Computing is an integral part of our everyday lives and will play an immeasurable part in our children’s future

At Queensway School, we believe that learning about technology is essential for our children’s future. Computers and digital devices are part of everyday life and we want to make sure every child leaves our school with the skills and confidence to thrive in a world that is increasingly shaped by technology.

Early Years Foundation Stage

At Queensway, Computing in the Early Years is interwoven throughout daily practice and planning, through child-led play with adult interactions. Embedded within the daily routines, computing provision includes MiniMash on the iPads (accessed during continuous provision), an exposure to a range of technological devices in their role play area and programming of Beebots with simple algorithms.

Key Stage 1 and 2
We hope that our computing lessons will excite children about computing and support them to develop an enthusiasm and a belief that all people have technological ability. Every child has a weekly computing lesson where the children work in mixed groups, although some activities may be adapted to support children’s individual needs. We believe giving children this broad range of experiences helps prepare them for the digital world of the 21st century.

In addition to weekly computing lessons, other opportunities at Queensway include:

• Developing their ability to code through clubs
• Developing their exposure to different technology (e.g. robotics and VR) with outside organisations
• Assemblies and discrete sessions for computer safety

Purple Mash
Every class uses the Purple Mash of study to deliver the skills and computing objectives to fulfil the criteria of the Computing National Curriculum.

E-Safety
We teach e-safety right from the start of the year and regularly revisit through discrete sessions and fortnightly assemblies from Terms 3 to 6. Children learn how to use technology in a respectful and responsible way, how to protect their personal information online and what to do if they see or experience something that worries or concerns them. We know that online safety is just as important at home as it is in school, which is why we offer workshops and resources to help parents support their children’s use of technology at home. We also send home information via the school newsletter.

Assessment

Teachers are expected to assess the children at the end of each unit of work as in other non-core areas using assessment materials provided by Purple Mash.

Foundation Curriculum    

The Foundation Curriculum is based on the Department for Education and Skills document called the Early Years Foundation Stage.  This sets out the knowledge, skills and understanding which young children should have acquired by the end of the academic year in which they reach the age of five.

The curriculum is organised into seven areas of learning:

• Personal, Social and Emotional​
• Communication and Language
• Physical development
• Literacy
• Mathematical development
• Understanding the world
• Expressive Arts and Design                                                   

​Personal, social and emotional learning is a very important aspect of children's development as it supports them learning how to work independently; how to share; how to behave appropriately and to generally develop skills that will help them to become effective learners.

These seven areas are used by teachers to plan the learning environment, activities and experiences for children in the foundation stage classes.

Click here for a Parents' Guide to the Early Years Foundation Stage Framework.

At Queensway School, we value and celebrate the rich diversity of languages, cultures and experiences that our children bring to our school community. We are committed to ensuring that every child who speaks English as an Additional Language (EAL) feels welcomed, included and able to thrive, regardless of their level of English proficiency. We recognise that children learning English may be at different stages of language development, ranging from being new to English through to becoming fluent speakers. We therefore provide support that is tailored to each child's individual needs, helping them to access the curriculum, participate fully in school life and make expected progress. Most learning takes place within the classroom through high-quality teaching and carefully planned support. Teachers use a range of strategies to develop language skills and understanding, including pre-teaching key vocabulary, visual aids, modelling, targeted questioning, sentence stems and other scaffolds. Where appropriate, bilingual dictionaries and translated resources are used to further support learning and encourage independence. We regularly assess children’s English language development using the Hounslow EAL Assessment Framework. These assessments help teachers to identify strengths, plan next steps and ensure that the right provision is in place to support each child’s progress.

Our EAL Lead works closely with teachers across the school to support the needs of EAL learners by providing guidance on effective teaching strategies and resources, supporting the assessment process, monitoring progress and helping to identify appropriate next steps for individual learners.

