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Curriculum and Assessment

 The Federation of Springwood Schools Curriculum Statement

In the Springwood Federation, we believe that the School Curriculum should be relevant, rich, rewarding and deep, offering children the opportunity to achieve success in many different areas. Although our curriculum is based on the new National Curriculum 2014, we make use of our extensive local contexts, being a coastal region with many local historical sites and local geographical features, for example, the historic dockyard at Portsmouth. We believe that children learn best when they experience learning first hand so we ensure that children in every year group have access to a range of off site visits and enrichment experiences.



   Off site visits are a termly occurrence to ensure we achieve breadth and depth thus

   enabling our pupils to reach their full potential. Specialist teachers also join us in school

   music and French to enhance and enrich our curriculum.



The Federation of Springwood Schools Assessment Statement

The Federation of Springwood Schools are adopted theHampshire model of assessment from September 2015 for reading, writing and maths. This involves teachers continuously drawing upon day to day teaching and assessment which reveals pupils’ understanding and misconceptions.  Teachers will periodically focus on key parts of the curriculum, rather than looking at the whole curriculum every time and make a judgement based on tracking progress over time.  For example, against a milestone expectation in November, February, April and end of year mastery in May-July.  It is aimed at ensuring the timely acquisition of knowledge, skills and concepts in order that as many pupils as possible have the opportunity to deepen learning rather than to accelerate progress superficially.  The outcomes from these assessment points are reported to parents, in writing each half term. 


Milestones set increasing expectations of fluency, complexity of context and independence.  Each milestone assessment should review to what extent the pupil has deepened their understanding of the previous phase.  Each time teachers should be expecting previously reviewed phase objectives to have been more fluently used and applied.  This information is then used to track the progress of individuals and cohorts, and gives an opportunity to re-focus on areas of relative weakness.  Each milestone sets a standard that needs to be sufficiently met in all domains of the subject.


Foundation subjects will also be assessed using this process.  Specific subjects will be reported to parents every half term which will inform them whether their child is meeting age related expectations.  An end of year report will be completed in addition to these as a summative assessment of all pupils’ progress and attainment. 

Safeguarding curriculum

All the information below are a sample of some of the documents the teachers use to teach phonics, reading, writing and maths (adopting the Hampshire Assessment Model - HAM), plus some useful links.


Please attend the workshops held by the school which are detailed on the diary dates or book an appointment with your child's class teacher.

Hampshire Assessment Model information

End of Year 6 Assessments

The following documents have been released from The Standards and Testing Agency. These documents are designed to support teacher assessment for each pupil at the end of key stage 2 who are working towards meeting age related expectations, meeting age related expectations and children who are working at depth.

Exemplification of the expected standard in writing at the end of Y6

Exemplification of the standard required for greater depth in writing by the end of year 6

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