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Curriculum and Assessment

The Federation of Springwood Schools Curriculum Statement

In the Springwood Federation, we believe that the School Curriculum should be relevant, rich, rewarding and deep, offering children the opportunity to achieve success in many different areas. Although our curriculum is based on the new National Curriculum 2014, we make use of our extensive local contexts, being a coastal region with many local historical sites and local geographical features, for example, the historic dockyard at Portsmouth. We believe that children learn best when they experience learning first hand so we ensure that children in every year group have access to a range of off site visits and enrichment experiences.



Off site visits are a termly occurrence to ensure we achieve breadth and depth thus enabling our pupils to reach their full potential.  Specialist teachers also join us in school music to enhance and enrich our curriculum.

Below is an attachment to show you an overview of the units of work each year group will cover. We look forward to welcoming you into school to share some of the work completed and working with you in curriculum workshops to help you to help your children reach their full potential.

Safeguarding curriculum

The Federation of Springwood Schools Assessment Statement

The Federation of Springwood Schools are adopted theHampshire model of assessment from September 2015 for reading, writing and maths. This involves teachers continuously drawing upon day to day teaching and assessment which reveals pupils’ understanding and misconceptions.  Teachers will periodically focus on key parts of the curriculum, rather than looking at the whole curriculum every time and make a judgement based on tracking progress over time.  For example, against a milestone expectation in November, February, April and end of year mastery in May-July.  It is aimed at ensuring the timely acquisition of knowledge, skills and concepts in order that as many pupils as possible have the opportunity to deepen learning rather than to accelerate progress superficially.  The outcomes from these assessment points are reported to parents, in writing each half term. 


Milestones set increasing expectations of fluency, complexity of context and independence.  Each milestone assessment should review to what extent the pupil has deepened their understanding of the previous phase.  Each time teachers should be expecting previously reviewed phase objectives to have been more fluently used and applied.  This information is then used to track the progress of individuals and cohorts, and gives an opportunity to re-focus on areas of relative weakness.  Each milestone sets a standard that needs to be sufficiently met in all domains of the subject.


Foundation subjects will also be assessed using this process.  Specific subjects will be reported to parents every half term which will inform them whether their child is meeting age related expectations.  An end of year report will be completed in addition to these as a summative assessment of all pupils’ progress and attainment. 


The Early Years Foundation Stage Framework (EYFS) sets out the learning and development stages for children as they grow from birth to five years. For those working in the early years - whether in a nursery, pre-school, a childminder or in a reception class in school - the EYFS outlines what they need to do to support your child.


Children learn and develop through playing, exploring, being active, creative and being asked questions to help their thinking. After each age band we give you an example of some ideas and tips as to how you can help your child’s learning and development.


Our philosophy is the children learn best through child initiated play and focussed learning.  This involves an active curriculum where children lead their learning and adults develop their thinking making the most of the inside and outside environment  (in all weathers!).   


We use national guidelines and regularly work with the local authority to ensure children make good progress from their starting points.


Please read the document below which is the national guidance to support your child in their early years education.


For some time, research has indicated that children are entering the Foundation Stage with significantly lower communication, language and literacy skills. Following the Rose Report came the development of the ‘Letters and Sounds’ programme by the Primary National Strategies Team. This programme reinforced the importance of ‘getting it right’ for children during their early years, so that when they start school they already have an excellent ability to really tune into the sounds that they hear around them.
To achieve this we have to be immersing children in language and sound, allowing them to explore, experiment and truly understand how sounds fit together to become words. We need to make it fun!
One way some settings have found to achieve this is by using the Boogie Mites programme and resources.
Boogie Mites can be used alongside Phase 1 of the Letters and Sounds manual and is intended to support the role of music and physical play in laying the foundations for good language and literacy skills. The children and adults alike enjoy the songs, games and rhymes, and I have even heard the ‘Tidy Up’ song at the Tesco check out.
The Boogie Mites resources suggested can all be home-made from materials that could easily be collected by parents and practitioners. Children love to work with instruments that they have made themselves. Each song is linked to one of the seven aspects of Letters and Sounds that it supports and tips and suggestions for activities that complement it are offered.
In essence, Boogie Mites is about enhancing learning through music and having fun and it can be done anywhere.
Resources can be cheap and just needed a little thought to turn them into an exciting activity which will, no doubt, be returned to by all the children again and again.
Nikki Ludlam


