Children can bring a packed lunch from home or School meals can be ordered daily at a cost of £2.47 per day.

Children in Reception, Year 1 and Year 2 automatically get free school meals if they go to school. It's called universal infant free school meals. You do not have to apply to get these meals, but if you do receive one of the benefits listed below, you should still apply. This is because it can help raise extra funds for your child's school (called Pupil Premium). This Government funding can help with extra tuition, teaching and after school activities.

If your child is in Year 3 or above, you must receive one of the following benefits to get free school meals:

• Universal Credit - with an annual earned income of no more than £7,400 after tax
• Income Support
• Income-based Jobseeker’s Allowance
• Income-related Employment and Support Allowance
• Support under Part 6 of the Immigration and Asylum Act 1999
• The guaranteed element of Pension Credit
• Working Tax Credit run-on (paid for the four weeks after you stop qualifying for Working Tax Credit)
• Child Tax Credit (with no Working Tax Credit) with an annual gross income of no more than £16,190

You must apply for these free school meals.

For more information please visit https://www.norfolk.gov.uk/education-and-learning/schools/school-meals-and-milk

Flitcham offers a wide range of extra curricular activities outside lesson times. These are dependant on the children’s interests and over the year can include cooking, art, dance, speed stacking, soft archery and a variety of sports. There is usually a small charge per session and clubs run 330-430pm several days a week.

All pupils are given the opportunity to solve problems and to design, make and evaluate products. Children are taught to use different tools, techniques and materials throughout the school. DT covers a wide range of activities. These include: designing and making model, using construction kits, sewing, and often cooking.
Information and Communications Technology (I.C.T)
Pupils are encouraged to develop the skills required to use ICT throughout the curriculum and have access to our ICT suite as well as individual laptops and computers in the classrooms. The use of email and the internet are appropriately supervised and the school internet safety rules are regularly reinforced with all pupils.

Art & Design Curriculum Statement

Intent

Art is a vital part of children’s education and has a significant and valuable role in the taught curriculum.

Art provides children with the opportunity to express themselves imaginatively and creatively, in ways that are unique to us all.

Art and design both reflect and shape our history, and contribute to the culture and creativity of our community and the wider world.

Implementation

Our art curriculum engages, inspires and challenges pupils, equipping them with knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they develop the ability to think critically and develop a more rigorous understanding of art and design.

Our curriculum  enables links to other curriculum areas, including humanities, with children developing a considerable knowledge of individual artists as well as individual works and art movements. A similar focus on skills means that children are given opportunities to express their creative imagination, as well as practise and develop mastery in the key processes of art: drawing, painting, printing, textiles and sculpture.

Impact

Art fosters a sense of personal achievement which we believe should be valued and celebrated through displays, special events and exhibitions.

The Art curriculum contributes to children’s personal development in creativity, independence, judgement and self-reflection.

School opens at 8.45am all children are expected to be in school by 8.55am. Children arriving after 8:55am should notify the office of their late arrival so they can be registered. Any child who arrives after this time will be marked late. In case of illness the Academy should be contacted by 9.30am by telephone, a personal visit or letter.

Attendance 2021 - 2022
Number on role 76
93.16% Attendance
 

Unfortunately, it is sometimes necessary to close the Academy because of severe weather problems or other emergencies. The Academy will only be closed as a last resort, and the times when this actually happens are rare.

Before deciding upon closure the following considerations are made:

• Are access roads safe?
• Are there on-site hazards?
• Will there be enough staff to supervise?
• Can a reasonable temperature be maintained?
• Are toilet facilities and water operational?

Guidelines we follow:

• Should it be necessary to close the Academy during the day we will telephone parents.
• If we are unable to contact parents we will keep the child at school until normal time.
• If there are serious weather problems- floods, storms or snow, the Headteacher will inform Norfolk County Council and local radio stations of the decision.
• Parents are advised to listen to local radio stations: BBC Norfolk, or North Norfolk Radio, where updated lists of schools closing will be read at regular intervals and check Norfolk County Council’s website www.norfolk.gov.uk/education. Select ‘Emergency school Closures’ from the list on the right for a regular updated list of school closures.

We offer a breakfast club every morning from 8:00am where children can enjoy social time together before school starts. The cost of this is £2 per day.

As a Church of England Primary Academy, situated on the edge of the Royal Sandringham estate we actively promote British values in everything we do. We want our children to become responsible, active citizens who participate in democratic and public life with respect for diversity and a commitment to working towards greater community cohesion. Personal, social, health education and citizenship is at the heart of our academy which emphasis the difference between right and wrong and respecting and tolerating differences in a very diverse and modern Britain. We have planned a curriculum that will enable children to make progress towards these aims. Through engaging lessons, using challenges and appropriate activities we can give them all a better understanding of themselves and others in their community; secure and influence behaviour and attendance and encourage life long learning.

Roger Wood

Church Road

Flitcham

Kings Lynn

Norfolk

PE31 6BU

01485 600383

There is daily Collective Worship for every child which reflects the fact that we are a Church of England Academy. Themes promote the teaching of Christian values and are taken from the Old and New Testaments and from other religions. The children are encouraged to consider ‘the bigger question’; their thoughts, words and deeds in relation to people and the world around them. Our Rector, Father Paul, leads assemblies on Wednesdays.

We also visit our village church regularly to take communion and to celebrate special festivals such as Christmas. Everyone is welcome to join us. 

As a parent you have the right to withdraw your child from Collective Worship.

At Flitcham we have strong links with local primary and high schools, enabling us to take part in inter-school sports, science, maths and music activities and develop staff skills.

We hold services and end of year celebrations in our local church and many visitors are welcomed into the academy, including theatre groups, orchestras, scientists, sports coaches and artists.