Children learning English as an Additional Language are encouraged to take part in every aspect of school life. We understand the importance of building confidence in communication and creating opportunities for children to use and develop their language skills in meaningful contexts. We also value working in partnership with families and recognise the important role parents and carers play in supporting language development.

At Queensway School, our aim is to ensure that EAL provision is responsive to each child's individual needs, enabling all learners to develop confidence, succeed academically and achieve their full potential.

As part of our Humanities studies at Queensway, children will have opportunities to explore places with different geographical features and immerse themselves in the historical time periods to develop and enhance their understanding of what life was like during these times. In order to facilitate this, we arrange trips and experiences as well as inviting experts in these fields into school to share their knowledge and experience of the topic.

Geography

 At Queensway, we want every child to develop a secure understanding of the world around them and a curiosity about the people, places and environments that make it such a diverse and fascinating place. Our geography curriculum begins with children's understanding of their local area before expanding to the United Kingdom, Europe and the wider world.

Through geography, children learn not only where places are and what they are like, but also why places are different, how people and environments are connected, and how physical and human processes shape our planet. We encourage children to ask geographical questions, use evidence and make connections between their learning.

Early Years Foundation Stage

In the Foundation Stage, geography is woven throughout the EYFS curriculum and is taught primarily through Understanding the World. Children develop their understanding through a balance of adult-led and child-initiated experiences.

Children begin to explore the world around them by:

• talking about their own lives and experiences and comparing these with those of people in different places;
• exploring the natural world and observing changes in their environment;
• using stories, non-fiction texts, maps and first-hand experiences to develop their understanding of places;
• describing and comparing different environments;
• beginning to develop an understanding of where places are and how they are connected.

These early experiences provide the foundations for the geographical knowledge, vocabulary and skills that children develop throughout Key Stage 1 and Key Stage 2.

Key Stage 1 and Key Stage 2

From Year 1 to Year 6, our geography curriculum follows the four strands of the National Curriculum:

• Locational Knowledge
• Place Knowledge
• Human and Physical Geography
• Geographical Skills and Fieldwork

Geography is taught through carefully sequenced units, ensuring that children's knowledge, vocabulary and geographical skills build progressively over time. Children revisit and apply their learning so that they can develop a deeper understanding of geographical concepts and make connections between different places and processes.

Children learn about a wide range of places and environments, from their local area and the United Kingdom to Europe and the wider world. They explore both physical geography, such as landscapes, rivers, coasts and natural processes, and human geography, including settlements, land use, resources and the ways in which people interact with and change their environments.

Alongside this knowledge, children develop the skills of a geographer. They learn to use maps, atlases and geographical data, observe and record their surroundings, identify patterns, interpret information and use evidence to explain their ideas.

Geography also provides regular opportunities for reading, discussion, oracy and high-quality writing. Children are encouraged to explain their thinking, use evidence and communicate their geographical understanding using increasingly precise subject-specific language.

Fieldwork: Learning Geography Beyond the Classroom

Fieldwork is an important part of geography at Queensway and takes place in every year group. It allows children to take the knowledge and skills they have developed in the classroom and apply them to real places and situations.

Our fieldwork follows a consistent enquiry process:

ASK: What geographical question do we want to investigate?

COLLECT: How can we gather useful first-hand information?

ANALYSE: What does our data tell us? Can we identify patterns or differences?

CONCLUDE: What can we say about our question using the evidence we have collected?

Through this approach, children learn that geography is not simply about remembering facts. They become geographical investigators, learning how to collect, interpret and use evidence to understand the world around them.

Vocabulary and Oracy

We place a strong emphasis on geographical vocabulary. Important words and concepts are explicitly introduced, explained and revisited throughout each unit and across the curriculum.

Children have regular opportunities to talk about geographical ideas, explain their thinking and justify their conclusions before recording their understanding in writing. This helps children to develop both their geographical knowledge and their confidence in communicating as geographers.

