POLICY
CURRICULUM AND CURRICULUM STATEMENT
(Including Curriculum groups)
REVIEWED BY C Thomas
January 2014
GOVERNOR APPROVED P Moss
DATE 21.1.2014
Aims of the school





To create a secure, caring, happy, healthy environment within which pupils can
develop both as individuals and as members of a community
To equip each individual with the appropriate skills of literacy, numeracy and
oracy; and to develop full academic potential through the study of a wide, but
integrated, range of subjects
To stimulate an appreciation of aesthetic, literary, scientific, mathematical,
technological, environmental, linguistic, physical and spiritual values.
To provide a foundation for further study by developing an enquiring mind and an
ability for independent study
To encourage pupils to understand and accept discipline and to develop the
power of self-discipline
COMPLAINTS ABOUT THE CURRICULUM
Complaints in the first instance can be made to the Headmaster who will attempt to
resolve them. If this proves impossible, the complaint will be forwarded to the Chairman
of the Governors.
EXAMINATIONS
All pupils are expected to follow a course prescribed by the school at all levels. At
present, Key Stage 1 and 2 Standard Assessment Tests (SATS) and Year 11 General
Certificate of Secondary Education (GCSE’s) are governed by external agencies. The
school has a right to amend its curriculum as it sees fit.
CURRICULUM STATEMENT
We endeavour to provide our pupils with an academic environment which is conducive
to learning and which caters for the needs of each pupil and promotes individual
success. Our aim is to encourage pupils to enjoy and achieve by developing new skills,
broadening their knowledge and growing in confidence.
In the Early Years an integrated curriculum covers the following:
 Mathematics
 Expressive Art and Design
 Understanding the World




Personal, Social and Emotional Development
Literacy
Physical Development
Communication and Language
At Babington House we follow an enriched National Curriculum where pupils acquire
skills in speaking and listening, literacy and numeracy. Pupils are able to study French
throughout the school from EYFS to key stage 4 and German and Spanish at key stage
2, 3 and 4. Pupils from age 5 are able to follow a full-time supervised education which
gives pupils experience in linguistic, mathematical, scientific, technological, human and
social, physical, and aesthetic and creative education.
Teachers of Years 1 to 12 prepare their lessons whilst taking into account National
Curriculum requirements at each Key Stage (1-5). The subject matter is appropriate for
the ages and aptitudes of pupils. Where the principal language of instruction is a
language other than English, lessons in written and spoken English are provided through
the school’s learning support programme.
There is an opportunity for students to take examinations early.
At key stage 4 all students continue to study the core subjects:
 English Language
 English Literature
 Mathematics
 Science
And a selection of subjects from the following options
 Modern Foreign Languages – French, German and Spanish
 Humanities – Geography, History and RS
 Creative – Art, Drama, Music, Textiles, Business, Communication studies, PE,
ICT, Triple Science GCSE
 Pupils also experience the non-examination subjects of Physical Education and
Personal, Social, Citizenship, Health Education (PSHCE), of which the latter
reflects the school’s aims and ethos.
Pupils are set according to their ability for senior mathematics and key stage 4 Science
and English. Staff monitor and track the performance of pupils throughout the school
and this is coordinated by the Assessment Manager Coordinator who records data on
the intranet. At key stage 4 each pupil has an IPPP (Individual Pupil Performance
Profile) and their performance in each GCSE subject is regularly monitored.
An appropriate structured programme of Careers Education and Work Experience is
delivered to all students at key stage 4 and students have access to the Connexions
Resource Area part of the Library. In Year 11 all students take part in a week’s work
experience.
Key stage 4 culminates with pupils sitting their General Certificate of Secondary
Education (GCSE) examinations at the end of Year 11. Liaison between our school and
local sixth forms and colleges ensure a smooth transition into higher education.
At Key Stage 5, A Level subjects in Government and Politics, Law, Business Studies,
Mathematics and Further Mathematics, Geography and Critical Thinking have been
introduced in 2014. The Sixth Form programme also includes a number of nonexamined enhancement subjects including financial skills, communication for business
use and languages, if such things are appropriate for an individual student's future
ambitions. The focus on work experience is an important part of the programme and is
arranged in consultation with our careers advisor and committed staff. This range of
subjects allows for pupils to have scope for their talents and interests and helps them to
prepare for further opportunities, responsibilities and experiences of adult life.
Prep pupils will be assessed at key stage 1 using PIPs(Primary Indicators Performance)
SATs (Standard Assessment Tests) are taken at the end of each of two key stages:
 End of Key Stage 1 in Year 2, (English and Maths marked internally)
 End of Key Stage 2 in Year 6 (English, Maths marked externally)
CATs (Cognitive Ability Tests) are taken in Years 4, 7, 9 and 12. The CAT is an
assessment of a range of reasoning skills. The tests look at reasoning with three types
of symbols: words, numbers and shapes or figures, i.e. verbal, quantitative and nonverbal reasoning.
Where a pupil has a statement, the school provides an education which fulfils its
requirements. Pupils are tested accordingly. The Special Needs Co-ordinator (SENCo)
supports the less able pupils and there is a More Able Pupil (MAP) Co-ordinator who
monitors the more able pupils. All pupils have the opportunity to learn and make
progress.
There is a wide range of extra-curricular activities available throughout the school and
these include football, horse riding, rock climbing, fencing, cricket, children’s golf, tag
rugby, debating, Textiles Club, Musical Theatre, Tennis etc. The school prides itself on
its strong links with the community and charitable activities which also enrich the
curriculum.
The main curriculum aims are underpinned by our:
 Curriculum policy
 Marking and Assessment policy
 Learning Support policy
 Gifted and Talented Pupil Policy
 Examination and Examination Appeals policies
 Preparatory and Senior School Reporting Policies
 Homework Policy
 Teaching and Learning Policy
 Individual subject policies