At Brentfield, we put learning at the heart of everything we do. We support our children in gaining both the academic and the life skills to become effective communicators and successful global citizens. We believe that language and communication is at the root of all learning and is something to be fostered and developed at all stages.
‘When we change the way we communicate, we change society.’ Clay Shirky
The development of children’s language is crucial to their success across the curriculum. To facilitate our pupils language and communication skills, at Brentfield we teach the children key English skills – Speaking and Listening, Reading and Writing – across all areas of the curriculum.
Reading begins in the Early Years through Read Write Inc. and continues into Key Stage 1 with Daily Supported Reader. Children progress through the reading bands accordingly with each book level introducing new reading and comprehension skills. There is an emphasis on children learning to decode through daily phonics teaching and developing their sight vocabulary for common exception words. Parents are encouraged to support their child to develop a love of reading through coffee-morning sessions, workshops, one to one meetings with teachers as well as visiting our school library.
In Key Stage 2, reading strategies are established through daily Destination Reader lessons in whole-class settings to develop the children’s thinking and explanations. These sessions are aimed at pupils who are working at a book band lime level or above. Teachers explicitly teach vocabulary, demonstrate reading and thinking aloud and model the use of precise language stems. Using choice of books and supportive bookmarks, children are able to articulate, question and justify their thinking when answering comprehension questions. Children work both collaboratively and independently in our readings experiences. These structured high quality opportunities for speaking and listening are used to develop children’s language skills as well as to support understanding. Children who are working below the lime book band form DSR groups and develop their basic reading skills before moving on to join their class when they are ready to develop the next set of reading strategies through DR.
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The expectation that all children are capable of high standards in Reading is also shared in Writing. A carefully considered teaching cycle using the ‘Art of Teaching Writing’ model is used and monitored throughout the school. The process consists of each year group starting with a high quality core text to engage the pupils. The writing outcome is shared with the pupils. The texts are then explored in detail using a range of techniques from video excerpts; drama and role-play to language and character analysis. Exemplar texts of the writing outcome are then deconstructed in order for pupils to understand the structure, language and grammar devices used in that text type. This is followed by modelled and shared writing, which helps to nurture the children’s awareness of grammar, fluency and creativity. Pupils finally create their own independent pieces of writing by applying what they have learnt. The pieces are finally edited and improved by the pupil. Later in each half term, pupils are expected to apply the skills they have learnt in English to help them produce a cross curricular piece which is as high in standard as the work produced in their English lessons. Throughout the process, the children are taught to read as writers and write as readers.
In addition, we provide the pupils with as many enrichment opportunities as we can in order to inspire the learning. A few of the opportunities, which are promoted through the English curriculum, are:
- Book week
- Poetry week
- National writing competitions
- Theatre trips funded by The Royal Shakespeare Company and John Lyon Charity
In order to achieve the aims of this curriculum, the school provides professional development to ensure that we are always improving the quality of teaching and learning to impact on the pupils’ learning. All our teachers have opportunities to deepen their subject knowledge of how to teach English. Feedback is delivered in a timely, supportive and accessible manner.
At Brentfield, we put learning at the heart of everything we do. We support our children in gaining both the academic and the life skills to become effective communicators and successful global citizens. We believe that language and communication is at the root of all learning and is something to be fostered and developed at all stages.
The development of children’s reading is crucial to their success across the curriculum. To facilitate our children’s’ language and communication skills, we want all children to leave the school passionate about reading and develop a love of books.
Throughout their time at Brentfield, children are exposed to a carefully selected range of rich and challenging texts which expose them to a variety of genres.
Children and parents are encouraged to use our newly designed library and read together.
For more information about how we teach reading at the school please click on the link below.
Mathematics Mastery
At Brentfield Primary School, we teach mathematics following the Mathematics Mastery Programme. This programme is a way of building in enjoyment, resilience and understanding of mathematics.
- By following Mathematics Mastery we aim to develop:
- An enjoyment and curiosity of mathematics and for children to feel confident to become successful.
- Positive attitudes, confidence and competence by matching the task to the child.
- A confidence to communicate ideas both in written form and orally.
- Independent and collaborative ways of working, encouraging children to share ideas and solve problems together.
- A wide range of mathematical vocabulary modelled and used in the classroom environment.
- The children’s ability to recall mental facts accurately and quickly and using effective written calculation methods.
- Children’s logical thinking, reasoning skills and ability to problem solve, as transferable life skills.
- Enjoyment and enthusiasm for learning through practical activity, exploration and discussion.
