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Gilbert Inglefield

Our Curriculum Approach

What we care about?

We care about what children learn and how children learn! We believe every child at Gilberts deserves the best education! A curriculum that is broad and diverse which enables all learners, regardless of their background, circumstances or starting points, to succeed and be ready for the next stage in their education.

We are thrilled to offer our learners an ambitious curriculum which builds on their lower school experience. We want our learners to leave Gilberts with not only outstanding knowledge and skills but also independent thinking, diligence and a thirst for learning which will prepare them for the wider world.

Key Strands to our approach

Creative

Learners learn best when teachers provide a creative curriculum. Creativity allows learners to create new ideas, to take risks in their learning and apply their learning in different ways. We want learners to relish  language, find the power of the arts, to act, to present, to draw and craft,  and to use technology to communicate and develop ideas.

Tangible

Learners learn best when it is tangible. From using manipulatives in mathematics to understand to the abstract to hot seating in history. From offering learners the opportunity to not only know the power of the drum in music but the skill and knowledge to play the African drum.

Memorable

Learners learn best when they can recall their knowledge and apply it in different contexts. Our curriculum uses regular summative assessment approaches, such as a quiz, pre/post topic assessments, formal testing such as AQA and PiXL. Teachers demonstrate links to prior learning, for example how Henry’s relationship with the Vatican led to the reformation. 

Equity

Learners learn best when the curriculum is adapted to the learners' needs. We recognise that not all our learners have had the same experiences in life and need support in different ways. Our SEND team provide guidance and support for teachers to adapt the curriculum. We work hard to ensure our pastoral team review enrichment and leadership experiences so that all learners take part.

Social Responsibility

Learners learn to be good human beings. Throughout our curriculum we want our learners to learn what it is to be a good human being and demonstrate our school values. From Alan Turing in computing, to wheelchair basketball in PE to using recycled materials in textiles.

Aspirational

Learners learn best when they are inspired by aspirational experiences. Our ambition is that every learner is inspired through a cultural experience which awakens the value of learning and hard work. From being a journalist at the Guardian newspaper to listening to female leaders at the feminist library, we aim to open learners to new prospects.

Diligence and Preparation

Learners learn best when they apply themselves. We expect our learners to try hard and learn from mistakes. Learners are expected to write at length, to review and critique and redraft. Learners produce beautiful work from multiple revisions.  Homework and revision for assessments teach our learners the importance of diligence and the outcome on results.

Reading & Language

Learners learn best when they can access the curriculum literature. Our knowledge organisers emphasise the importance of language and vocabulary as key elements of knowledge learning. We strive to close the gap for those with different beginnings in education. Excellent language learning exemplifies our high expectations. 

Our Curriculum Design

Subject

KS2 Allocation per week

KS3 Allocation per week

English

5

4

English – Reading

2 ¼

1 ¼

Maths

6 (1 Problem Solving)

4

Science

2

3

Computing

1

1

History

1

2

Geography

1

2

French

1

2

Art & Textiles

1

1

Technology – DT & Food

1

1

Music

1

1

PE

2

2

RE

1

1

PSHE

1

1

 

25 hours

25 hours

How do we support success in the curriculum?

Recognition & Praise

Feeling good about learning is key. Knowing you’ve excelled and pushing your own boundaries generates a drive for further success. We recognise learners’ achievements through rewards and celebration. Recognition for team work, independent thought, working outside of our comfort zone are just some of the ways we recognise hard work.

Aspire Centre

Regardless of a learner’s experience, we want them to excel at Gilberts. We support learners with more complex needs in the classroom but also in the Aspire Centre. Aspire offers individualised support such as social skills and emotional literacy. This is key for learners to feel safe and able to take risks in their learning.

Mental Health & Wellbeing Support

We are acutely aware of the importance of supporting the wellbeing of each learner. We offer support in a variety of ways from support in the form tutor programme, to the school counsellor, resilience programmes and step up transition programme. We have learners who are trained as mental health champions. Our Director of Wellbeing liaises with external providers to ensure a range of provision is available for learners.

Tutoring

We want to ensure all learners succeed and our assessments help guide our teaching to ensure all learners make great progress. Some learners need specific support which is delivered through our tuition programme, PiXL Therapies and small group tuition, such as phonics, KS1 mathematics.

Sharing Assessment Information

Assessment data is reviewed in December and July. This information is shared with learners and their families. The assessment information is used by the teaching team to guide support and interventions throughout the year.

