Haberdashers’ Aske’s Hatcham College is an all-through, 3 – 18 academy with its primary phase, Hatcham Temple Grove, between two sites, Jerningham Road and Pepys Road in New Cross.
The Pepys Site is home to the Lower School (Nursery – Year 4) lead by Mrs Bobby Woodruff. The Jerningham Road site houses the Middle School (Years 5 - 8).
School Curriculum
Hatcham Temple Grove (HTG) is a two form entry school. The school curriculum consists of English, Mathematics, Science, IT, Technology, Art, History, Science, Religious Education, Physical Education, Modern Foreign Languages and Music. All children are taught the core subjects by their class teacher. Middle School (and some Lower School) children have specialist teachers, from the Secondary, teach their foundation subjects, including PE, DT, Science (in labs), MFL, Music and IT. All Music is also taught through specialist music provision.
A variety of teaching styles are used throughout the school including:
Literacy and Numeracy
Children at HTG receive daily literacy and maths lessons in addition to guided reading and phonics (EYFS – Year 4). Reading is taught through guided reading sessions but there are also individual programmes for children who may require extra support, either to achieve an age appropriate standard in reading or to push G&T readers. Every classroom at HTG has a child-friendly reading area with fiction and non-fiction books for the children to choose from as well as the use of a full range of Oxford Reading Tree and Snap Dragon scheme books. We want our children to develop a life-long love of reading.
Daily phonics is taught formally using the Letters and Sounds, Phonics Play and Jolly Phonics programmes from Early Years to Year 4. All children are taught spelling during literacy. Guided writing is a precision intervention tool that is taught as part of an agreed approach through literacy in order to target specific teaching skills.
Maths at HTG is taught every morning and supported by the Primary Numeracy Framework. Importance is placed on achieving and understanding mathematical concepts, processes, and skills. Lessons are structured to include: mental maths sessions, whole class and group teaching and independent learning time, to reinforce their knowledge and understanding. Teachers prepare lessons using quality resources from a variety of places to accommodate different styles of learning. We aim for children to develop the ability to use and apply their knowledge and understanding of mathematics in problem solving activities and real life situations.
Literacy and Numeracy Interventions
Pupils who may require extra support to reach their expected levels of progress are provided opportunities to learn in smaller intervention groups. These may include the following intervention programmes:
Assessment
Every half term (an Askean term) each child is assessed by their class teacher. These assessments are discussed with the children to explain what their targets are to move forward.
Then the Senior Leadership Team meet with the teacher’s to discuss each child’s progress, how to enable them to move on and whether additional targeted support is required.
Levels and targets are reported to parents during Parents Evenings held twice a year. Informal consultations also may take place at any time at the request of either the parents or teacher.
All aspects of assessment are monitored and evaluated on an on-going basis with planning and work samples monitored regularly to ensure consistency in assessment procedures.
The table below shows which level average children should be achieving in each year group. With the exception of Years 2 and 6, these are a general expectation because few children develop at an even pace.
|
Year Group |
Average Level |
|
Year 1 |
1A |
|
Year 2 |
2B |
|
Year 3 |
2A |
|
Year 4 |
3B |
|
Year 5 |
3A |
|
Year 6 |
4B |
A Level 2b is the level expected of the average child at the end of Key Stage 1 (Year 2) and a Level 4b is the level expected of an average child at the end of Key Stage 2 (Year 6). Each of these stages are called sub-levels and a child is generally expected to make a minimum of 2 sub-levels of progress a year regardless of ability or SEN. However at HTG our aim is for our children to make accelerated progress through the aid of quality first teaching and high expectations for all.
International Primary Curriculum
Foundation subjects such as History and Geography are taught through the cross curricular, thematic approach of the International Primary Curriculum (IPC). Every two terms classes cover a different unit, such as Rainforests, Space or Transport.
HTG has a 2 year overview that has mapped out the units that our taught. We have embedded our Literacy in the thematic units to give the children a richer understanding of the topic.
Information Technology
HTG use the computer suites at HAHC, which is timetabled for use from Reception to Year 6. Each class has one timetabled session a week, which is intended for the teaching of specific IT skills and additional time is available for cross curricular use.
The Management Team work collaboratively with staff to raise staff awareness of the ways IT can be embedded into other curriculum areas.
The purchasing of new IT equipment, such as digital video cameras, Early Years hardware and data loggers enables the embedding of ICT in new ways each day.
Religious Education
The 1988 Education Reform Act re-enacts and reinforces the requirements of the 1944 Act that all county and voluntary schools are to provide Religious Education for all pupils. R.E. is included alongside the National Curriculum in the basic curriculum which all maintained schools must provide for their registered pupils, in accordance with a locally agreed syllabus. The 1988 Act also requires the school to organise a daily act of collective worship that is to be wholly or mainly of a broadly Christian character. Such assemblies are both spiritually and morally uplifting, developing a sense of unity and forming an integral and valuable part of the education progress. Collective worship and assemblies are held daily.
Parents who wish to withdraw their child from RE and collective worship must notify the Head of School in writing so that alternative arrangements may be made.
Enrichment
Hatcham Temple Grove is very fortunate to be part of the Temple Grove Schools Trust. Through the trust we receive additional funding to be used to enhance the quality of our children’s education through an extensive programme of enrichment activities. These have included:
Please follow the link for more information about the Temple Grove Schools Trust.
Early Years
The Early Years Foundation Stage (EYFS) for children aged 3-5 incorporates Reception and Nursery classes and represents the formative stages of a child’s education. At this stage the children follow the learning and development requirements of the revised statutory framework. All children are given equal access and opportunities to develop their knowledge and skills in the following areas of Learning and Development:
Prime Areas
Specific Areas
In the Early Years children learn through planned, purposeful play with a mixture of child-initiated and teacher-led learning opportunities. This is essential in order for children to develop, build confidence and the ability to relate to others. This will take place both indoors and outdoors and is a characteristic of effective early learning.
EYFS Profile
Children are assessed throughout their time in the Early Years through observations, questioning, sampling, parental and other adult contributions and also the child itself. Tracking is provided using the Development Matters guidance information. All children are assessed at the end of Early Years through the EYFS Profile in order to provide a reliable, valid and accurate assessment to support a smooth transition into Key Stage 1.
Key Stage 1 (Children aged 5 – 7)
The children in KS1 follow the national curriculum as well as the DfE guidance on RE, PSHE and Citizenship. The transition from Reception to Year 1 is dealt with sensitively, especially in the first term. All learning and teaching in KS1 is based on termly IPC themes with children exploring subject knowledge through an overarching topic.
KS1 ends with children taking internally-assessed tests, however their end result will be based on the work they produce day-to- day in the classroom. The expectation is that all children will achieve a Level 2+, ideally a 2b, prior to moving into KS2.
Key Stage 2 (Children aged from 7 – 11)
In Key Stage 2 all children continue to follow the National Curriculum. All learning and teaching in KS1 is based on termly IPC themes with children exploring subject knowledge through an overarching topic. Wherever it is possible cross-curricular links are made between all subjects. Maths and English are taught daily and there are 2 hours per week of Science and PE. Pupils are also given the opportunity to learn to swim in Year 4.
Most teaching is whole-class based, but there is ability setting in Mathematics in Year 6. PE and MFL are gender set in Year 6.
At the end of Year 6 children’s attainment is assessed through the SATs tests in Reading, Writing and Maths. The expectation at this level is that children should leave the primary phase at Level 4+, ideally a 4b.