Remembering and Building Knowledge

We want children to remember what they learn and be able to use it in new contexts. Retrieval practice is therefore an important part of every geography lesson, giving children regular opportunities to revisit prior knowledge, vocabulary and key concepts.

This helps children to strengthen their understanding and make connections between their learning across different units and year groups.

Teachers use assessment throughout each unit to identify what children know, address misconceptions and provide opportunities to consolidate and deepen understanding. Summative assessment takes place before the final lesson of each unit, helping teachers identify next steps and ensure that children are well-prepared for their future geographical learning.

Developing Geographers

By the time children leave Queensway, we want them to be curious, knowledgeable and confident geographers. They should have a growing understanding of the diversity and interconnectedness of our world, alongside the skills to investigate geographical questions and use evidence to make sense of the places and environments around them.

Most importantly, we want children to leave us with a desire to understand the world, question what they see and continue to explore the geography of the world around them.

History

At Queensway School, we aim to spark curiosity and help children understand the past-both in Britain and around the world. Our History curriculum is designed to show how past events have shaped the way we live today, following national guidelines. By the time children leave Queensway, we want them to be thoughtful, informed, and curious historians-ready to understand the world and its diverse past.

Early Years (Foundation Stage)

In the early years, History falls under the “Understanding the World” area of learning. Through stories, plays and discussions, children will begin to grasp the idea of time and how things change. Children explore the past and the present – learning about their own lives and the lives of those around them. They will explore different ways of life and the changes over time that occur in the natural world.

Key Stage 1

Children will develop an awareness of the past, using words and phrases relating to the passing of time and are encouraged to ask and answer questions and explain their ideas using different sources. They will learn about changes within and beyond living memory and the lives of significant people who have made major contributions to society nationally and internationally. These topics help children connect the past to the present and understand how history influences our lives today.

Key Stage 2

Children will continue to develop an understanding of British, local and World History securing their knowledge of chronology. Teachers support the children to make connections and differences developing the use of key historical vocabulary. The children will be encouraged to ask questions while giving opportunities to give responses that are supported by relevant historical information.

In Key Stage 1 and 2, the teachers plan the units of study by using the school’s Long Term Plan and Curriculum Overview documents.

Bringing History to Life

To make history exciting and meaningful, we may organise school trips to museums or significant historical sites. Additionally, we may invite visitors to school to lead workshops. Teachers encourage children to bring in artefacts, books and items from home related to the topic being taught.

Assessment

When assessing History, teachers are expected to assess the children at the end of each unit of work as in other non-core areas. There are Curriculum Overview documents to support teachers’ assessments.

Religious Education

At Queensway, we are committed to delivering a quality Religious Education curriculum. We celebrate and promote the diversity of religious beliefs within our school, community and wider world. Our ethos is one of openness, tolerance, acceptance and inclusion of those from all faiths and religious beliefs, which we want the children to understand and apply throughout their lives. Throughout the school, we follow NATRE RE today syllabus.

Teaching of RE:

• Foundation Stage: Each week the children follow a weekly RE focused assembly using the NATRE EYFS syllabus. It is then interwoven throughout the EYFS curriculum to ensure a breadth of adult-led and child-led learning experiences. Because of our diverse population, there is ample opportunity to celebrate cultural similarities and differences within our community.
• Key Stage 1: In KS1, we begin to explore the Christian, Jewish and Muslim faiths and what is feels like to belong to a community. We begin to build upon our own understanding and focus on key religious stories and the message that they demonstrate and why these are important to different faiths.
• Key Stage 2: In KS2, we continue to explore Christian, Jewish and Muslim faiths as well as the Hindu faith. We look at the impact that these religions have on everyday life as well as different interpretations of key teachings. The children begin to make links between key events, and the impact these teachings have on how individuals live their lives.