Local businesses support us and are very generous when fund raising for equipment. The community police officer, road safety advisor and local residents support the teaching staff in class work on particular topics throughout the year.

Children from the academy support the community by taking part in local events such as art exhibitions, music festivals, local church services and charities.

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If you have any questions about disabled access please call us before you visit. We have a disabled parking space as well as various entrances, some of which are wheelchair friendly.

Teaching and Learning

Our English provision follows the 2014 National Curriculum and is taught through daily English lessons. All English lessons have clear learning objectives displayed so that the children understand the expectations of the task. Success criteria are consistently referred to during teacher modelling and used effectively for self and peer assessment at the end of a task. The success criteria are clearly referred to when feedback from the teacher is given, either verbally or in writing.

Effective differentiation is in place so that all children have the opportunity to meet every learning intention through having vocabulary word banks, writing frames and sentence starters, mixed ability groupings and adult support. Teachers also ensure that children are taught and know how to demonstrate greater depth in their outcomes of work and this is reinforced through the success criteria which children refer to throughout their work and assess against on completion.

Children across the federation are given extended writing opportunities across the curriculum, where they can plan and write a longer text in a foundation subject. 

Displays are used throughout the school to promote reading, writing and discussion. We recognise the important role display has in the teaching and learning of English and English working walls focus on the objectives being currently taught and are used by teachers as teaching tools. Each class displays work which celebrates a variety of children’s achievements to a high standard of presentation. Books are displayed attractively and invitingly encouraging a love of reading a variety of genres for children to choose from. Both schools have library areas and contain a selection of fiction and non-fiction texts.

Spoken Language

We recognise that spoken language underpins the development of reading and writing. Teachers ensure the continual development of pupils’ confidence and competence in their knowledge of spoken language and listening skills by helping children access higher level vocabulary and ensuring technical vocabulary is spoken and displayed in foundation and core areas of the curriculum. Through cooperative learning strategies, children are encouraged to discuss ideas as well as misconceptions in partners and small groups.

The federation uses cooperative learning strategies to ensure the full participation and engagement of all children in the class. These include;

● Group Discussion – Children discuss and interrogate new ideas in a small group and whole class setting. They listen to and value each other’s ideas whilst taking onboard feedback so as to improve their own explanations.

● Partner Talk – Children work in partners to discuss their ideas. They are able to explain their ideas about texts and show they have listened to and understood what their partner thinks.

Writing

English lessons take place 5 times per week from Year 1 to Year 6. In Y1 – 6 these lessons focus on developing the knowledge and skills needed for developing writing in a particular genre. Where possible English lessons will have a cross-curricular approach and support work done in other areas of the curriculum when topics allow close links.

Discrete English knowledge and skills are woven through these lessons to make sure that children are able to develop mastery of the National Curriculum objectives. These range from word level knowledge to sentence level skills.

In addition to this Handwriting lessons occur each week throughout all year groups across both schools. These are based on the Letterjoin handwriting resources.

From year 2- year 6, teachers use a cold task at the beginning of a new unit of work and a hot task at the end to show children’s learning, understanding and progression. Between the two tasks, children are taught a series of skills needed to complete the hot task. This is done by: 

● Questioning – Teachers use a range of questioning strategies to establish children’s current understanding and develop their learning.

   WAGOLL- What a good one looks like. Teachers share higher level exemplar texts to illustrate the expectations of the work.

● Modelled Writing – Teachers model writing and editing to demonstrate the high expectations they have.

● Shared Writing – Teachers use the ideas from the children to create shared pieces of writing.

● Comparing, Analysing and Evaluating – Children review written texts, speech and drama and compare, analyse and evaluate them.

Year1 follow the same teaching pattern as the year progresses. In EYFS children have the opportunity to practice their emerging writing on white boards. The subject matter is closely linked to a high-quality text and often topic work.

Writing Assessment

As well as ongoing formative assessment, teachers from Reception to Year 6 assess the writing of every child half termly. A piece of writing from each child will be assessed according to the criteria for the age expectation at six points throughout the year by the class teacher, taking into account achievement from the previous term. Teachers also take into account work completed throughout the term.

PiXL PLCs (Personalised Learning Checklists) are used to tailor individual children’s learning and support intervention strategies across the federation. These are used across the English curriculum for reading and writing.

Reading

Reading is strong across the federation. All classes have access to higher level texts and teachers choose challenging stories to read to their classes and base units of written work on. Access to a varied and rich vocabulary enhances children’s reading experience which can be reflected in their writing. Author visits help develop a love of reading and an enquiring attitude towards texts. Guided Reading takes place daily in classrooms and is based on a higher-level text. Children are read to by their teacher daily.

Reading Assessment

Both schools have weekly designated time for classes to complete comprehensions. Children help mark their work so misconceptions and misunderstandings can be addressed straightaway. Skills encouraged and taught include: predicting, clarifying, asking questions, summarising, inferring, making connections and evaluating a text.

Summative reading tests also take place, using PiXL tests, ensuring teachers are aware of children’s reading ability.

Spelling

Yr1 - Y6 have weekly spelling tests to ensure thorough coverage of the National Curriculum spelling patterns and non-statutory words. The children will have had spelling lessons on the words to be tested within the week.

Spelling Assessment

Children are assessed half termly on a range of spelling rules and patterns using PiXL spelling resources. These are used to highlight areas of concern, planning and teaching foci and progression.

Planning and Resources

From Y1 – Y6 teachers plan a rich and varied curriculum from a variety of planning sources. Across the Federation the English plan sets out the objectives to be covered -planned by class which takes into account different year groups within one class and can be edited to suit classes needs.