- The ability to solve problems through decision-making and reasoning in a range of contexts.
- Challenge through high expectations and focused, differentiated learning.
- Achieve increased fluency with numbers.
- Gain a deeper understanding of mathematical skills.
- Solve problems in unfamiliar contexts.
- Develop their mathematical thinking.
- Strengthen their mathematical vocabulary, enabling them to explain and reason their thinking.
- Use and identify multiple representations-including objects, pictures, numbers and symbols.
What is Maths Mastery?
The ‘mastery approach’ to teaching maths is the underlying principle of Mathematics Mastery. Instead of learning mathematical procedures by rote, pupils are encouraged to build a deep conceptual understanding of concepts which will enable them to apply their learning in different situations.
The curriculum is designed to make sure that the requirements of the National Curriculum for England are fully met. Each year’s curriculum includes all of the National Curriculum objectives for that year. Mathematics Mastery uses three key principles to deepen pupils’ understanding:
- Pupils’ conceptual understanding is developed through the use of multiple concrete and pictorial representations. Indeed, a key part of a ‘deep understanding’ in maths is being able to represent ideas in lots of different ways.
- Depth of understanding is also developed through pupils’ communication about maths using the correct mathematical language. When pupils are asked to explain, justify and prove their ideas they are deepening their understanding of a concept.
- Another way of developing a depth of understanding is by encouraging pupils to think mathematically. This is done by providing lots of opportunities for pupils to investigate planned open questions that require them to sort and compare, seek patterns and look for rules.
Problem solving is at the heart of the mastery approach, sufficient time is dedicated to each new concept or skill, so every pupil can gain the reasoning they need to solve new problems in unfamiliar contexts. All pupils are expected to solve the same investigations by the end of the lesson, meaning the key concepts and objectives are met by all pupils. Instead of accelerating higher attainers onto new content, lessons are differentiated through depth, to develop pupils’ conceptual understanding.
The maths mastery approach is built upon 3 key concepts:
- Conceptual understanding.
- Language and communication.
- Mathematical thinking.
Progression of Skills
Curriculum Maps
Maths Meetings
An important aspect of Mathematics Mastery is the daily Maths Meeting, which is used to consolidate key areas of mathematics in the class. Maths Meetings provide an opportunity to teach and revise ‘general knowledge maths’ which may not explicitly be covered during the maths lesson, and also allows the daily integration of maths into the surrounding environment. This means that pupils are practising concepts and skills on a regular basis, meaning they are continually building on their mastery of these concepts.
Singing and chanting form an integral part of the Maths Meetings and each class has a Maths Meeting display to use as a visual structure for the pupils to become familiar with. The elements of maths covered in Maths Meetings is fun and enjoyable for pupils, so it is important that pupils appreciate, learn from and relish these experiences.
TTRockstars
Alongside Mathematics Mastery Brentfield Primary use TTRockstars. Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice. Each week concentrates on a different times table, with a recommended consolidation week for rehearsing the tables that have recently been practised every third week or so. Children play a timed game on the website, answering multiplication and division questions. At the end of the session, the children will see how many questions they answered and their average speed for answering.
TTRockstars Rewards
TTRockstars offers many rewards and certificates.
- After each game, the children will awarded a ‘Rock Status’ based on their speed.
- When children move on to the next ‘Rock Status’, they will be awarded with a certificate to recognise this.
- Pupils will often be set a ‘Rock Battle’ where children work in allocated teams to compete to answer the most questions correctly over a period of time. The three children who scored the highest amount of points in each team by the end of the ‘Battle’ will receive a certificate.
- At the end of each term the five pupils across the school who answer questions with the fastest speed will receive a certificate in assembly.
All children from Year 2-6 have logins and we encourage them to use the website at home every day for at least 10 minutes.
Science is a body of knowledge built up through experimental testing of ideas and a practical way of finding answers to questions we may ask about the world around us.
In our school, it is about developing children’s ideas and ways of working that enable them to make sense of the world around them through practical tasks and investigation.
Science has changed our lives and it is vital to the world’s future prosperity. Therefore, all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science in order to prepare them for the unknown yet exciting future ahead of them.
We encourage curiosity in children so that they ask questions that fuel explorations and investigations about the world that we live in.
In line with the National Curriculum Science Programmes of Study for Key stage 1 and Key stage 2, the school aims to ensure that all pupils:
-develop scientific knowledge and conceptual understanding through the disciplines of biology, chemistry and physics
-develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world
-are equipped with the scientific knowledge they require to understand the uses and implications of science, today and for the future.