Community:

We have created links with the wider community, which enables the children to visit a range of places of religious significance in the local area. Our local church is St Hugh’s (St Hugh's Banbury – A Church Near You), where we have good links and visits take place, both in school and to the church. We also invite members of different religious groups from the community to come into school and share their expertise with the children. In addition, events are organised in school alongside religious leaders to further immerse the children in the cultures and beliefs of others.

Assessment:

Teachers are expected to assess the children at the end of each unit of work as in other non-core areas using the resources provided by NATRE.  

At Queensway School, we are committed to promoting reading for pleasure. To encourage this, we take part in World Book Day, organise class visits to the local library, buddy reading and also plan specific reading assemblies.  

All children will have a variety of reading experiences; this includes small group guided reading lessons, 1:1 reading, children reading independently, reading when researching in lessons, hearing stories in class or in the story assemblies.

Early Years Foundation Stage

In the early stages of reading, the focus is on the development of phonic knowledge and the application of this in reading. Children’s knowledge of the alphabetical code (how letters or groups of letters represent the sounds of the language) supports their reading and writing. Early reading skills are explicitly taught with daily phonics sessions, where we follow the Little Wandle for Letters and Sounds programme.

In Nursery, children are introduced to phonics. The emphasis is to familiarise children to the sounds around them and ready to begin developing oral blending and segmenting skills. In Reception, the emphasis of phonics teaching will support children’s understanding that letters represent sounds in spoken words which will support their decoding (sounding out) of a word.  

Key Stage 1

In Year 1, children continue to have daily phonics lessons. As children progress into Year 2, phonics teaching continues to ensure children’s fluent decoding of new words to support their reading. Teachers carefully select appropriate books for the children to read, which are closely matched to their developing phonic knowledge so that they can apply their learning, read independently, and feel like successful readers.

Key Stage 2

​In KS2, teachers use a variety of books and texts, including books, magazines, newspaper articles, web pages, fiction and non-fiction books. We do not follow a particular reading scheme but use a variety of texts from different sources, selecting the most suitable. During Guided Reading, the children discuss the audience and purpose and its impact on the reader.

Every year group has a recommended list of books to read at home which can be found on the class pages on the school website and are shared at parents’ evenings.

Assessment

Teachers are expected to assess the children against reading objectives, focusing on word reading and reading comprehension skills. Children are formally assessed three times a year, using agreed objectives and our progression of skills document.

At Queensway School, our PE curriculum aims to ensure that all pupils develop the core skills and confidence to take part in a wide range of physical activities, by providing children with a chance to enjoy a range of different sports. Children learn to develop the important qualities of discipline, resilience, communication, teamwork, and ambition, leading to improved concentration, attitude, and academic work.

For PE, we follow the scheme ‘Get Set 4 PE’ where we use and adapt the lesson plans and resources to support our children and their needs. This scheme follows a clear progression from basic core skills e.g. catching and throwing to whole game skills. 

PE in EYFS

Children in EYFS at Queensway take part in physical activity in a variety of ways, which is part of the ‘physical development’ section of the EYFS framework. Children have daily access to outdoor areas, where they experience a range of activities, such as riding bikes, climbing on a climbing frame and ball skills. Children in the EYFS also attend forest school sessions where they can develop their fine and gross motor skills in a different environment using various materials not available in the classroom.

Children develop their fine motor skills, through activities such as threading, scissor work, holding pencils and hammering. There is always a variety of activities available to children, both in the continuous and enhanced provision that allow them to practice the fine motor skills needed for writing. In Nursery, children take part in ‘dough disco’ and ‘squiggle while you wiggle’. In Reception, the children also take part in a weekly PE lesson.

The aim of PE in the EYFS is for children to feel confident to try new activities, developing their independence and resilience, whilst facing new challenges. In doing so, children will also be learning how to take turns and work cooperatively. PE and physical development also allow the children to develop the characteristics of effective learning – playing and exploring, active learning and creating and thinking critically.