Call into the school office and book a place to join the Boogie Mites sessions held at school


Peeple is a charity, whose main purpose is to support parents/carers, babies and children to learn together - by valuing and building on what families already do. Peep practitioners and families share information and ideas from the Peep Learning Together Programme about how to make the most of the learning opportunities that surround us in everyday life and play. Research shows that this - known as the home learning environment - makes the biggest contribution to narrowing the gap in children's outcomes.


We are delighted to share with you the 'PEEP' case study which was written about what the schools are doing to support transition from nursery to school.  Some of the comments have included:


‘This year coming to Peep has helped me engage with my child through a way of learning I wouldn’t have even thought of. New techniques and ideas to make learning fun!’ – Peep parent


‘It’s great to see parents blossom and become more confident as they realise everything they do in normal life contributes to their child’s learning.’ – Peep practitioner


‘Learning is most successful when parents/carers and teachers work in partnership and the Peep programme supports this shared journey.’ – Head teacher


Springwood regularly hold PEEP sessions for families.  Please refer to the school diary dates for further information. 


Please read the article below to find out more about what we can offer.



End of Year 2 Assessments

The following documents have been released from The Standards and Testing Agency.  These documents are designed to support teacher assessment for each pupil at the end of key stage 1 who are working towards meeting age related expectations, meeting age related expectations and children who are working at depth. 

Every Child A Reader - ECAR Accredited School

Since 2011 we implemented RR (Reading Recovery) and FFT (Fisher Family Trust) in KS1. In KS2 we introduced GROW@KS2 (Grow in Reading Oracy and Writing) in October 2014 following the start of a training course undertaken at IOE (Institute of Education) in London. The course was successfully completed in December 2015 and the junior school had the first GROW@KS2 certified teacher in Hampshire. In January 2015 both schools took part in Inference training lead by an IOE trainer. Leaders are unable to sustain this provision from September 2017; however the specialism is retained within the staffing.


Teaching Phonics


Our school uses the commercial scheme Letters and Sounds printed in 2008 to guide the teaching of phonics.


This synthetic phonics programme teachers letter sound correspondences in a specific order.

Children are taught to blend (put together) and segment (pull apart) words when they are reading and writing to help them. For example, c-a-t, sh-ee-p, r-ai-n. These are all words we expect children to be able to read by the end of their first year in school.


When 2 letters combine to make a new sound we call them digraphs, for example ch/th/sh or ai/ee/er

When 3 letters combine we call them trigraphs, for example igh/ear/ure


We expect children to be able to use these terms to describe words and notice letters and sounds to be able to use these in their spelling.


Some words do not follow simple rules and we refer to these as "tricky" words. For example, come/people. Children are taught to read and spell these noticing the part of the word that is irregular and doesn't follow the rule we would expect. Each year group has an expected list of tricky words which you can download under the curriculum section to guide your learning at home.


Look at the leaflet below to give you further guidance.

All the information below are a sample of some of the documents the teachers use to teach phonics, reading, writing and maths (adopting the Hampshire Assessment Model - HAM), plus some useful links.


Please attend the workshops held by the school which are detailed on the diary dates or book an appointment with your child's class teacher.

Letters and Sounds


Refer to pages 69-71 in phase 2 for the phonemes

Refer to pages 102-104 in phase 3 for the digraphs and trigraphs

Year 1


Letters and Sounds


Refer to pages 126-128 in Phase 4

Refer to pages 151-165 in Phase 5

Reading and Writing

Year 2


Read and Writing

Hampshire Writing Exemplification Materials

Spelling Guidance for Year 2