learning.
We challenge children to always aim for the top where ever they are on their maths journey. We deliver maths lessons that allow opportunities for problem solving and application of skill in real world contexts. Staff use and model high level vocabulary and always have high expectations of children within their lessons. Our goal is for children to leave Lumbertubs as self-assured, enthusiastic mathematicians that believe they are capable to apply their skills to any field they aspire to.
Each area of the four branches of geography: location and place knowledge, physical geography, human geography and the knowledge of geographical skills and fieldwork are covered and revisited throughout the children’s learning journey at Lumbertubs. Our aim is to:
- enable children to gain knowledge and understanding of places in the world;
- encourage children’s interest in their environments and develop a knowledge and understanding of the physical and human processes which shape our world
- increase children’s knowledge, understanding and respect of other cultures
- allow children to learn graphic skills including how to use, draw and interpret maps;
- enable children to know and understand environmental problems and world events at a local, regional and global level;
- develop a variety of other skills including those of enquiry, problem solving, ICT, investigation and how to present their conclusions in the most appropriate way.
Our geography themes are mainly delivered through our creative connected curriculum; planned cross-curriculum opportunities are used where possible. There are many cross curricular links to ensure pupils are able to see the subject in context of themselves and the lives of the community around them and wider world, developing their ideas of global citizenship. Use of our bespoke progression document ensures progression and continuity of skills and knowledge throughout the school. The teachers plan with an awareness of skills and concepts taught and ready to build on.
Differentiation through outcome and by the amount of adult support (to individuals or groups of children) is used in many of the activities and assessed using the bronze, silver, gold assessment criteria for that lesson. Other times differentiated activities are provided to ensure an appropriate coverage of the topic.
Historians at Lumbertubs develops a sense of the world and enrich their understanding of it through opportunities provided via our creative connected curriculum. Our aim is to:
- ensure children understand how the past was different to the present and the people of other times and places may have had different values and attitudes from our own.
- help children gain a knowledge and understanding of Britain’s past and that of the wider world.
- equip children to ask questions, think critically, weigh evidence and develop perspective and judgement.
- develop an interest in the past and an appreciation of human accomplishments and aspirations
Historical themes are mainly delivered through our class topics which form part of a long-term programme; the use of our bespoke progression document ensures continuity and development of skills and knowledge throughout the school. Planning is carried out with a knowledge of skills and concepts taught and ready to build on.
Many of the activities provided allow for differentiation through outcome and by the amount of adult support given to individuals or groups of children and assessed using the bronze, silver, gold assessment criteria for that lesson. Other times differentiated activities are provided to ensure an appropriate coverage of the topic.
Health and Fitness is very important to us at Lumbertubs and we encourage our children to become active pupils. Every class has 2 hours of PE a week and it is split into two sessions. One session is taught by an external qualified sports coach which focuses on an outdoor PE session working through skills and games. The other session is taught by the class teacher and is an indoor session which is planned based around REAL PE programme. Inter and intra sporting competitions and opportunities throughout the school year encourages children to participate in a competitive environment as well as working on tehri personal best.
In our school we choose to deliver Personal, Social, Health Education (PSHE) using Jigsaw, the mindful approach to PSHE. This comprehensive and engaging scheme of work provides our pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.
Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up.
They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
Jigsaw PSHE supports the development of the skills, attitudes, values and behaviour, which enable pupils to:
- Have a sense of purpose
- Value self and others
- Form relationships
- Make and act on informed decisions
- Communicate effectively
- Work with others
- Respond to challenge
- Be an active partner in their own learning
- Be active citizens within the local community
- Explore issues related to living in a democratic society
- Become healthy and fulfilled individuals
As a school, we have chosen the Purple Mash Computing Scheme of Work from Reception to Year 6. The scheme of work supports our teachers in delivering fun and engaging lessons which help to raise standards and allow all pupils to achieve to their full potential. We are confident that the scheme of work more than adequately meets the national vision for Computing. It provides immense flexibility, strong cross-curricular links and integrates perfectly with the 2Simple Computing Assessment Tool. Furthermore, it gives excellent supporting material for less confident teachers.
Lumbertubs Primary School believes that every child should have the right to a curriculum that champions excellence; supporting pupils in achieving to the very best of their abilities. We understand the immense value technology plays not only in supporting the Computing and whole school curriculum but overall in the day-to-day life of our school. We believe that technology can provide: enhanced collaborative learning opportunities; better engagement of pupils; easier access to rich content; support conceptual understanding of new concepts and can support the needs of all our pupils.
- Provide an exciting, rich, relevant and challenging Computing curriculum for all pupils.
- Teach pupils to become responsible, respectful and competent users of data, information and communication technology.
- Enthuse and equip children with the capability to use technology throughout their lives.
- Give children access to a variety of high-quality hardware, software and unplugged resources.
- Equip pupils with skills, strategies and knowledge that will enable them to reap the benefits of the online world, whilst being able to minimise risk to themselves or others.
- Instil critical thinking, reflective learning and a ‘can do’ attitude for all our pupils, particularly when engaging with technology and its associated resources.
Online safety has a high profile at Lumbertubs Primary School for all stakeholders. We provide a relevant up-to-date online safety curriculum which is progressive from Early Years to the end of Year 6.
Our aim is to explore, engage and reflect in all our RE lessons. Each child learns how to explore: Hinduism, Sikhism, Islam, Jewish, Buddhism, Humanism, as well as Christianity in full. Making the RE lessons exciting, cross- curriculum, colourful, hands on and interesting for all will ensure every child is engaged, while having opportunities to Reflect on themselves, other religions, non-religions and with the wider community.
Our links with the wider community, religious visitors and trips to holy buildings are excellent which enriches their knowledge even further within each religion.
We, as a whole school, get involved with charity work and have launched the “Lumbertubs Charity Project” linked with “Children’s United Charity” fundraising for a nursery school in India by collecting stamps, collecting 1p’s, 2p’s coins and other fun ideas.
The children are very much encouraged to bring in their own religious Holy Artefacts to show their class and be entered into the “at home artefact book” for the whole school to enjoy.
As a whole school, we have an array of RE assemblies throughout the year too, either with religious visitors or children showing what they have learnt within RE lessons. Whole RE school displays are done once a year where all children participate in planning, designing, making and displaying their own religious model.
Accordance with the Northampton RE scheme of work 2018-2023 all children are assessed using the AT1 and AT2 targets. We are very pleased to have achieved the Bronze RE Quality Mark Award.