This ensures the National Curriculum is covered securely and that year group expectations are met.  Letterjoin handwriting resources are used to support the teaching of handwriting throughout the school from Reception – Year 6. Handwriting teaching resources are accessed online and additional practise worksheets from Letterjoin are used within individual classrooms.

Phonics

Phonics is taught daily and a phonic reading scheme enables early readers to decode words in their reading books.

Equal Opportunities

All children have equal opportunities to reach their full potential across the English curriculum, regardless of their race, gender, cultural background, and ability, or of any physical or sensory disability.

Inclusion

Children with English as an additional language:

It is vital that children who have English as an additional language have English modelled accurately by all staff at school. Collaborative work with peers (where English is their first language) is essential and EAL children should be provided with consistent opportunities for this verbal interaction.

Special Educational Needs

Some children experience learning difficulties, which affect their progress in English. Class teachers inform the SENDCO they are concerned that a child may have underlying learning difficulties. Some children then receive SEN support.

High Achievers

Children who achieve highly in English will be supported and given opportunities to deepen their knowledge and skills through differentiation. The success criteria for the lesson also indicates how greater depth has been taught within the context of the lesson and how this can be demonstrated by the child in outcomes of work. They will also have opportunities to work with outside agencies when appropriate.

Intent

Our Geography curriculum is designed to develop children’s curiosity and fascination about the world and its people that will remain with them for the rest of their lives. We seek to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. We are committed to providing children with opportunities to investigate and make enquiries about their local area of Sandringham and West Norfolk so that they can develop of real sense of who they are, their heritage and what makes our local area unique and special.

Implementation

Geography is either taught in weekly lessons for a half term (alternate with History) or in blocks throughout the year, so that children can achieve depth in their learning. At the beginning of each topic, children are able to convey what they know already as well as what they would like to find out. This informs the programme of study and ensures that lessons are relevant and take account of children’s different starting points. The local area is fully utilised to achieve the desired outcomes, with opportunities for learning outside the classroom embedded in practice.

Impact

Outcomes in topic books, evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge. At the end of each unit, children record what they have learned comparative to their starting points at the end of every topic. As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context.

Intent

We believe that high-quality history lessons inspire children to want to know more about the past and to think and act as historians. By linking learning to a range of topics, children have opportunities to investigate and interpret the past, understand chronology, build an overview of Britain’s past as well as that of the wider world, and to be able to communicate historically. The history curriculum makes full use resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality. In line with the national curriculum 2014, the Sandringham Federation aims to ensure that all pupils: Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; Begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Implementation
History is either taught weekly for a half term (alternate with geography) or in blocks throughout the year, so that children achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school. At the beginning of each topic, children are able to convey what they know already as well as what they would like to find out. This informs the programme of study and ensures that lessons are relevant and take account of children’s different starting points.  By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Mayans. The local area is also fully utilised to achieve the desired outcomes, with opportunities for learning outside the classroom embedded in practice.

Impact
Outcomes in topic books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. At the end of a unit of work children record what they have learned comparative to their starting points. Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

Parents play a vital role in their child’s education and homework is an important part of this progress. We ask parents to oversee the tasks but encourage their children to complete homework tasks on their own. Parents can help their children by providing an environment that allows a child to do their best by giving them a quiet working space, discussing it with them and by visiting the local library or giving access to the internet.

Children will be given homework every Friday. Every child is encouraged to read at home each evening from the books provided. Whilst teachers will ensure that home reading books are at the appropriate level, they will use other books and reading material in school each day to teach children to read.

Introduction
We expect teaching to be at least good and outstanding at Flitcham Church of England Primary School – our children deserve it.

Aim
It is the aim of the policy to support, encourage and develop life long learners, through providing them with rich high quality learning experiences which lead to a consistently high quality of achievement. It ensures opportunity for all and ensures that we keep children’s needs, strengths, interests and progress central to our work with high expectations that are consistent throughout the school.

At Flitcham we are passionate about children’s learning and have a relentless pursuit of even better learning outcomes for children.
The teachers’ Standards (2012) have been used to inform our learning and teaching policy.
The standards are as follows:

A teacher must:

Key Principles
Teaching at Flitcham Church of England Primary School is ‘learning centred’, meaning that each element of whole school and classroom practice is designed with an understanding of how children learn best at its heart.

At Flitcham we acknowledge that teaching is good and outstanding and children learn best when:

• learning activities are well planned, closely matched to abilities and ensuring good progress and outcomes
• Good and outstanding teaching and learning activities enthuse, engage foster their curiosity, enthusiasm and love of learning
• Systematic, accurate assessment is used effectively to check children’s understanding and inform future learning to ensure provision for support, no repetition and extension of learning for each child at each level of attainment
• The learning environment is ordered; children are encouraged to be independent learners; the atmosphere is purposeful and children feel safe.
• There are strong links between home and school, and the importance of their children’s learning is recognised, valued and developed

Key Principal
Children learn best when learning activities are well planned, closely matched to abilities and ensuring good achievement and rapid, sustained improvement. 

