Whole School Curriculum
At Melbourne school we aim to instil children with a lifelong love of learning. We recognise that all children are unique and special: that they develop at varying rates and in different ways. We also understand that having a happy child leads to an effective learner. It is therefore our aim to foster an environment that is safe, secure and caring where exploring and making mistakes is embraced and seen as a natural part of the natural learning process. We encourage children to be independent, to make decisions and take risks. The importance of providing the children with learning opportunities, which are rooted around personal interests, is paramount. We utilise the indoor and outdoor learning spaces to do this.
The school values are central to the intent and implementation of our curriculum. The impact of our approach can be seen in our children who demonstrate care, respect and appreciation for others and enjoy experiences that build on existing knowledge and skills. At Melbourne Primary School children have a natural desire, keen interest and motivation to learn.
The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the Reception Year. During this phase enjoy a range of experiences in which they explore, investigate, discover, create, practise, rehearse, repeat, revise and consolidate their developing knowledge, skills understanding and attitudes.
In EYFS we follow the Statutory Framework for the Early Years Foundation Stage. We believe that all children are entitled to the best possible start in their school life, both intellectually and emotionally, in order to enable them to develop their full potential.
We aim to support each child’s welfare, learning and developmental needs by:
- Recognising that all children are unique and special.
- Understanding that children develop in individual ways and at varying rates – physically, cognitively, linguistically, socially and emotionally.
- Providing a safe, secure and caring environment where children feel happy and know that they are valued.
- Fostering and nurturing children’s self-confidence and self-esteem through their developing awareness of their own identity and role within the community.
- Teaching them to express and communicate their needs and feelings in appropriate ways.
- Encouraging children’s independence and decision-making, supporting them to learn through their mistakes.
- Developing children’s understanding of social skills and the values and codes of behaviour required for people to work together harmoniously.
- Supporting children to develop care, respect and appreciation for others, including those with beliefs, cultures and opinions differ to their own.
- Understanding the importance of play in children’s learning and development.
- Providing learning experiences in play which reflect children’s personal interests and areas of curiosity in order to encourage and develop their natural desire, interest, excitement and motivation to learn.
- Providing experiences which build on children’s existing knowledge and understanding in order to challenge, stimulate and extend their learning and development.
- Providing effective learning opportunities in a range of environments, inside and outside
The school ethos recognises that equal opportunities encompass gender, nationality, ethnicity, culture, disability, age, sexuality, religion and special educational needs. Children are treated fairly and are given equal opportunity to take part in activities across the whole school curriculum.
Equality is an important part of the planning and teaching of lessons. When planning work for children with special educational needs we hive due regard to information and targets contained in the support plans. We have high expectations of all children and we believe that the equality principles underpin work and life through the school.