PE in KS1 and KS2

Children at Queensway School receive two hours of physical education per week (indoor and outdoor). As well as these lessons, all children participate in physical activity throughout the day, including active brain breaks using active videos, active play at break and lunch with the support of teaching assistants and playground leaders. Years one to six complete the weekly mile. Additionally, weather permitting, our After School Club include active sessions in their activities.

Children in Year 5 also participate in three half-terms of weekly swimming lessons (classes swap after three half-terms), which are facilitated by qualified swimming instructors at Queensway School, as well as Spiceball Leisure Centre. Our mission is to enable these pupils to have continuous weekly lessons in order to meet national curriculum expectations. In particular, the government wants pupils to be able to:

• Swim competently, confidently and proficiently over a distance of at least 25 metres.
• Use a range of strokes effectively (e.g. front crawl, backstroke and breaststroke).
• Perform safe self-rescue in different water-based situations.

Our PE curriculum will be inclusive and ensure that pupils of all abilities access the range of activities we offer and that they are physically active for sustained periods of time to encourage them to lead healthy, active lives.

NOSSP

We work in partnership with NOSSP (North Oxfordshire School Sport Partnership), who provide opportunities for pupils to participate in competitive sports and activities both in and beyond the curriculum. This will mean that pupils can participate in all the four levels of competitive sport – competition in school, between schools, at county/area level and at national level. Through the NOSSP partnership, staff have a chance to have continued professional development through working with a PE mentor.

Sports Premium

Every year the Government provides schools with an amount of money dedicated to providing children with high-quality PE and Sports opportunities. We are committed to using this resource in developing high-quality PE lessons, alongside greater opportunities for sporting competitions and clubs for all our young people. Click here for link to Sports Premium document

Keeping Active Links

Both Sport England and the Youth Sports Trust have both launched web-pages dedicated to ideas for getting active while at home and helping children to meet the chief medical officer’s recommendation of at least 60 minutes of daily activity.

https://www.sportengland.org/news/how-stay-active-while-youre-home

https://www.youthsporttrust.org/free-home-learning-resources

In addition, there are lots of other FREE resources

BBC super movers

https://www.bbc.co.uk/teach/supermovers

Joe Wicks Body Coach (Kids workout)

https://www.youtube.com/results?search_query=joe+wicks+kids+workout

Just Dance

https://www.youtube.com/results?search_query=just+dance+kids

Cosmic Kids Yoga

https://www.youtube.com/user/CosmicKidsYoga

Go Noodle

https://www.youtube.com/results?search_query=go+noodles+for+kids                                            

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Art

At Queensway School, it is our aim for the children to be creative and imaginative in their artwork. We strive for the children to be skilled at using colour, texture, sculpture, shape, line and tone. We aim to immerse the children in the work of various artists and their styles so that they can learn how to create art in a similar style.

How this looks in practice

Teachers use the Long Term Plan and Curriculum Overview documents to plan units of work to ensure that the children’s skills are developing at an age-appropriate rate in; colour, texture, sculpture, shape, line and tone. Art is taught on alternate terms to Design and Technology.

Using sketchbooks

Each child from Year 1 has a sketchbook in which their best quality artwork is kept. This is a book that moves with them throughout school and shows their journey through the skills and techniques that they develop.

Displaying children’s work

We believe that it is important that all children should be able to feel as though their work is valued. Children’s finished artwork will be displayed in their classroom, shared during Class Assemblies or Shared Lessons and at Class Exhibitions.

Assessment

When assessing Art, teachers are expected to assess the children at the end of each unit of work, as in other non-core areas. There are Curriculum Overview documents to support teachers’ assessments.

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DT

At Queensway School, we aim for children to become creative problem-solvers who are confident in designing, making and evaluating products. Through purposeful and planned learning opportunities, children will be able to make cross-curricular links as well as acquire the necessary skills and subject knowledge to gain an understanding of a design process and the relevance of evaluations. Our teaching is grounded in real-life contexts, helping children to understand how D&T is used in the wider world.

