Improving pupils’ speaking and listening skills through an expanded curriculum
Information about the school
Cwmfelinfach Primary School is in the centre of Cwmfelinfach village in the Caerphilly local authority. There are 192 pupils on roll between the ages of 3 and 11. The number of pupils in particular year groups fluctuates notably from year to year because of many pupils joining and leaving the school during the year.
There are four single-age and three mixed-age classes. The school identifies around 14% of pupils as having additional learning needs, which is below the national average (25%). Approximately 17% of pupils are eligible for free school meals, which is below the national average (20%). Nearly all pupils have white British ethnic backgrounds and speak English at home.
Context and background to sector-leading practice
In 2010, the school introduced an Enriched Curriculum to develop pupils’ wider skills across the curriculum. In order to develop staff expertise and promote ownership, the school completed a staff audit to gauge interest and experience levels. The project involved four teachers and three additional practitioners in the first year. These staff delivered pottery, German, sports, cookery, art, knitting and Forest Schools. Staff placed pupils from Years 3 to 6 in groups, and sessions ran on a six-week timetable for 90 minutes each.
As the programme has continued over the years it has developed to include members of the community. This includes countryside wardens, ‘knitting nannies’ and the Cwmfelinfach Allotment Society. As a result, the school achieved an Intergenerational Award for community involvement. The school also supports local charities such as The Dogs Trust and Premature Baby Care Unit in The Royal Gwent Hospital through Enriched Curriculum fund raising activities.
Description of nature of strategy or activity
Staff audited the Enriched Curriculum when the school introduced the Literacy and Numeracy Framework (LNF). Staff reviewed each activity to link in with LNF statements in a purposeful way, and plan all sessions to ensure that they cover skills at an appropriate level for the learners in the group.
Initially a few members of staff were reluctant to give up valuable ‘teaching time’ and needed to be persuaded of the value that these sessions would bring. However, the first benefit noted by all staff was strong working relationships that developed both between staff and pupils and the pupils themselves. Barriers were broken down as different pupils took more of a lead role in developing the curriculum, often demonstrating skills that had previously not been recognised. Adults found that pupils spoke more freely during these sessions and often discussed problems and concerns that would have otherwise gone unnoticed.
Over time, the school has developed a stimulating and innovative range of learning experiences to meet the needs and interests of all pupils. The planning of the curriculum across the whole school supports a clear progression in pupils’ skills from Foundation Phase to the end of key stage 2. Carefully-chosen themes capture pupils’ imagination exceptionally well. As a result, nearly all pupils are highly motivated and make very strong progress. Learning opportunities make use of people and spaces in the local community imaginatively. Pupils enjoy going to Forest School, gardening in the local allotment, knitting with grandparents and undertaking scientific investigations. This highly effective practice provides opportunities for pupils to develop their literacy and numeracy skills in worthwhile, enjoyable ways. As a result, most pupils use and apply these skills confidently and to a high standard across the curriculum from an early age.
What impact has this work had on provision and learners’ standards?
The school’s recent inspection report noted that ‘pupils have outstanding speaking and listening and numeracy skills’. Leaders feel that this is as a direct result of the Enriched Curriculum, which affords pupils the opportunity to talk in variety of contexts and to a variety of adults and to apply their numeracy skills in a meaningful way. Nearly all pupils actively take part in planning topic work and have a keen sense of ownership about what and how they learn. Most pupils have the skills needed to improve their own learning, work with others, solve problems and demonstrate very high levels of independence. Impact is clearly evident in the application of high level literacy, numeracy and thinking skills across all areas of the curriculum from a very early age. Also, high levels of pupil engagement and improved attendance are evident.
There has been an improving trend in the school’s results in English and mathematics at the expected level 4 at the end of key stage 2 over the last four years. The school also performs favourably when compared to similar schools at the higher levels, particularly in science, placing it in the top 25%.
The school tracks pupils’ wellbeing using the Pupil Attitude to School and Self (PASS) survey, and results show that their positive responses to the curriculum increased from 48% to 56% in 2015.
Nearly all pupils have the ability to transfer their knowledge and understanding of skills to practical situations and have a heightened sense of global citizenship issues.
All key stage 2, pupils are able to evaluate their use of skills accurately across the curriculum using their Skills Profiles.
How have you shared your good practice?
The school has shared this practice with colleagues across the cluster.
In recent years, its neighbouring primary school has also implemented this Enriched Curriculum successfully, benefiting both the pupils and local community.
Useful links
Other resources from this provider
Federated schools - Common features of effective federation
Developing pupils’ skills across the curriculum
Curriculum innovation in primary schools
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