There will be evidence in the learning environment of:

• effective exposition and focussed learning activities with clear learning objectives and outcomes
• progress in children’s learning (in their books, displayed, through discussion, in their learning behaviour)
• a clear understanding by the children of expectations and purpose of activities
• children applying a wide range of skills across all subjects – including reading
• are interested and motivated, challenged and stimulated
• taking responsibility for their own learning
• children sharing their views about school and the wider community
• children choosing to study a particular area of interest in more detail
• a clear understanding by the children of the task and learning outcome

Teachers will ensure that:

• topic webs are brainstormed to include children’s interests and what they would like to learn and inform planning and displayed
• teaching focuses on the children, building on their skills, knowledge and understanding of the curriculum
• teaching is adapted to meet the strength and needs of children
• work is planned weekly to ensure robust subject teaching and put into context
• plans follow the progression of skills on our curriculum plan
• planning shows awareness of children’s prior knowledge, skills and understanding
• links to other subjects are clear in planning
• there is a clear understanding by the children of the task and learning outcome
• children are given tasks that match their ability
• skills learned in English and maths are applied across the curriculum
• enrichment opportunities are provided for learning beyond the classroom
• opportunities are provided to apply skills and knowledge in practical ways to solve problems in a variety of situations
• children are given choices about how to present their work
• children’s understanding is systematically checked throughout lessons
• planning is shared with LAs and their own records of learning are kept

Whole school implications:

• there is a four year rolling curriculum framework that is broad and balanced and designed to deliver the key objectives of the National Curriculum while developing the key skills for each subject – setting out aims, objectives and details of what is taught in year groups, ensuring depth and progression
• topic based schemes of work, that all staff follow are detailed in subject specific policies – see attached appendix.
• a monitoring cycle is in place to support progress of individuals and groups of learners
• create and maintain an exciting and stimulating learning, including ‘whole school themed weeks’
• ensure ALL children have full access to ALL parts of the curriculum

Key Principal
Children learn best when teaching and learning activities enthuse, engage and motive them to learn, and when they foster their curiosity and enthusiasm for learning.

There will be evidence in the learning environment of:

• creative teaching and learning 
• consistently high expectations of children
• pace of learning and teaching that is optimised for progress and high quality outcomes
• children learning independently
• children collaborating on projects
• children enjoying their learning
• children’s home learning being valued
• teamwork and debate – choosing the role they play
• learning activities that enthuse children so that they preserver when faced with difficult problems and are keen to succeed and to learn more

Teachers will make sure that:

• questioning and discussion is used effectively to assess children’s learning
• effective teaching strategies successfully engage ALL children in their learning
• relevant learning outcomes are shared
• they use their expertise, including subject knowledge, to develop children’s knowledge, skills and understanding in a structured way across the range of subjects and areas of learning
• questioning, knowledgeable answers and discussion promotes deeper learning
• there are opportunities for children to practise skills taught
• appropriate home-learning is set to nurture enthusiasm and curiosity, and develop understanding in the areas taught
• outdoors and places of interest are used to enhance learning
• there are opportunities for children to discuss, debate and vote for issues in their learning

Whole school implications:

• learning and achievements, both within school and at home are celebrated regularly in public forums such as celebration assemblies, newsletters, display boards, website, displays of work – e.g. Flitcham writers
• whole school themes are discussed as a school to motivate learners
• verbal or written praise by all adults and peers

Key Principle
Children learn best when assessment informs teaching so that there is provision for support, repetition and extension of learning for each child, at each level of attainment

There will be evidence in the learning environment of:

• children using frequent, detailed and accurate feedback from teacher, both oral and written, to improve their learning – e.g. redrafting writing in collaboration with the teacher; responding to written comments in books
• children who are motivated to learn through differentiated learning activities that build on prior attainment and give challenge that is pitched at a level that is achievable when they work hard and try their best
• children with specific learning needs receiving support at the time and level it is required to optimise learning
• children supporting each other where appropriate
• independent learning, where children use assessment information to direct their own learning activity
• effective use of learning support to further the learning of individual or groups of children.

Teachers will make sure that: 

• The pace and depth of learning is maximised as a result of their monitoring of learning during lessons
• Marking is frequent and regular (all work should be marked within a week) providing children with very clear guidance on how learning outcomes can be improved or learning can be moved forward
• They have high expectations for ALL children, and plan, resource and direct differentiated learning activities that support and challenge
• They keep agreed assessment records (reading records, phonic tracker/spelling sheets, ) and submit data to enable Pupil Data Tracking (maths, reading, writing) at an agreed date each term.
• A range of evidence is used to assess children’s work across the curriculum.
• Work is marked in a coloured pen
• Children are always expected to apply their individual learning targets to ALL their work
• Informal assessment levels are periodically noted on a significant piece of work
• Half termly targets in reading, writing and maths are shared with children and displayed in the classroom during the first week in each half term
• Individual targets are written in children’s books in maths, writing, science and reading folders
• Planned opportunities are given to children to respond to teachers’ marking/comments

In EYFS

• on entry assessments are made in the first half term based on on-going observations  of children engaged in appropriate activities in areas of learning and used as a base line
• during the year assessments are made through observations and talking to the children mostly during child initiated activities children and parents are encouraged to contribute – formal assessments may be used to assess aspects of reading and writing
• a summative record is kept in the form of a scrap book and evidence includes photos, annotated plans, observations recorded on post its and written work

Whole school implications:

• there is a clear assessment policy to ensure consistency of practice
• there is an efficient system for pupil tracking in place; data is scrutinised rigorously in staff meetings; data is used in the deployment of resources
• staff, children and families are supported in their teaching and learning, providing advice and intervention where necessary
• staff follow a school and cluster based standardisation activities (and attend LEA moderation when requested)
• the end of each half term children’s learning is assessed and they are given National Curriculum levels in reading, writing and maths.
• At the end of EYFS assessments are made using ELGs
• at the end of KS1 formal assessments are made using SATs to support teacher’s judgements (end of Y1 phonic assessments are carried out)
• at the end of KS2 formal SATs are carried out

Key Principle
Children learn best when the learning environment is ordered, the atmosphere is purposeful and they feel safe.

