Curriculum Impact

At Donnington Wood CE Juniors, we understand the importance of our curriculum meeting the needs of every child. To do this, we use many different, but consistent, types of assessment to evaluate how our pupils are learning and the progress they have made against age-related expectations. This is achieved in many ways: pupil voice, book looks, observing their learning experiences and analysing subject data and progress by year group, class, groups and individuals.

This is constantly reviewed and reflected on, ensuring we provide for each and every pupil. Our inclusive approach means that all children learn together but we have a range of additional intervention and support to enhance and scaffold children who may not be reaching their potential, or moving on children who require additional challenge.  This includes, for example, our nurture provisions, our gardening and horticultural work with some of our most-vulnerable children.

This process is a cycle, and at all points, we judge and measure the impact of our curriculum and strive to make it better. Assessment is used to identify need and plan the next steps, with clear purpose, to enable every pupil to reach their potential. In our foundation subjects, teachers who take a lead for specific subjects regularly track and record the achievement in termly units by RAG rating pupils against age–related criteria.  This tracking is used to monitor progress and compile subject data to measure impact and this is monitored and evaluated by the curriculum team leaders.

At Donnington Wood Junior School, we pride ourselves in knowing the impact our curriculum is having on our children’s knowledge, skills and understanding, to prepare them for life in modern-day Britain.