Subject Reviews

To grow as leaders and develop our curriculum, we work with local partners to review subjects. This helps guide our subject leaders, develop their expertise and consider other approaches to enhance the provision at GIA.

External Reviews

We work with Challenge Partners and local partners to audit and review the quality of our provision. This includes: English Review, Maths Review, SEND Audit, Safeguarding Audit.

Attendance

Good attendance increases the chances of success at school. We have high expectations of learner attendance. We work with families to reduce absence in order to increase engagement and attainment.

Personal Growth and Development Programme

Form Time Schedule

 

Monday

Tuesday

Wednesday

Thursday

Friday

KS2

D.E.A.R. Reading

PSHE, Citizenship & British Values

Singing Assembly

KS2 Assembly

Debate

KS3

Homework Check

Debate

KS3 Assembly

 

Form Tutor Programme

The form tutor programme is designed to develop learners’ understanding of social and moral issues and develop their awareness of our British values. Each week learners work alongside national weeks, such as antibullying week, diversity week, to broaden their social education.

Debate and Critical Thinking

Once a week the learners take part in a class debate via The Big Debate Club during form time. This is to expand their critical thinking, develop oracy and build learners' knowledge of broad issues affecting the world.

Assemblies

Assemblies bring our school community together to celebrate and reflect on wider community issues. They are an opportunity to reaffirm our expectations. They are used to educate and reflect on improving our attitudes, dispositions, perseverance and diligence alongside learning about wider world issues.

Reading

Once a week a form tutor session is dedicated to listening to a teacher read as part of our Reading Strategy. Literature is chosen by the teacher to share books and stories that reflect the rich variety of English literature. 

Homework Provision

For learners who find it difficult to study at home we offer a weekly session for learners to complete their homework at school.

Classroom Environment

The standards we set in our environment are crucial for communicating our expectations and standards. An inviting and vibrant classroom draws the learners' attention. A tidy and organised classroom demonstrates to the learners that it is important to take care and pride in your work. It provides structure for the vulnerable learners.

Leadership Opportunities

  • School Council – both KS2 and KS3 have separate councils which meet regularly and support the SLT in school leadership.
  • Sports Leaders – Y8 learners follow a Sports Programme in conjunction with the Sports Partnership over the academic year
  • Be Her Lead – we have two cohorts of KS3 learners on a leadership programme for girls.
  • Digital Leaders – our leaders support the AV in assemblies, events and productions.
  • Librarian Leaders – leaders run the library provision and the school shop.
  • Gilbert's Grange – our small but growing chicken coop is led by the  Chicken Committee.

Enrichment

We monitor attendance at clubs and events to ensure all learners access these sessions. We want every learners to take part. We offer clubs such as, Choir, Debate Club, Computer Club and Warhammer.

Sports Participation

Sports Partnership Fixtures Programme provides weekly events for learners. Our learners take part in fixtures both within the partnership of schools but also at county and regional level.

How do we measure success?

Challenge Partners Review

Annually the school takes part in a 3-day external review with Challenge Partners. This is led by a team of school leaders and Lead Reviewer. It takes place alongside the leaders to evaluate the quality of education provided.

Key Stage 2 Outcomes

At Key Stage 2, learners are banded in the following:

  • Working towards specific educational expectations (for pupils with special educational needs who are working towards specific areas related to their EHCP.
  • Working below expectations
  • Working at expectations
  • Working above expectations

In Year 6 learners are also banded by their KS2 SATs outcomes

Attainment at KS3

At Key Stage 3, learners are banded in the following:

  • Working towards specific educational expectations (for learners with special educational needs who are working towards specific areas related to their EHCP.
  • Working below expectations
  • Working at expectations
  • Working above expectations

We use FFT, prior attainment and internal data to develop learner’s targets and the above bands are linked to the likely KS4 target grades

Personal Growth & Development

  • Observing learners’ behaviour during lessons and unstructured times of the day. Internally generated analysis of learners’ behaviour over time.
  • Evaluation of permanent exclusions, and rates of suspensions and internal exclusions. Analysis of absence and persistent absence rates, compared with national averages.
  • Evaluation of the quality and take-up of extra-curricular activities.
  • Evaluation of how subjects, and wider school provision, contribute to learners’ personal development, and understanding of equality and diversity and British values.
  • Review on how careers advice and guidance benefits learners.