There will be evidence in the learning environment of:

• an atmosphere of mutual respect and kindness between adults and children
• children who feel secure to speak freely, in an environment free from bullying and harassment, that my include prejudice based bullying related to special educational need, sexual orientation, sex, race, religion, and belief, gender reassignment or disability
• children’s high esteem, with all children feeling valued and secure
• children taking risks in their learning and learning from their mistakes
• children’s learning outcomes displayed in the classroom (maths, reading and writing)
• organisation of classroom routines optimise learning
• having a well organised, labelled resources
• taking time to train children in procedures
• making sure that they know what they must do when they have completed a task
• children being able to find what they need and put them away without constantly asking an adult.

Teachers will make sure that:

• they teach children how to behave well
• ensure that all tasks and activities that the children do are safe
• they use positive strategies for managing children’s behaviour that help children understand school’s expectations that are set out in the school’s behaviour policy
• good behaviour is modelled by them at all times in their interaction with children and other adults with conflict dealt with in a calm and fair manner – they will not shout or lose their temper
• children will be encouraged in their learning and their efforts will be praised both in the classroom and assemblies
• children are spoken to, where ever possible, away from other children
• any criticism will be constructive and children’s self esteem will always be maintained

Implications for the whole school:

• a clear behaviour policy is in place and all adults working in the school have complete understanding of its contents so it is applied consistently and fairly
• high expectations of behaviour, including children’s punctuality and attendance are communicated to and shared by all children, parents and staff
• all rules are discussed with the children on a regular basis and children are aware of boundaries of behaviour
• safeguarding procedures are in place and followed

Key Principle
Children learn best when there are strong links between home and school, and the importance of parental involvement in their children’s learning is recognised, valued and developed.

There will be evidence in the environment of:

• children’s home learning being valued as an important part of child’s learning

Teachers will make sure that:

• useful feedback about their children’s learning is given regularly to parent, both informally and formally, through termly parent/teacher meetings and an annual written report
• parents know how they can support their child’s learning at home or in school
• they are approachable and available to parents (by appointment if necessary)
• information about trips, class and school events, and other relevant topics are communicated efficiently to parents.
• parents are welcomed to help around school or in the class
• they set appropriate home learning activities to develop children’s understanding of topics covered in class and to consolidate learning

Whole school implications:

• ensure parents are informed about school events and relevant topics through regular newsletters and website.
• ensure staff to be involved and support in PTA meetings and events.
• organise curriculum evenings for parents to inform them about how children learn in Flitcham.
• invite parents and wider community to events such as sports day, art displays, lunches e.t.c.

Teaching and Learning

Our Mathematics provision follows the 2014 National Curriculum and is taught through daily Maths lessons. All Maths lessons have clear learning objectives displayed so that the children understand the expectations of the task. Success criteria are consistently referred to during teacher modelling and used effectively when the children self-assess at the end of the task. The success criteria and Learning objective will be referred to also when feedback is given by the teacher.

During teaching, a range of methods are used to teach the appropriate strategies, including teacher examples, collaborative activities, quick whiteboards etc, to ensure lessons are quick paced, engaging and fun. The CPA (Concrete, Pictorial, Abstract) methods are also used to help each child progress in their learning and aide understanding to then be able to apply their learning to more everyday problems and reasoning.

Effective differentiation is in place so that all children have the opportunity to meet every learning intention. The differentiation is also planned via the ‘challenge by choice’ approach which ensures all children have the opportunity to move on with their learning. There is various concrete equipment available for children to use to aid their understanding of topics taught, adult support, and peer support is also highly encouraged.

Teachers also use quick activities to embed quick recall of fluency skills on a daily basis via the Number of the Day. This includes various different ways to represent a given number, give a percentage of, round it (depending on what skills is needed within each class).

Displays are used throughout the school to promote mathematics. Each class has a dedicated working wall, which displays vocabulary, supporting methods, whole class work, good examples of work relevant to the unit being taught that week.

The explicit teaching of times tables is a big focus. Alongside this, each child from Y2 will have their own times tables book to learn tables, one at a time. The tables is then tested once a week, in order, randomly and then division facts before they progress to the next table. Having this approach alongside the teaching will ensure confidence in knowing their times tables, up to x12, by the end of year 4. In KS1, the use of this approach is also evident for learning number bonds.

Assessment

All teachers use a range of assessment for learning strategies to help them pick up, in each lesson, who has grasped the concept and who may need further support. This helps to then adapt further lessons too.

As well as this, every term, classes carry out summative assessments, which are provided by PiXL (Year 6 use past SATs papers). These tests are an effective tool to help the children get used to being in test conditions. It also, through the vigorous QLA process, helps teachers see which skills the class has fully understood, and those that may need revisiting.

PiXL PLCs (Personalised Learning Checklists) are used to tailor individual children’s learning and support intervention strategies across the federation. These are used across the Mathematics curriculum.

WEEKLY:

Years 2-6 also have a weekly arithmetic focus which includes a mini test, in a more informal way, to help develop quick fluency skills and at pace too.

Every week, each class also carries out a Tackling Tables test, which works alongside our times tables approach (explained in teaching and learning) to enable quick recall of times tables. The individual tables test is carried out on a 1:1 basis, maybe small groups, depending on need.

Planning and Resources

From YR – Y6, teachers plan a rich and varied curriculum from a variety of planning sources, including:

• White Rose Maths
• Hamilton Trust
• NCETM

Across the Federation, the Mathematics yearly overviews sets out the objectives to be covered, and roughly how many weeks needed each term to ensure, by the end of the year, coverage has been made. Lessons are then planned by class teachers which takes into account different year groups within one class and can be edited to suit classes needs. The yearly overview has been created to become a working document as the year progresses.

The overview ensures the National Curriculum is covered securely and that year group expectations are met. It has been created with close attention to these objectives and with the support of White Rose Maths Small Steps.