At Brentfield Primary School, we believe that Art should be accessible to all children. They participate in projects throughout the year, which enables them to develop their creativity and increase risk taking. The creative curriculum taught in our school, exposes and encourages our children to explore their own and others’ cultural heritages. Studying a range of male and female artists from different social and cultural backgrounds inspires children to be resilient, determined and driven. At Brentfield Primary, we want our children to understand that Art is a subject that should be learnt, practised and celebrated. Our mission is to train our children in giving and receiving constructive criticism- a vital life skill. Being criticised should not be something to dread but rather welcomed and be seen as a chance to improve to achieve ones best.
We aim to do this by exposing our children to creative learning experiences, which will develop their cultural capital. Working with secondary schools, attending class trips, workshops and theatre productions will show our children that the world they live in offers them wide-ranging opportunities. Our goal is to create global citizens who constantly strive to achieve personal goals regardless any obstacles that can come their way.
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We believe that Design Technology should improve children’s understanding of how the world around them is built and how it functions. We understand that children need to have hands on activities to explore, plan, make and improve their designs. We also know that resilience and the inquisitive nature of each child needs to be developed and valued. Creating a range of structures, mechanisms or electrical systems with their peers, will develop crucial life skills such as teamwork, self- reflection, responsibility and accountability.
We aim to do this by exposing our children to creative learning experiences, which will develop their cultural capital. Working with secondary schools and attending class trips and workshops will show our children that the world they live in offers them plenty of opportunities. We are dedicated to showing children that in the future, they will have the power and courage to design, re- design or rebuild the world they live in.
Through the geography curriculum, pupils’ curiosity and fascination about the world and its people is developed. They investigate a range of places – both in Britain and abroad – to help develop their knowledge and understanding of the Earth’s physical and human processes.
As pupils progress, we believe that their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Their geographical knowledge, understanding and skills will help them to understand how the Earth’s features at different scales are shaped, interconnected and change over time.
We aim to do this by providing pupils with opportunities to investigate and make enquiries about their local area of Brent and London so that they can develop of real sense of who they are, their heritage and what makes our local area unique and special. They study communities across the world to gain an understanding of how countries and regions are different yet inter-connected.
Our key aims are for pupils to:
-investigate places
-investigate patterns
-communicate geographically
Through trips and visits, pupils are given the opportunity to put their learning into real life contexts.
We believe that history stimulates the pupil’s interests and understanding about the life of people who lived in the past. History enables pupils to develop a sense of identity and a cultural understanding based on their historical heritage. They learn to value their own and other people’s cultures in modern, multicultural Britain and, by considering how people lived in the past, they are better able to make their own life choices today.
We aim to to this by ensuring that our pupils are able to ask perceptive questions, think critically, evaluate evidence, sift arguments, and develop perspective and judgement. This will help them to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups.
Our key aims are for pupils to:
-investigate and interpret the past
-understand chronology
-build an overview of British and World history
-communicate historically
In addition to the themes and topics taught in the classroom, pupils experience a wide range of trips and visits to develop their knowledge and understanding whilst giving them first hand experience of the topics taught.
We are a pioneering school utilising an exciting, child-friendly approach to children’s well-being education. The programme we use is iSpace Wellbeing.
The well-being curriculum offers a language and toolkit to help children, teachers and parents to start the conversation with the children about their well-being and mental health. This is in line with the new government requirements that primary schools must discuss children’s mental health and well-being.
iSpace Wellbeing values the importance of providing children with strategies and tools to help them to overcome challenges and to thrive despite failure. The framework and toolkit helps to prepare them to live life ready.
iSpace, which stands for ‘I stop, I pause, I calm everything’ is themed around a galaxy of planets and is built on three core beliefs about what an effective well-being curriculum needs to be – preventative, consistent and fun to teach and learn. This approach aims to enhance confidence, capability and creativity and to boost emotional intelligence, resilience and self-worth. Our children are taught that it is ‘okay’ not to feel okay, and that talking about our emotions can help us to become more resourceful and overcome challenges. ISpace is incorporated into the daily routine for all children from Reception to Year 6.
Every month the whole school focuses on a different “planet of emotions”. There are 12 planets in total: Planet wellbeing, planet happiness, planet physical, planet character building, planet Heads Up, planet diversity, planet resilience and planet problem solving.
