The curriculum at Manor Court, provides a broad balanced and enriched education, which places a high importance on English, including grammar and oracy, Mathematics and an understanding of the wider world and our local community. Children will be helped to develop their own set of personal skills and talents. In Reception, our children continue to be encouraged to learn to share, work and play with others to become more confident and independent by encouraging them to think for themselves and solve their own problems.
At Manor Court, pupils are supported to develop interests, knowledge and understanding across all curriculum subjects. We put a great emphasis on English, Mathematics, Computing and the performing arts.
The curriculum for learning at Manor Court offers a truly creative and inspiring curriculum that is personal and relevant to the community of Chard and beyond, providing a well thought through experience, with meaningful connections across all primary subjects. There will be particular emphasis on English, Mathematics and Computing literacy to ensure our pupils’ future success. The Pre-school and main School share the same ethos and vision. We do not see our Pre-school as a separate entity, but a fundamental part of Manor Court’s learning offer.
We offer many enrichment activities for all children. All children have access to apply and attend one of our twenty-one after school clubs, many of which are free of charge. Participation in sporting events and performing arts (music, dance and drama) activities is encouraged and Manor Court children attend many events throughout Chard and Somerset as a whole.
‘At Manor Court, Assessment is at the heart of teaching and learning…’
Teaching is driven by assessment and at Manor Court we believe that regular and accurate assessment ensures that teaching meets the needs of every single individual pupil, giving them the best possible chance to fulfil their potential.
The Marking and Feedback Policy ensures children are given written and oral feedback on a regular basis and children are given time to respond to this marking.
Target Tracker is used as a planning tool as well as one of the tools used to track individual pupils and groups and support teacher assessments. This is regularly monitored by the SLT and reported to the Trust Assessment Coordinator at the end of each half term.
There is a formal system of testing from Y1-Y6 every half term to show improvements in attainment in Reading, SpaG, Arithmetic and Problem Solving & Reasoning. Writing is assessed against the Interim Framework and there is regular moderation and book scrutiny (internally and externally) to ensure that assessment is accurate and consistent.
All children are tested weekly on targeted Spellings and Times Tables and progress is recorded on Target Tracker.
Teachers use a full range of information to make accurate assessments of their pupils. This information is then shared with governors to enable them to challenge underperformance in the school.
Early Years Foundation Stage (EYFS)
Phonics is assessed every half term in Foundation using the school’s own test. These results are used to form groups for daily phonics lessons.
Number recognition is assessed half-termly and used to form Maths groups.
Regular observations are made during activities using the EYLog system and these are used to inform planning and teacher assessments.
Data is recorded on Target Tracker and a school tracker is used to assess progress against the Year Group expectations to provide a realistic picture of progress towards the Early Learning Goals (ELG).
Children are regularly assessed through observations on the EYLog system.
Key workers use observations and their judgement to assess all areas of learning every half term. This informs planning and targeted support.