EYFS at Sandringham:

The approach to Mathematics has changed recently in EYFS. The approach used within this year is having regular ‘Maths Moments’, as part of the ‘Planning in the Moment’ curriculum. This encourages children to talk about their learning, therefore encouragement of vocabulary and ensuring everyone takes part is evident. It also boosts children’s confidence by focusing on the oracy side of the Mathematics curriculum and the opportunity to mark and make their maths is chosen independently by them. This is then observed by the teacher and recorded using Tapestry.

Equal Opportunities

All children have equal opportunities to reach their full potential across the Mathematics curriculum, regardless of their race, gender, cultural background, and ability, or of any physical or sensory disability.

Special Educational Needs

Some children experience learning difficulties, which affect their progress in Mathematics. Class teachers will inform the SENDCO they are concerned that a child may have underlying learning difficulties. Some children then receive SEN support.

Those who need extra support but are not highlighted as SEN, or on the school’s watchlist, may also receive extra support via interventions, if they need it. This is then recorded using an Intervention tracker.

Specific interventions/support we have available are:

-First Class @ Number

-Power of 2

-Quality First Teaching and TA support

-Many manipulatives

High Achievers

Children who achieve highly in Mathematics will be supported and given opportunities to deepen their knowledge and skills through differentiation, including opportunities for applying their skills. The success criteria for the lesson also indicates how greater depth has been taught within the context of the lesson and how this can be demonstrated by the child in outcomes of work.

Intent

Within our Federation we believe that the learning of a language provides a valuable educational, social and cultural experience for our children. It helps them to develop communication skills in speaking, listening, reading and writing with an aim of developing a rich variety of vocabulary. In addition, children’s knowledge of how language works will be developed to lay the foundations for further language learning in the future. We believe that learning another language gives our children a new and broader perspective on the world, encouraging them to understand their own cultures and those of others.

Implementation

In KS2 our children are taught weekly sessions by their class teachers. Lessons across the Key Stage support the skills of speaking, listening, reading and writing:

• Our children learn through active participation in rhymes, stories, song, grammar focus, video clips, sentence structure, dictionary work, book making and many more ways to extend, embed and combine language skills
• Our Federation follows the Twinkl Plan it French Unit and Schemes of work and Rigilo which are adapted to meet the needs of our own children as well as ensuring coverage of the National Curriculum Programmes of Study.  Details of more specific topics and themes can be found on each year group’s half term parent overview. We also use the BBC Primary French website (https://www.bbc.co.uk/school/primaryfrench/pf2/games.all.shtml) for interactive activities involving colours, numbers, family, pets, the time, the date, weather and holidays

Impact

Our French curriculum ensures that all our children develop key language learning skills as set out by the National Curriculum, as well as a love of languages and learning about other cultures. These are as follows:

• To understand and respond to spoken and written language from a variety of authentic sources
• To speak with confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions and continually improving the accuracy of their punctuation and intonation
• To write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
• To discover and develop an appreciation of a range of writing in French

(The National Curriculum in England: Key stages 1 and 2 Framework Document 2014)

Intent

The National Curriculum for music aims to ensure that all pupils:

• Perform, listen to, review and evaluate music

• Be taught to sing, create and compose music

• Understand and explore how music is created, produced and communicated.

At Sandringham and West Newton the intention is that children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. Our objective at Sandringham and West Newton is to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts including observing and discussing live performances.

Implementation

The music curriculum ensures students sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as the weekly singing assemblies, the choir club rehearsals and performances, various concerts and shows, the learning of instruments, and the joining of one of our many musical ensembles. The elements of music are taught in the classroom lessons using Charanga software, so that children are able to use some of the language of music to dissect it, and understand how it is made, played, appreciated and analysed. In the classroom students learn how to play an instrument, from three main instrument groups of wind, strings, and percussion. Piano lessons are also available on a one to one basis. In doing so understand the different principle of each method of creating notes, as well as how to read basic music notation. They also learn how to compose focussing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument.

Impact

Whilst in school, children have access to a varied programme, which allows students to discover areas of strength, as well as areas they might like to improve upon. The integral nature of music and the learner creates an enormously rich palette from which a student may access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others, and self-reflection. Music will also develop an understanding of culture and history, both in relation to students individually, as well as ethnicities from across the world. Children are able to enjoy music, in as many ways as they choose- either as listener, creator or performer. They can dissect music and comprehend its parts. They can sing, feel a pulse and create rhythms. They have an understanding of how to further develop skills less known to them, should they ever develop an interest in their lives.

Our Approach to the Curriculum

At Flitcham our curriculum has been taken from the National Curriculum and the Early Years Foundation Stage documentation. It is organised into subjects and taught through integrated topics or themes and links are made where ever possible to other subjects.

We discussed what kind of school we are. What kinds of learning are important to our children and what subjects are priorities and what emphasis do we want to place.
It was agreed that we valued the additional PE and music we already offer and that we needed to maintain our strong links with local high schools. We use Paths as a way to support children with their emotional well-being and provide them with emotional literacy.

Our Curriculum Framework forms the basis of our long term planning. It provides an overview of the areas of the curriculum the children are taught over the year. We asked ourselves ‘What do we want the children to get out of it’?’ and ‘What do we want the children to learn?’ Our framework is planned to ensure coverage and continuity and to develop children’s knowledge, understanding and appreciation of their own beliefs and cultures. It is flexible to ensure progression in our children’s learning; topics (built on the programmes of study) are on a rolling programme. Additional opportunities and experiences enhance learning in national curriculum subjects as much as possible within and outside taught time. Relating the learning to what children already know and what they would like to find out is key to making the learning experience interesting and relevant. Children are involved in planning their learning at this stage to find out what they already know and what they would like to learn.

We are committed to working with parents and carers in a positive partnership at all stages of your child’s education.

