Dunn Street Primary
Together we learn, grow and achieve
In order to deliver, promote and inspire the highest quality education we are committed to developing our own unique curriculum that meets the needs of all our children.
In light of a widely talked about recovery curriculum, we are determined that any learning gaps exacerbated by Covid-19 will never be used as an excuse for unsatisfactory pupil progress. Rather, this period has re-ignited a determination to guarantee equality and excellence for all pupils and through the world class education we provide, rapidly repair learning.
- The curriculum set out for September 2021 is seen as a springboard to repair learning, rebuild relationships and reconnect socially.
- All learners, including the most disadvantaged pupils and pupils with SEND, are provided with the knowledge, skills and cultural capital they need to catch up quickly and succeed in life.
- The recent challenges have been seen as a motivation to rapidly repair learning and not an excuse for widening learning gaps.
- Academic rigor to stretch and challenge pupils is appropriate to each pupil. o Learners have access to a curriculum designed to repair learning gaps and one which evolves with the monitoring of pupil progress. A clear strategy for pupil progression is in place.
- Educational enrichment opportunities, including experiences, visits and visitors continue as is possible.
Leaders will realise the intentions of the curriculum, by ensuring the curriculum will be carefully planned and agreed in line with any new government guidance of DfE recommendations relating to Covid-19.
Our curriculum ensures learning is effective, exciting and above all, allows the children to explore the world they live in and prepare for the opportunities and challenges of life in the 21st century.
Dunn Street Primary aims to provide a curriculum that is engaging, balanced and relevant. While emphasis is placed on children learning core skills of English and Maths, we place great value on developing the ‘whole child’ and provide an engaging programme of study in all curriculum areas. The whole school team aspires to create a truly outstanding school built on secure foundations of excellent teaching, a memorable and creative curriculum and consistently high academic attainment and progress for all of our learners.
We are required to base our teaching on the National Curriculum for England which sets out clear, full and statutory entitlement to learning for all pupils. It determines the content of what will be taught, and sets attainment targets for learning. It also determines how progress will be assessed and reported.
Our drive is to have a curriculum which meets all statutory requirements of the National Curriculum and allows children to explore the world they live in and prepare for the opportunities and challenges of life in the 21st century. Our unique school is part of our wonderful historic Jarrow community We have a strong focus within the curriculum on our locality and surrounding areas.
Our Challenge Curriculum is built around questioning and helps to ‘hook’ the children into their learning. We aim to create deep learning opportunities through our curriculum and the use of questioning so that every child is curious and challenged.
Our high expectation of children begins in the Early Years Foundation Stage (EYFS). Children begin Dunn Street Primary in our Nursery when they are three years old. The 2021 EYFS curriculum identifies key subject areas to inform planning, and to create a bespoke intervention programme for focus children who need to be targeted for specific learning. There is a focus on exploratory play in the Early Years based around the children’s interests, core texts and key skills.
In KS1 and KS2, children continue their learning journey, taking part in Maths and English lessons every day. In Year 1 (Yr1), children continue to have daily phonics lessons whilst in Yr2, children access daily Spelling, Punctuation and Grammar (SPAG) lessons, which are linked to their learning in writing, to allow them to apply and deepen their basic skills. The phonics scheme we follow is Read, Write Inc.
All children in KS1 and 2 access the wider curriculum through discrete lessons, although links are made between curriculum areas when appropriate. We follow the South Tyneside Agreed Syllabus for R.E. and Our Lives PSHCE curriculum. We enrich our pupils with a wide range of before school, lunchtime and after school clubs. Opportunities for all children to attend are provided.
For a full analysis of our curriculum and a breakdown of each year group’s curriculum, please see the relevant Curriculum Overviews.
School will use a range of methods to evaluate the impact of our curriculum design. This will incorporate a range of analysis including: Pupil achievement data; Attendance rates; Behaviour; Extra Curriculum take up; Pupil Voice; Parent questionnaires; Lesson observations and curriculum reviews.
Enjoyment of the curriculum promotes achievement, confidence and good behaviour. With this, pupils will become inquisitive learners who are motivated to excel and who have a thirst for learning. We see the greatest impact of the curriculum to be high rates of pupil progress. Progress in:
- Pupils’ physical, moral and intellectual talents that inform their choices and actions as people.
- The development of knowledge: Progress in knowing more, remembering more, making links and applying knowledge
- Pupil understanding of how well they are doing and what they need to do to get better.
For further details about the implementation of the curriculum, please contact school for the relevant subject policy documents or contact Mrs Giles Brewster (curriculum lead).
The remaining classes (Year groups 1 to 6) are now accessing the 2014 National Curriculum (click link to see details).
See below (or click here) for a Parents’ Guide to the National Curriculum.
Our Phonics teaching concurs with the 2014 National Curriculum that states,
“Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.”
We are currently using the Read Write Inc. Phonics programme. Read Write Inc. Phonics and Read Write Inc. Rhymes teach children to read accurately and fluently with good comprehension. They learn to form each letter, spell correctly, and compose their ideas step-by-step. Parents’ Information can be found by clicking here.
We also use the Oxford Reading Tree scheme. Click here for links to ideas to support your child’s education through this scheme.
We follow the South Tyneside Agreed RE Syllabus:
Social and emotional aspects of learning (SEAL) is a comprehensive, whole-school approach to promoting the social and emotional skills that underpin effective learning, positive behaviour, regular attendance, staff effectiveness and the emotional health and well-being of all who learn and work in schools (Department for Education 2010).
Following on from the finding of the ‘Review of Emotional Health and Wellbeing Education Programmes for Children and Young People in South Tyneside’ undertaken by Claire Mawson (Senior Public Health Advanced Practitioner) , it was identified that school staff wanted a comprehensive PSHE programme to follow that embedded SEAL within a variety of other topics.