The Curriculum at Tibberton CE Primary School

“Where can Tibberton take you?”

Our whole curriculum is driven by the desire to prepare our children for lifelong learning.  At Tibberton CE Primary School, we offer a rich and vibrant curriculum which is ambitious for all learners.  Through our curriculum, we develop the essential knowledge, skills and understanding which are the building blocks for later life. “The school has high expectations of all pupils [who] enjoy learning and talk passionately about the subjects they enjoy.” (Ofsted, May 2024)

Our curriculum incorporates not only the formal requirements of the National Curriculum, but goes beyond the experiences of the classroom to ensure that our children are exposed to the richest and most varied opportunities that we can provide.  Our aim is to enrich every child’s school experience by creating an environment where they are encouraged to succeed and “Be the best they can be because with God all things are possible.”

In their May 2024 visit, Ofsted found “The school has overhauled the wider curriculum and has ensured that there is a suitably ambitious curriculum in place for foundation subjects.”

At Tibberton, our cultural capital prepares children with the essential knowledge and skills for their future lives.  The exploration of new skills and experiences help to nurture resilience, curiosity and creativity.  We know that children know more, remember more and understand better when they have new experiences and make discoveries first-hand We are proud of our rural setting and links to agriculture, transport and sustainable living.

The curriculum is further enhanced by our commitment to preparing our children for contributing to an inclusive and diverse world underpinned by British Values.

There are three key phases operating in our school. The stages and applicable age ranges can be seen in the table below.

Stage	Age Group
Early Years Foundation Stage	Reception
Phase 2	Years 1 to 3
Phase 3	Years 4 to 6

 

The core subjects of Reading and Maths are taught discretely and relevant links are made to other areas of the curriculum to provide meaningful contexts for learning enhanced through opportunities for experiential learning.

The foundation subjects of Geography, History, Art, Design & Technology, Music and Primary Languages are presented in cross-curricular modules or blocks which allow pupils to develop a greater depth of knowledge and interest in a subject.

Curriculum Journey Geography

 

 

 

 

 

 

 

 

 

Curriculum Journey History

 

 

 

 

 

 

 

 

 

 

 

Pupils experience PE through a broad range of activities designed to appeal to all types of athlete, including dance, gym, swimming, team sports and athletics. Extra-curricular sports clubs and involvement in competitions are available.

Computing skills are taught discretely with children having access to laptops, tablets and interactive whiteboards. Children also benefit from the recent addition of an Outdoor Innovation (OIC) that uses renewable energy and promotes sustainability.

The school also receives support from Adams’ Grammar School and Burton Borough Secondary School as part of the T&W School Sports Partnership. This enables pupils to access competitive inter-school sporting activities with support of professional coaches.

Personal, Social & Health Education (PSHE) & Citizenship and RE support the personal development of each child.

Our school has close links with the village church and collective worship is led by one of the clergy on a monthly basis. An act of collective worship is held each day for the whole school or key stage. The school follows the Agreed Syllabus for RE, promoted by the Diocese of Lichfield.

Curriculum Overview

We run a 2 year cycle for our curriculum due to mixed age classes and the requirements of the national curriculum. Please follow the link below to find out more.

Tibberton Long-Term Overview 2 year

If you are a prospective parent or a member of the public that would like to find out more about the wonderful curriculum we offer at Tibberton, please contact us through the school office at a3109@telford.gov.uk

An Adaptive Curriculum

We are very conscious to adapt our curriculum to ensure that learners can access each lesson and build their knowledge and skills base.

We do this through a four-stage process:

• Anticipate barriers
• Plan to address them
• Assess for learning
• Adapt in the moment

Considering research-based practice by the Education Endowment Foundation, we also make suitable adaptations by subject to ensure equity of access. Examples of how practitioners do this are outlined below:

Behaviour Curriculum

In line with Department for Education best practice, we have designed a behaviour curriculum that is relevant to our two federated schools. This documents how we will teach the children about appropriate behaviour, and what we expect to see in and around school. It is separate from our behaviour policy and is centred on what successful behaviour looks like and defines it clearly for all parties. It is available here:

Federation of Tibberton CE and St Lawrence CE Primary Schools Behaviour Curriculum

Assessment Statement

At Tibberton CE Primary School we assess pupils regularly to inform teaching, provide feedback to pupils and to communicate children’s progress to parents. We view assessment as integral to high quality teaching and learning, it helps us to ensure that our teaching is appropriate and that pupils are making at least expected progress.

Our use of assessment

The main purpose of our assessment system is to help teachers, parents/carers and pupils plan their next steps in learning. We use the outcomes of assessment to help us to support and improve our teaching standards.

We assess pupils against assessment criteria derived from the National Curriculum, which sets out what pupils are expected to know at each level/year group. Measures of both progress and attainment enable senior leaders, governors and teachers to have a clear understanding of the pupils performance.

Judging the Impact of our Curriculum

Evaluating impact is an important process that helps us understand the effectiveness of the curriculum, teaching and interventions. In order to effectively judge impact, we must:

• Be clear on the outcomes pupils need to achieve
• Establish a baseline of capability in terms of those set outcomes (what could the pupil achieve)
• In addition, look at non-academic evidence such as attendance data
• Plan a logical, evidence based approach to intervention (both for the child, and to support teaching)
• Evaluate the quality of the curriculum, and of teaching & learning
• Analyse pupil progress towards the set desired outcomes.