Beckfoot Trust is an organisation that links a group of local Bradford schools together so that they can collectively improve the life chances for young people within their schools. Our aim is to create a group of truly remarkable schools each with a genuine comprehensive intake. They will be wonderful places for young people to learn and grow up in. We want to make a difference. We want to create something special.




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Children & Learning

Curriculum Guidelines

Beckfoot Heaton (6)We aim to provide clear and concise guidance to all classroom staff to deliver the best outcomes for our children.

This page shows the guidelines for different areas of the curriculum and classroom management.

From September 2015 all children in key stage 1 and 2 will follow the 2014 National Curriculum. These objectives will be covered by each year group and there will be no use of ‘levels’ in any of our reporting or tracking. This document shows the key principles of “life after levels”, the evidence which will show achievement and the systems in place to ensure that teaching is being effective.

Assertive Mentoring (AM) has been a valuable system in our school improvement. This document defines how a AM folder should be organised, the AM tools that will be used and the agreed frequency of AM events during the year.

Our goal is to have a behaviour policy that prevents poor behaviour before it begins. There are consequences for unacceptable behaviour but we believe that if we have positive relationships with children, a safe and ordered environment, a high quality curriculum and high expectations then there will be fewer behavioural incidents. This checklist sets out a set of approaches that will lead to good behaviour if they are followed daily.

Children and staff at Heaton should take pride in the quality of their work and respect the school environment. Work on display should promote learning and communicate to children that we value them and their work. There should be a consistent standard of display across our school, however high quality is not the same as uniformity and we value teachers being creative in the way they display children’s work and communicate concepts visually.

Marking is part of planning, assessment, teaching and feedback. All marking (even tests) is formative, ie helping teachers know what to do next. It is part of the process of ensuring that children achieve maximum progress. The amount of marking teachers do is determined by the amount of feedback and support that children need to meet the learning objective and make excellent progress. Teachers should have clear objectives and success criteria to ensure that teachers, children and other staff have an understanding of what will be expected by the end of the lesson.

Planning’is’the’thinking’you’do’before’the’lesson’starts.’At’Heaton’we’believe’that’if’you’have’thought’about’things’before’they’ happen’they’will’go’better’when’they’happen.’The’questions’you’plan’are’much’more’precise’and’the’pace’of’the’lesson’is’much’ smoother.’We’provide’time’for’planning’and’we’provide’leaders’to’help’teachers’plan.’

It is very important that children take pride in their work. We help the children to do this by setting clear expectations and teaching them how to work neatly and carefully.
At Heaton Primary School we believe that regular communication about the children progress will lead to improvement and success. When class teachers, support staff and leaders regularly think about what the children need to learn and how they will learn it then children make greater progress. In addition to these on-going conversations there are half termly conversations between teachers and the children and between teachers and the achievement leaders.
We use the Nelson Handwriting Scheme. Handwriting is taught explicitly from Nursery. Year groups have the appropriate sized handwriting books for practice when the children are ready and children are expected to transfer their skills into all their independent writing. When practising their handwriting skills children must be supervised to ensure they are adopting the correct style.

Teachers should write in books and in the environment neatly using the school’s handwriting script, this should be legible and joined where appropriate.

We use the Assertive Mentoring spelling programme based on the 2014 National Curriculum. We teach spelling rules and patterns explicitly. High frequency key words are learnt alongside spelling word lists. Teachers follow a structured teaching sequence and children learn spellings in school and at home using multi sensory strategies.
Guided Reading is a classroom activity in which pupils are taught in groups according to reading ability. In Key Stage 1, all children will have a daily phonics session (using the Read Write Inc. materials). Once children have completed the phonics scheme, they will begin Guided Reading sessions (usually at the start of Year 3). There will be some children who will need to continue with phonics sessions to consolidate their learning into Year 3.

The aim of these calculation guidelines, in line with the new National Curriculum, is not to race to the end but to secure understanding at each stage.

Children need to be able to explain the methods in terms of how and why not just what to do. The written method is the way to record what we do with equipment. Children need to manipulate objects, draw images or use concrete representation before moving to abstract concepts. The imagery will stay in the pupils’ heads, it’s not just something to do during the first stages of learning a method. Each time a new stage is introduced children should compared it to the stage before and identify similarities, rather than just ignore or move on from what has proceeded it.

All children should be active for 80% of each PE lesson making sure activities are accessible for all children in the class. Groups should always consist of a mixture of boys and girls as well as children of varying abilities. Children should be given the opportunity to practice differentiated skills for the various sports highlighted in the Curriculum map and progressively develop these skills each week to achieve realistic outcomes for all children to achieve.

Teaching Assistant guidelines

We want Beckfoot Heaton to be a great school. All who work in our school including Teaching Assistants shape whether or not we can make this a reality and how quickly it can be achieved. We want Teaching Assistants to feel proud to be part of this team, and to act as a positive role model to help support the ethos and demonstrate Heaton values to the children. Through us having clear Day to Day expectations we will keep focused on the sole purpose of our role here at Beckfoot Heaton.