- The material taught in order to develop pupils' knowledge and understanding should become increasingly extensive and specialised as the pupil matures.
- A balanced curriculum provides the pupil with regular teaching across the full range of the curriculum. The main subjects should be taught on a regular basis.
- A flexible curriculum is able to meet the identified needs of individual learners within its framework.
- Pupils of all ages will have a range of experiences other than the formal subjects which they study.
- The curriculum provides children in the Foundation Stage (aged 3 –5) with a wide range of planned activities and experiences which help them to develop and make progress towards meeting the Early Learning Goals.
- Children in the Foundation Stage need a well-planned and resourced curriculum to take their learning forward and to provide opportunities for all children to succeed in an atmosphere of care and feeling valued. Children deepen their understanding by playing, talking, observing, planning, questioning, experimenting, testing, repeating, reflecting and responding to adults and to each other.
- The Early Learning Goals establish expectations for most children to reach by the end of the Foundation Stage.
The EYFS learning and development requirements comprise:
- The seven areas of learning and development and the educational programmes:
- communication and language
- physical development
- personal, social and emotional development
- understanding the world
- expressive arts and design
- The early learning goals, which summarise the knowledge, skills and understanding that all young children should have gained by the end of the Reception year
- The assessment requirements (when and how practitioners must assess children’s achievements, and when and how they should discuss children’s progress with parents and/or carers).
The curriculum will satisfy the requirements of legislation relating to the National Curriculum and religious education (RE), ensuring that sufficient time is allowed for all aspects of the basic curriculum and the development of essential skills especially literacy, numeracy and the use of Information and Communications Technology. These requirements will be realised through well planned and delivered teaching and through a thematic approach. As much practical learning as possible will be offered to children to enhance understanding of curriculum areas.
Children will be offered a very wide range of experiences to extend their understanding of themselves and the world in which they live. Skills, attitudes and values will be developed to prepare the children for the next stage of learning (‘Key Stage 2 ready’ and ‘Secondary ready’), and enable them to be successful in the community. The school would expect everyone to develop through a ‘consistency and warmth’ approach and show a sense of responsibility and self-discipline whether alone, together, at work or at play, and to support policies on equal opportunities. The school will not tolerate poor behaviour and will adopt positive behaviour management strategies to ensure that children are responding to positive, not negative models of social interactions.
Children and pupils at John Keats will learn most effectively when:
- Pupils receive clear structures which set out ways to learn effectively – hence the provision of an enquiry-based approach towards learning. In practice, this means that pupils will be involved with the development of the key question that frames the approach to their learning for the half term. Each topic begins with an innovative overarching ‘fertile’ theme that will entice the children into wanting to find out more.
- Given the opportunity to learn in an active way e.g. engaging in immersion days that stimulate an interest in the topic. An example of an immersion day is a day where the class prepares for and undertakes the trial, modelled on a formal process, of a slave owner to hear the arguments for and against slavery.
- Given clear feedback about their learning and how they are getting on in school. This will be done through a programme of marking and feedback that enables pupils to be clear about their strengths and areas for development.
- Given sufficient time to address their emotional and social needs – hence the focus on pastoral support and mentoring and a holistic approach towards inclusion. This will be seen in school through the work of the pastoral manager who will work intensively with families to help with problems such as housing, immigration, money, family issues and family literacy and numeracy. This will enable parents and carers to feel comfortable with the school and trust staff to work well with them and their families.
- Pupils will also receive intensive support in school through the work of the play therapist, speech therapist, learning mentor, inclusion manager, drama teacher, sports coaches etc. - all focused on the development of self-esteem, confidence and positive attitudes to learning.
Values and Ethos
Our vision is that John Keats Primary School will act as a positive catalyst for change and improvement within its community.
It will develop to be an outstanding, all-through school for children in the Bermondsey area that will fulfil their educational aspirations and dreams and meet complex pastoral needs.
Serving our community is a core feature of our vision. Geographically, we aim to establish ourselves as an outstanding provider of education with a view to spreading our provision across the local area. We plan to work collaboratively and build strong working relationships locally, nationally and internationally with other academies, schools and local nursery provision.
John Keats Primary School will be founded on the solid educational and pedagogical principles that have made John Donne Primary such a success. We are confident that we can provide academic results as evidence of our capability to replicate our success to date.
We envisage John Keats Primary School as a school where every child/student becomes:
- literate and numerate with good technology skills
- a problem-solver, collaborator, leader and resilient
- respectful of, and a positive contributor to their community and peers
- a confident enquiring individual with adventure, outdoor and multi-cultural learning experiences
- a ‘legacy leaver’ for their fellow pupils and their community
SEN (Special Educational Needs) Information Report / SEND School Offer
All schools need to provide a Special Educational Needs and Disabilities (SEND) Information Report and a school offer. The school offer is part of the wider Local Authority Offer, and is based on the requirement for all schools to outline the support available to children with SEND.
John Keats School SENCO is Linda Nicholls.
The Pupil Premium (PP) is additional funding received by schools to support children from disadvantaged backgrounds. It is used by this school to address some of the underlying inequalities faced by the children eligible by ensuring that funding reaches the pupils who need it most through targeted support and intervention.
Objectives for Pupil Premium
Pupil Premium Statement 2018-19
- The Pupil Premium will be used to provide additional educational support to improve the progress and to raise the standard of achievement for these pupils.
- The funding will be used to narrow and close the gap between the achievement of these pupils and their peers.
- As far as its powers allow, the school will use the additional funding to address any underlying inequalities between children eligible for Pupil Premium and others.
- We will ensure that the additional funding reaches the pupils who need it most and that it makes a significant impact on their education and lives.
In March 2013 the government announced that it was to provide additional funding of £150 million per annum for academic years 2013 to 2014 and 2014 to 2015 to improve provision of physical education (PE) and sport in primary schools in England - The Primary PE & Sport Premium.
This funding - provided jointly by the Departments for Education, Health and Culture, Media and Sport - is allocated to primary school head teachers. The funding is ring-fenced and therefore can only be spent on provision of PE and sport in schools.
In the Autumn Statement 2013, the Chancellor, George Osbourne announced an additional year's £150m extended funding, taking the total investment to the end of the 2016 academic year.
On 6th February 2014 the Prime Minister, David Cameron committed to continue the funding for the Primary PE & Sport Premium until 2020.
To achieve self-sustaining improvement in the quality of PE and sport in primary schools. We would expect indicators of such improvement to include:
- The engagement of all pupils in regular physical activity – kick-starting healthy active lifestyles
- The profile of PE and sport being raised across the school as a tool for whole school improvement
- Increased confidence, knowledge and skills of all staff in teaching PE and sport
- Broader experience of a range of sports and activities offered to all pupils
- Increased participation in competitive sport
Please see below governance document for details of our school governors.
JK Governance Information