Curriculum

By the time our pupils leave Sandiway they have a broad range of skills and knowledge across a variety of subject areas and are ready for the next phase of their education. They foster a life- long curiosity in their own learning and that of others from a diverse range of traditions, times and cultures. Our progressive, enquiry- based curriculum engages, excites and empowers our pupils.

If after reading the following information you wish to find out more about the curriculum Sandiway Primary School follows, please contact admin@sandiway.cheshire.sch.uk  and our office team will direct your enquiry to the relevant member of staff.

Whole School Overview of our intended curriculum for each year group:

Access For All

“When we use the phrase Quality first teaching, we refer to key principles that underpin best practice” (Embedding inclusive practice-Thompson and Walsh)

At Sandiway Primary school our whole school culture addresses the needs of all learners and we ensure that an inclusive pedagogy underpins best practice. Whole class teaching that is accessible for all learners ensures that all children can access rich and positive learning experiences. We aim to be inclusive by design and not an after-thought. To enable quality inclusion, the attached document entitled 'Access for All at Sandiway Primary School' highlights the range of strategies used within everyday practices. This school culture ensures that all children can access rich and positive learning experiences to the best of their ability.

Assessment

At Sandiway, we use assessment to check pupils’ understanding to inform teaching, and to help pupils embed key concepts, use knowledge fluently and develop their understanding, and not simply memorise disconnected facts. We consider the most important knowledge or concepts that pupils need to know and focus on these, and prioritise feedback, retrieval practice and assessment.

Non-statutory internal progress and attainment data is used where appropriate.  Generation, analysis and interpretation of data is then used to draw conclusions and address actions that arise. National assessments and examinations are useful indicators of pupils’ outcomes, but they only represent a sample of what pupils have learned. Assessment helps us understand what pupils have learned and how we can help them to learn new curriculum content. Evidence from pupils is imperative. The following document explains how we assess children in the Foundation subjects. (This is based on the EIF, September 2024)