How this looks in practice

• Teachers use the Long Term Plan and Curriculum Overview documents to plan D&T units of work that build on skills in designing, making, evaluating, and using technical knowledge, including mechanisms, structures, textiles, food and electronics (KS2).
• In the Early Years Foundation Stage (EYFS), children explore Design and Technology through imaginative play, construction activities, and hands-on exploration of materials and tools as part of Expressive Arts and Design and Understanding the World.
• Design and Technology is taught in alternate terms to Art.

Design Process and Using Books

Children follow a design-make-evaluate process. They begin by exploring existing products, generating their own design ideas and planning their creations. During the making phase, they use age-appropriate tools and materials to bring their ideas to life. They then reflect on their finished products, thinking critically about what worked well and what could be improved. Children do this work in Design Technology books from Years 1-6.

Food Technology

As part of our D&T curriculum, children are taught about food and nutrition. They learn basic cooking skills, the principles of a healthy diet and how to prepare simple dishes safely and hygienically.

Displaying and Celebrating Work

Children’s D&T projects are celebrated and valued throughout the school. Final pieces may be displayed in classrooms, shared in Class Assemblies or Exhibitions or used for practical purposes around the school.

Assessment

As with other non-core subjects, teachers assess children’s progress in D&T at the end of each unit. Assessments are supported by Curriculum Overview documents and are based on how the children have met the objectives for designing, making and evaluating.

Music

Music in the EYFS

At Queensway, Music in the Early Years and Foundation stage is interwoven throughout daily practice and planning, both in adult-led input and child-led play.

Embedding Music within day-to-day routines allows moments that are tailored for a purpose: celebration, aiding structure, games and movement, supporting a change of pace, mood or activity and accompanying storytelling or role play. During these moments, children explore pitch and tone as a form of communication and support their speech and language development. Exposing children to music during early development helps them learn the sounds and meanings of words in addition to developing motor skills through movement in response to music. Music as a play-based activity may be implemented through instruments set out in an area for children to explore independently, often aided by adult interaction for guided progression. Allowing children to explore ensures that they can use both voice and instruments to creatively express thoughts and feelings and nurture their innate musicality.

Music in KS1-KS2

In Music, we aim to inspire children to be excited about Music. As a staff, we hope to pass on our enthusiasm and help the children to believe that they can achieve and that all people have musical ability. Children are taught in mixed ability groups, and activities may be differentiated to support the children’s needs. In addition to weekly Music lessons, there are also many other opportunities for children to develop their musical abilities, such as:

• Learning a musical instrument through Music For Schools tuition
• Developing their ability to play a musical instrument through lunchtime and after-school clubs
• Developing their singing through participating in the School Choir
• Having the opportunity to perform in public, such as school productions, events within the local community and school assemblies
• Taking part in a weekly Singing Assembly

When planning, all teachers use:

• Units of work from Charanga Music Program identified on the school's long term plan
• Composition units from ‘Take 10 Pieces.’ (BBC resource)
• Queensway Music composition progression of skills document
• Queensway Medium term planning document – Composition only
• Composition unit of work which fits in with other curriculum areas
• A range of ways to inspire writing, including carefully chosen pieces of music to be used in other Curriculum areas.
• The marking and assessment policy

Charanga Program

Every class uses the Charanga Program of study to deliver the skills and musical objectives to fulfil the criteria of the Music National Curriculum. Teachers use the Charanga assessment resources to support their assessments.

Click here for a link to the DFE Music plan.

Arts Mark Award                                      

We are thrilled to say that we have been awarded the Silver Artsmark Award. The children and staff have been working hard in all areas of The Arts (Art, DT, Dance and Music) over the last two years and we have been recognised for that! The children took part in lots of cross-curricular learning, including Drama workshops, Music lessons and Art lessons, all linked through a text. It is a fantastic achievement, and we are looking forward to sharing more of the work in the Arts with each other and you!