A Hull Collaborative Academy Trust school.

Curriculum statement

The curriculum at Dorchester really is the beating heart of the school – it is what keeps our children interested and enables them to make the progress they are really capable of. Our curriculum is flexible so that it meets the needs of every single child whilst maintaining the key content of the National Curriculum.

The intent at Dorchester is to always give each individual child broad, rich and deep learning experiences – learning experiences that they can take with them through life; whether it is through subject knowledge, skills and understanding or through instilling in them vital character traits to make them ready for life’s challenges.

We have developed our ‘Dorchester Dozen’ of learning experiences we want our children to have taken part in by the time they leave Dorchester. These have been carefully chosen to reflect our context and the things we know are important to our children and families. Our ‘Dorchester Dozen’ can be found below:

#1 – Visit a role play centre to develop social interaction and role play skills.

#2 – Visit a theatre to watch a show.

#3 – Attend a residential to develop independence, teamwork and confidence.

#4 – Visit the beach and fly a kite.

#5 – Go on a boat along the river.

#6 – Visit a farm and find out where food comes from.

#7 – Visit a zoo and learn to respect wildlife.

#8 – Visit our capital city….by train.

#9 – Visit a National Forest.

#10 – Be a member of the crowd at a sporting event.

#11 – Visit another country (Scotland).

#12 – Have a sleepover with friends (at school).

Dorchester’s curriculum is there to shape the children of the future. We do this through three key intentions:

To develop the appropriate subject knowledge, skills and understanding as set out in the National Curriculum objectives and EYFS framework, so that children can flourish, reach and exceed their potential academically, physically and artistically.

To develop learners to have a holistic set of values that prepares them for life in the modern world in a diverse and ever-changing community.

Also to develop the specific behaviours and character traits that learners need to succeed in the modern world and throughout their time at Dorchester.

To understand spirituality in themselves and others, develop social skills and understand society, build a firm set of personal morality and civic virtues so that they can engage in the culture and society that they live in and understand the cultures of others.

Our curriculum will:

  • Provide the foundations of learning.
  • Offer exciting and memorable experiences through our ‘Dorchester Dozen’.
  • Equip our children with the necessary knowledge and skills to be successful in life.
  • Enable our children to achieve high standards of literacy and maths through effective and targeted teaching, which they can apply across all subjects.
  • Raise our children’s aspirations and encourage them to ‘reach for the stars’.
  • Provide many opportunities for children to fail in a safe environment, learning from the mistakes they make.
  • Support our children’s emotional well-being so that they can thrive.
  • Expose our children to wide-ranging vocabulary so that they become articulate.
  • Encourage children to adopt safe, healthy lifestyles – both in body and mind.
  • Teach our children to be responsible and respectful citizens who listen to the views of others.

Dorchester Primary School – Long Term Plan:

HCAT Signature

Principle:
Promoting community,
Building effective relationships,
accountability,
ownership of own actions,
resolving conflicts.

HCAT Signature:
Community members;
– feel they belong
– have a voice and influence
– challenge appropriately
– understand fair process
– resolve conflicts
– take responsibility

Principle:
Developing the ability to think, reason, problem solve and apply learning

HCAT Signature:
Community members;
– are lifelong learners
– have a growth mindset
– can apply knowledge skills and understanding
– are ready for the next stage

Principle:
Promoting character traits to deal with the challenges of life.

HCAT Signature:
Community members;
– demonstrate the appropriate key character virtues particularly resilience and resourcefulness
– contribute positively to the community
– have a social conscience
– are responsible citizens

Principle:
Developing the value of self and others, enabling a social and emotional place to learn.

HCAST Signature:
Community members;
– have a strong identity
– are happy and secure
– are able to empathise and care for others
– value self and others

Principle:
Facilitating a broad range of experience and opportunities to open doors

HCAT Signature:
Community members;
– are able to broaden horizons
– shape their own mindset
– make informed choices
– have equal opportunities

“As soon as children start school, leaders check their speech and language needs so that extra help can be provided, where it is required.”

Ofsted

“Pupils are clear about the school rules.”

Ofsted

“In the short term, leaders have placed a greater focus on subjects such as
English and mathematics.”

Ofsted

“Children are
taught to read as soon as they start in the early years.”

Ofsted

“One pupil told inspectors that ‘teachers are really caring, we know if we ask for help, we will get it’.”

Ofsted

“Leaders have rightly reorganised their curriculum to make up for learning that has been
lost during the COVID-19”

Ofsted

“In subjects such as history, teachers use assessment skilfully to find out what pupils know before they start to teach a new unit of work.”

Ofsted

“Knowledgeable and highly trained leaders ensure that pupils get the support they need to achieve.”

Ofsted

“Teachers provide lots of opportunities for pupils to rehearse and say the sounds they are learning aloud, which helps them to remember them.”

Ofsted

“Leaders have established ‘hive’ provision for pupils who need it. These well-resourced, intimate settings provide the intense support that a significant minority of pupils need.”

Ofsted

“In other curriculum
areas, such as design technology (DT), the curriculum is improving rapidly.”

Ofsted

“Leaders ensure that opportunities for pupils to apply their mathematical understanding are provided in the activities pupils
complete.”

Ofsted

“In the early years, mathematics is a high priority. Daily ‘carpet time’ is used to teach children
mathematical concepts”

Ofsted

“Leaders have ensured that pupils have plenty of opportunities
to design, make and evaluate projects using different materials.”

Ofsted

“Leaders have created an ambitious curriculum that sets out clearly what pupils should
learn and when.”

Ofsted

“Dorchester is an inclusive and happy school where pupils get the help they need to achieve well.”

Ofsted

“Leaders provide ‘chatterpacks’ to parents so that they have the age-appropriate resources they need to support their child’s
reading.”

Ofsted

“Pupils speak with great pride about ‘being their
best self’.”

Ofsted

“The help that leaders provide for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.”

Ofsted

“School council representatives attend School Stakeholder Group (SSG) meetings to share their views.”

Ofsted

“Pupils now use mathematical vocabulary with accuracy.”

Ofsted

“The mathematics curriculum is clearly sequenced. Teachers provide opportunities for pupils to continually revisit and review previous learning.”

Ofsted

“Pupils spoke with enthusiasm about the school garden they are developing and of their plans for the fruit and vegetables they will grow.”

Ofsted

“Pupils enjoy the positions of responsibility they hold.”

Ofsted

“Leaders have continued to prioritise the teaching of phonics and reading.”

Ofsted

“Pupils describe behaviour around school as good.”

Ofsted

“Leaders use assessment well to ensure that the books pupils read match the sounds they already know.”

Ofsted

“Leaders ensure there is a focus on developing pupils’ mathematical vocabulary.”

Ofsted

“Pupils feel that they are being listened to and that their views help leaders to improve the school.”

Ofsted

“Leaders’ subject monitoring has led to a consistent and successful approach to the teaching of phonics across the early years and key stage 1.”

Ofsted

“Strong, cross-curricular links with subjects, such as science, give pupils the opportunity to apply their skills and
knowledge when making products.”

Ofsted

“Democratically elected roles, such as house captains and school councillors, enable pupils to contribute purposefully to school life.”

Ofsted