This is a Good School

Ofsted says "Pupils achieve well and make good progress"

Teaching is good

"Teachers and TAs work together very well to support pupils' development."

Governance is strong

"Governors understand the strengths and weaknesses of the school"

Pupils achieve well

"They make good progress from their starting points in reading, writing and mathematics"

Pupils' behaviour is good

"They demonstrate high levels of respect and are considerate of each other's needs."

Teaching is good

"Teachers and TAs work together very well to support pupils' development."

Curriculum design is inspiring

"It is complemented by an extensive range of enrichment activities"

Pupils achieve well

"They make good progress from their starting points in reading, writing and mathematics"

Pupils' behaviour is good

"They demonstrate high levels of respect and are considerate of each other's needs."

History

Curriculum Intent

History has always been held in high regard at Leighterton Primary School, with the school’s own rich history within the context of the local area a celebrated and inspiring feature of the school. The history curriculum at Leighterton makes full use resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality.
Topics are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum at Leighterton is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. In line with the National Curriculum 2014, the curriculum at Leighterton aims to ensure that all pupils:

  • gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past;
  • are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement;
  • and begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Implementation

History is taught in blocks throughout a two year rolling programme, so that children achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Mayans.

Cross curricular outcomes in history are specifically planned for, with strong links between the history curriculum and English lessons enabling further contextual learning. The local area is also fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice, for example, The Anzacs. Planning is informed by and aligned with the National Curriculum. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with our school’s commitment to inclusion. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge. Within our knowledge-rich approach, there is a strong emphasis on people and the community of our local area.
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.

Impact

Outcomes in topic and English books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children review the agreed success criteria at the end of every session and are actively encouraged to identify their own target areas, with support from the teaching team. Older children also record what they have learned at the end of every topic.

Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

Through assessment, the teaching team know which children have met or have not met the expected outcomes in History and children who have not yet met the expected outcome may receive further support. Our curriculum is designed to be sequential building on areas worked on in previous years, allowing children to build on their previous skills and allowing peer to peer support across many areas of the curriculum.  Our expectations are high and we aim to equip children to use their love of History throughout their lives.