Below are a list of some of the language that we encourage the children to use to talk about their feelings:
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Pop unimportant thoughts Let go things which you can do nothing about and which may not happen Accept challenges Calm and control thoughts in the face of difficulties. Enjoy all positive thoughts. |
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Has your rocket launched or is it on the ground? |
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How angry are you feeling? |
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How can you flip that around? What do you want to stick with and what do you want to flip? |
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What is in your toolbox to help you work this out? (confidence belt (I am… I can..), Ispace breathing, asking for help, talking to a friend or close adult, focusing on the positive things, PACE (let go of things that might not happen and which I cannot change.) |
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Check in with your backpack. How are you feeling? |
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Ask for help |
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I am, I can, I will… |
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niggle (something small). Can you squish it, flip it, squash it, stamp on it? |
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What do you want to grow (good aspects of your character) and what do you want to throw? Are you aiming to be good? |
For further information, please visit the iSpace website https://ispacewellbeing.com/
Through the teaching of PE, we believe that our children will develop knowledge, skills and vocabulary in a broad range of sporting activities, as well as developing values and transferable life skills such as fairness and respect. We aim to develop pupils who will be physically active and can flourish in a range of different physical activities.
The aims of our PE curriculum are to develop pupils who:
-Are willing to practise skills in a range of different activities and situations, alone, in small groups and in teams, and to apply these skills in chosen activities to achieve high levels of performance;
-Have and maintain high levels physical fitness.
-Lead a healthy lifestyle, which is achieved by eating sensibly, being aware of the dangers of drugs, smoking and alcohol and exercising regularly.
-Employ imagination and creativity in their techniques, tactics and choreography.
-Have a keen interest in PE – a willingness to participate eagerly in every lesson, highly positive attitudes and the ability to make informed choices about engaging fully in extracurricular sport.
-Can swim at least 25 metres before the end of Year 6 and know how to remain safe in and around water.
Our PE curriculum from Year 2-Year 6 is taught by specialist sports coaches from QPR, with class teachers teaching PE in EYFS and Year 1.
All children are provided with the skills and given opportunities to demonstrate improvement to achieve their personal best. Our pupils are physically active and this has positive implications on their learning in the classroom. Children understand how to lead a healthy lifestyle and understand the importance of exercise. We hope children enjoy PE and develop a love of sport, and physical activity, that they pursue outside of school and in future life outside of primary school.
We believe that our pupils have an entitlement to be safe, well, and healthy. At Brentfield, we aspire for all of our children to embody our B.R.A.V.E. values. Additionally, we understand that in order to ensure the highest standards of academic achievement, children need to have strong foundations in personal wellbeing, high aspirations, an ability to get on with others, tolerance of differences, as we live in a multi-cultural society and finally, but possibly of most importance – an understanding of what to do when things get difficult.
We aim to do this through our PSHE and iSpace programmes of study. These are uniquely designed to equip our children with the skills they need to support their own wellbeing for the range of experiences they will face growing up. They promote the pupils’ understanding of how to keep themselves safe and healthy; how to contribute positively to society and how to form and maintain healthy relationships built on respect for themselves and others in a variety of settings for an unknown future.
We run additional assemblies, special events and curriculum days to teach other areas for PSHE such as Anti-Bullying week, Harvest Festival, Fund raising days, Money week, Drugs education, Sex Education, Internet awareness, Healthy Eating etc. The variety of approaches used in PSHE help to keep the subject alive and vibrant for the children. We also discuss local and international topical issues, which are relevant to children, where possible. This not only promotes their oracy skills, but also enables them to explore and appreciate a diversity of perspectives while also increasing their engagement and connectivity to a topic.
Our school council empowers the children, develop their understanding of democracy and build on their self-confidence and belonging to their school and we are working towards achieving the Silver Award for both Healthy Schools and TfL Stars Travel Plan.
Religious Education forms part of the basic curriculum in accordance with the Education Reform Act of 1988 and is taught using the Brent Agreed Syllabus.
Religious Education allows the pupils to learn about the major religions of the world and reflects the wide range of religions that are found in our diverse school and local community, as well as society as a whole. It stresses the importance of religion in the lives of those who believe and teaches pupils to respect and value the beliefs of others. This knowledge and understanding helps our pupils to live, grow up and participate in our diverse society with an understanding, caring attitude towards others.
Through Religious Education lessons, we aim that pupils will:
-understand the beliefs and teachings of the major world religions
-understand how beliefs are conveyed
-understand values
-understand lifestyles and practices
-be able to reflect.
Learning is enhanced by visits to places of worship in our community and further afield.