The Academy is dedicated to maintaining an ongoing dialogue with you and share information about your child’s progress and actively seek your support and involvement in our work.

When your child joins our Academy you will be invited to an informal meeting where you will be given information about Academy life and offered an opportunity for a Home/Academy visit where there will be an opportunity to share information about your child with their teacher.

A Home-Academy Agreement is given to all new parents and children.

There many opportunities for families to come in and ‘learn’ alongside their children during ‘Family Links’ sessions and family clubs after school.

You are also very welcome to join us for special family lunches and our Monday morning ‘sharing assemblies’.

Intent

At Flitcham Primary Academy, we recognise the value of Physical Education (P.E). We fully adhere to the aims of the national curriculum for physical education to ensure that all children:

• develop competence to excel in a broad range of physical activities
• are physically active for sustained periods of time
• engage in competitive sports and activities
• lead healthy, active lives
• Learn vital skills prior to playing matches
• Challenged according to their skills
• Encouraged to play as a team and use morale boosting language with their peers

Implementation

P.E. At Flitcham Primary Academy is an area of learning in its own right as well as integrated where possible with other curriculum areas (dance for show performances or topic based learning). It is taught for two sessions per week wherever possible.

We teach lessons so that children:

• Have fun and experience success in sport
• Have the opportunity to participate in P.E at their own level of development
• Secure and build on a range of skills
• Develop good sporting attitudes
• Understand basic rules
• Experience positive competition (competitions include: netball, hockey, cross country, tag rugby, football for girls, athletics, badminton and tennis)
• Learn in a safe environment
• Have a foundation for lifelong physical activity, leaving primary school as physically active.
• In EYFS especially, we strive to incorporate it into our everyday activities.

Impact

P.E is taught as a basis for lifelong learning, where the children have access to a wide range of activities in the belief that if taught well and the children are allowed to succeed, then they will continue to have a physically active life. A high-quality physical education curriculum inspires all children to succeed and excel in competitive sport and other physically-demanding activities. At Flitcham Primary Academy, we provide opportunities for children to become physically confident in a way, which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as sportsmanship, teamwork, enjoyment fairness and respect. Competitors are always celebrated in whole school assemblies, they are given the chance to share their experience verbally with their peers and receive certificates for their greatly appreciated efforts. Our Physical Education display board in the main school is constantly updated and documented with photos/details of the latest competitions and teams. This reflects our positive attitude towards sporting activities within our school and delivers the message that it is regarded as important as all other subjects taught at Flitcham Primary Academy.

In 2021/2022 62.5% Year 6 achieved 25m

We are really lucky to have a fantastic PTA, (Parent Teacher Association) who organise many fun family events and raise huge amounts of money for the academy!

Intent
In line with the current Norfolk Agreed Syllabus for Religious Education, Religious Education will be delivered in school to meet the agreed syllabus aims by:
• Including knowledge and reference to religious and nonreligious beliefs and worldviews, practices and ways of life.
• Develop knowledge and understanding of all members that make up our rich and diverse community.
• As part of the syllabus at each Key Stage, visits to local places of worship are encouraged as are visits by members of faith communities to school.
• Develop understanding of concepts and mastery of skills to make sense of religion and belief, at an appropriate level of challenge for their age.
• Develop positive attitudes and values and to reflect and relate their learning in RE to their own experience.
• Have the opportunity to learn that there are those who do not hold religious beliefs and have their own philosophical perspectives.
The syllabus has been created in a cyclical format to enable children to revisit and build on their prior knowledge of the different beliefs and practices taught across the school. The syllabus also allows for teachers to be flexible and adapt the term in which units are taught in their year group, to allow for cross-curricular links or involvement with parents or other members of the community. At Sandringham Federation, we are committed to providing our children with an exciting and positive learning environment, in which they have the opportunity to develop their knowledge and understanding of religions while contributing to their spiritual, moral social and cultural development.

Religious Education supports the values of the school curriculum

Religious Education reflects the overarching values of the school curriculum, actively

promoting the spiritual, moral, social, cultural, physical and intellectual development of the

individual and, as a result, enhancing their wellbeing. It places specific emphasis on

pupils valuing themselves and others, on the role of the family and the community, on the

celebration of diversity in society through understanding similarities and differences, and

on care for the environment. Religious Education aims to promote and critically evaluate

the values of truth, justice and respect for all. Religious Education also recognises the

changing nature of society, including changes in religious practice and expression, the

influence of religion in the local, national and global community and the critique of

religions from non-religious groups and individuals.

Religious Education supports the aims of the school curriculum.

Aim 1: The curriculum should enable all children and young people to become

successful learners who enjoy learning, make progress and achieve well

Religious Education provides opportunities for the development of knowledge, skills and

understanding that stimulate pupils’ interest and enjoyment in learning and encourage the

best possible progress and attainment for all. It promotes the development of creative and

resourceful children and young people who demonstrate both independent and inter-

dependent learning. Religious Education makes an important contribution to the essential

learning skills of literacy, and information and communication technology. It promotes an

enquiring approach, enabling children and young people to think for themselves, to

process information, reason, question and evaluate issues of truth, belief, faith and ethics.

Religious Education seeks to enable children and young people to develop an

understanding of the big ideas and events that have shaped - and continue to shape - our

world, and encourages them to make sense of these, interpreting the world around them.

