All our schemes of work and policy statements are linked to the National Curriculum to provide a carefully structured framework. Each child’s learning programme is delivered both through themes, within which several subjects may be linked, and through teaching individual subjects.

English is learned through many aspects of the curriculum. It is also taught separately through

• literacy hour which includes both group and individual work
• a structured reading programme which involves a broad range of material. Reading schemes, library books, children’s own writing and other kinds of print are used alongside each other from the earliest stages
• writing activities which encourage the development of a wide range of styles. For example, children write fiction, factual accounts, poetry, lists, letters and so on. There is due emphasis on good grammar and legible handwriting.

The Numeracy hour forms the basis of our maths teaching and covers number, measures, shape and data handling. The hour aims to be very pacy and is split into three distinct parts. The first is a quick mental or oral session, where children practise or apply number facts they have learnt (this usually lasts about 5 minutes). The second is the main part of the lesson where new concepts are taught and then practised by the children. The third part is a short summing up session.

Up to Year 3 , the emphasis is very much on mental calculations and informal methods of recording. Towards the end of Year 3 and the beginning of Year 4, the children begin to work and record their calculations using more traditional sums. Calculators, are introduced in Year 5 .

During Numeracy lessons there will be whole class teaching, group and individual work. The older children are organised into ability groups and may be taught by members of staff other than their class teacher, where appropriate.

Science

Scientists are curious. They seek explanations. Our scientific approach, therefore, is to encourage children in investigative methods. Work is often organised into scientific themes such as "Living Processes" or "Myself and Other Animals". At other times, the science will be more distinct. Older children may, once again, be taught in separate ability groups so that tasks can be carefully matched to their ability.

We make extensive use of information technology throughout the curriculum. All classes have at least one computer and printer, where children are able to use the latest CD-ROM technology. In addition we have a new computer room which allows whole class teaching of computer skills.

Children also fulfil National Curriculum requirements in technology by designing and making things in a variety of ways, using a range of different media. Activities include cookery, needlework, pottery, woodwork and the imaginative use of recycled materials. The results are often original and charming !

Children learn about the area around Chinnor, the United Kingdom, and a number of overseas locations. They study physical, human and environmental geography and learn a range of geographical skills. In addition, through studying different cultures, they learn to understand and respect those who are different from themselves. Tolerance and the questioning of stereotypical attitudes are important features of National Curriculum geography.

Children study various periods of history, from as far back as Ancient Egypt up to 1930’s Britain. They learn to describe and explain historical cause and change. They are encouraged to work from evidence and come to understand different interpretations of historical events.

A Christian approach is encouraged by our policy on religious education. This involves the teaching and practice of Christianity within the context of our pluralist society. A spiritual approach is emphasised to underpin daily life and this is supported by our close links with St. Andrew’s Church.

Children develop skills in listening, performing and composing. There are opportunities to learn to play the recorder and violin. Many of the children benefit from the expert tuition of the peripatetic violin teacher, Edward Pooley. Others are beginning to learn to play wind instruments. Please ask for details if you are interested.

P.E. includes gymnastics, movement, games and athletics. We are fortunate to have our own outdoor, heated swimming pool and all children take part in swimming lessons. We are also fortunate to have two halls which enables children to have at least two P.E. sessions every week, regardless of the weather! Various sporting clubs may be run after be run after school.
Some after school activities are run by outside agencies and may involve a small cost to parents.
Our school has strong links with Lord Williams's secondary school in Thame which has Sports College status. this means that our pupils are involved in various initiatives organised by their Physical Education department.

The school supports initiatives to encourage a healthy lifestyle and is keen to follow the "Better Ways to School" recommendations. We conduct regular surveys on how children travel to school and take an active part in the "Walk to School" weeks.
Year 6 are offered cycling proficiency training and after passing the proficiency test children are allowed to cycle to school with their parent's permission. the school has racks to store bicycles during the day.

Work is both two and three dimensional, using a variety of materials. In addition to their own creative and expressive work, the children have the chance to study the work of other artists and come to appreciate different styles and approaches.

As far as possible, we try to organise our classes into single year groups. However, because children are not born at convenient yearly intervals, we sometimes have to mix age groups in the same class. When this does happen, we plan even more carefully to ensure that the work set matches the child’s ability.

In the early years, the curriculum is taught in an integrated way through topics or themes which may embrace a whole range of subjects. As your child progresses through school, the individual National Curriculum subjects, though still linked where appropriate, are given greater individual emphasis. At every stage, your child is likely to be taught by more than one teacher as we try to make the best use of our particular talents and areas of expertise. This is also an excellent preparation for secondary school where children meet a wide variety of teachers.

Children will be taught in a variety of ways. Whole class teaching, group work and individual instruction are all employed as best suits the task in hand.

We plan in great detail to ensure that work is well matched to the child’s ability and to make sure that there is proper progression throughout the school. If you are interested, we are always happy to show you examples of our planning and to explain how it works.

One of our priorities across the whole school is to keep class sizes as low as possible. The importance that we attach to good child/teacher ratios is reflected in the priority given to staffing provision in our annual budgets.

Children are regularly assessed by their teachers and this can happen in a number of ways. Observing and making notes as the children work is known as formative assessment and this takes place every day in every classroom.

From time to time, tests or specific assessments are set. This is known as summative assessment. At present, children are legally required to be given an initial assessment when they first start school, ((baseline assessment) and then to complete the Standard Assessment Tasks (SATS) at the end of each Key Stage (Years 2 and 6).
Annual formal tests in English, Maths and Science are also taken by Years 3,4 and 5 during the Summer Term.

Together, teacher’s assessments and SATS, ensure that we build up a clear and accurate picture of your child’s progress.