Aim 2: The curriculum should enable all children and young people to become

confident individuals who are able to live safe, healthy and fulfilling lives

Religious Education has a significant role in the promotion of spiritual, moral, social and

cultural development. It provokes challenging questions about the meaning and purpose

of life, beliefs about God, the nature of reality, ethical issues and what it means to be

human. Religious Education seeks to enable children and young people to appreciate

their own and others’ beliefs and cultures, and how these impact on individuals,

The three aims here draw on both primary and secondary National Curriculum documentation. The aims for the

school curriculum are reflected in Section 351 of the Education Act 1996, which requires that all maintained schools

provide a balanced and broadly based curriculum that a) promotes the spiritual, moral, cultural, mental and physical

development of pupils at the school and b) prepares pupils at the school for the opportunities, responsibilities and

experiences of adult life.

Aim 3: The curriculum should enable all children and young people to become

responsible citizens who make a positive contribution to society

Religious Education encourages each child and young person to develop a sense of

identity and belonging. It aims to promote religious understanding and respect, to promote

understanding between those of faith, and to promote understanding between those who

are religious and those who are not. It aims to challenge prejudice, discrimination and

stereotyping. It is concerned with the promotion of each pupil’s self-worth, enabling them

to reflect on their uniqueness as human beings, to share their feelings and emotions with

others and to appreciate the importance of forming and maintaining positive relationships.

Religious Education seeks to enable pupils to learn about the ways different communities,

including those of faith, relate to each other and to society as a whole. In addition,

Religious Education is committed to exploring the significance of humanity in relation to

the environment, and the beliefs people hold about their responsibility towards it.

Religious Education aims to enable children and young people to flourish individually

within their communities and as citizens in a diverse society and global community.

Implementation
RE is taught either weekly for one hours or in a weekly topic block each half term, planned by the teacher to link with key dates and religious festivals, providing opportunities to celebrate festivals and religions with greater relevance and consistency. Work is recorded in RE/topic books and can be evidenced with a variety of outcomes suggested on the scheme of work; written piece, artwork, photo.

Religious education taught in our school (according to the Norfolk Agreed Syllabus Religious Education, revised November 2019):
• Is open and objective, it does not seek to urge religious beliefs on young people, nor compromise the integrity of their own religious position by promoting one tradition over another.
• Endeavours to promote a positive attitude toward people, respecting their right to hold different beliefs from their own.
• Promotes the values and attitudes necessary for citizenship in a multi-faith and multi-racial society through developing understanding of, respect for, and dialogue with people of different beliefs, practices, races and cultures.
• Recognises similarities and differences in commitment, self-understanding and the search for truth. Respecting and valuing these for the common good.
• Is not the same as collective worship, which has its own place in the educational life of the school – together with RE it can contribute to an informed, reflective, compassionate and caring school and community.
• Promotes community cohesion through linking with our partner school..
• Recognises and celebrates the range of cultures and diversity of the school through workshops, assemblies and shared experiences of staff, children and people from the local community. 

Sandringham Federation works with DNEAT in the local RE leaders forum to work with teachers in improving the quality of teaching and learning of RE by providing training, and publishing updated schemes of work and materials and guidance to develop and support SMSC, Assessment for Learning and effective teaching and learning strategies.

Impact
At Sandringham Federation, we seek to ensure that all pupils in our school are educated to develop spiritually, academically, emotionally and morally to enable them to better understand themselves and others and to cope with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world. Regular assemblies and celebrations of work taught and learnt during each year group’s RE week will help to celebrate the diversity of the school community and promote positive images of people in the wider community, including their beliefs, traditions, culture, language and history. 

Intent
The 2014 National Curriculum for Science aims to ensure that all children:

• develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
• develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
• are equipped with the scientific skills required to understand the uses and implications of science, today and for the future. We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this

At The Sandringham Federation, we encourage children to be inquisitive throughout their time at the school and beyond. The Science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently and continue to ask questions and be curious about their surroundings.

Implementation
Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;

• Science will be taught in planned and arranged topic blocks by the class teacher, to have a project-based approach. This is a strategy to enable the achievement of a greater depth of knowledge.
• Through our planning, we involve problem solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly to identify those children with gaps in learning, so that all children keep up.
• We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
• Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics.
• Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
• Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class.
• Regular events, such as Science Week or project days, such as Learning together days, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community.

Impact
The successful approach at The Sandringham Federation results in a fun, engaging, high-quality science education, that provides children with the foundations and knowledge for understanding the world. Our engagement with the local environment ensures that children learn through varied and first hand experiences of the world around them. Frequent, continuous and progressive learning outside the classroom is embedded throughout the science curriculum. Through various workshops, trips and interactions children have the understanding that science has changed our lives and that it is vital to the world’s future prosperity. Children learn the possibilities for careers in science, as a result of our community links and connection with national agencies such as the STEM association and local High Schools and Ogden Trust, ensuring that children have access to positive role models within the field of science from the immediate and wider local community. From this exposure to a range of different scientists from various backgrounds, all children feel they are scientists and capable of achieving. Children at Sandringham Federation overwhelmingly enjoy science and this results in motivated learners with sound scientific understanding.

Mrs Jane Gardener - Executive Headteacher

Mrs Catherine King - Deputy Executive Headteacher

Mrs Chrissy Reddey - SENCO

Mrs Trish Birrell - Bursar

Mrs Kim Rhodes - School Secretary

Mrs Keir - Class Teacher KS2

Mrs Cressingham - Class Teacher KS2

Miss Bartrum - Class Teacher KS1

Mrs Sewell - Class Teacher EYFS

Mrs Cousins - Class Teacher EYFS 

Mrs Mears - Teaching Assistant

Mrs Holness - Teaching Assistant

Miss Wing - Teaching Assistant 

Mrs Webster - Teaching Assistant 

Mrs Mott - Teaching Assistant

Miss Reed - Apprentice

All staff are involved in the school professional development programme which is linked to the School’s Improvement Plan. Staff hold weekly meetings and attend high quality training to enable us to maintain high standards.