Ms Fearn said: “Intent is about what leaders intend pupils to learn. September 2020. What do you want the children to learn, and what skills do you want them to acquire? Bacon Garth Primary School believes that Physical Education (PE), experienced in a safe and supportive environment, is essential to ensure children attain optimum physical and emotional development and good health. Intention, Implementation & Impact. During each assessment window, three times a year, teachers update the progress children have made onto EExAT which allows us to assess the impact of teaching and evaluate whether it has been enough. The impact we intend to achieve by developing this intention is seen by how the children approach challenges every day. Your ‘intent’ in planning a jigsaw activity is to promote early maths skills. Key Values and Skills at Hayfield School We want all o… Play vocabulary games but with a science twist. – Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers. In this week's blog I look at what it is that Ofsted mean by a curriculum intent and what schools need to know about implementing it. Intent. Our Intent for the Foundation Stage Curriculum. Intent, implementation and impact in early years An Ofsted inspection can be a worrying time even for the best of practitioners. The Intent, Implementation and Impact of our Curriculum . An easy example might be getting out a jigsaw puzzle. Early Years Setting Evaluation Sheet - Intent, Implementation and ImpactYou can also use the early years setting evaluation sheet to record some notes around the 3 I’s; Intent,Implementation and Impact during periods of reflection which has been developed using the Early years Inspection Framework (2019).This resource can edited so that you can add/change bits to suit your setting. What embedded learning have we observed in this area? We work closely with the feeder nurseries and pre-schools and have begun to Curriculum Intent, Implementation and Impact Statement ... for example to help learners embed and use knowledge fluently or to check understanding and inform teaching. By the end of this course you will be able to: Understand what makes up the new Ofsted inspection judgement on the quality of education After you have finished the activity you should be able to evaluate the ‘impact’ that the activity had on the children’s learning and development. Building Works and Expansion in 2020 and 2021, Parent Community, Consultation and Fundraising. Curriculum Intent – ‘The heart and mind of every child’ At Scholar Green Primary School we aim to develop the heart and mind of every child. ; who connect with others through language and play, ensuring that they play in a vocab rich environment. Maths – Intent, Implementation and Impact Intent Implementation Impact The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.’ Therefore, the intention for mathematics is to ensure that all pupils become fluent, reason In this week's blog I look at what it is that Ofsted mean by a curriculum intent and what schools need to know about implementing it. What does intent mean? These early mathematical experiences are carefully designed to help pupils remember the content they have been taught and to support them with integrating their new knowledge across the breadth of their experiences and into larger concepts. We follow the Maths Mastery approach in Reception with an emphasis on studying key skills of number, calculation and shape so that pupils develop deep understanding and the acquisition of mathematical language. Which ones do you chuck out first? The curriculum is planned in a cross-curricular way to enable all aspects of the children’s development including understanding the world and expressive art and design as well as to promote sustained thinking and active learning. This could be on the playground, in a game or disagreement, or in class in a complex learning challenge. Evidence of children’s learning including observations, work samples, photographs and contributions from parents are kept in paper ‘learning journals’ which children use to reflect on their progress through pupil voice. – involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. We have to teach them how to listen, speak and meet the high expectations for behaviour by working together and being kind. At Norman Pannell we follow the Early Years Foundation Stage framework. Our curriculum and its delivery ensure that children make good progress. Education and training providers need to be clear that curriculum intent is not a list of your curriculum aims published in a document or on a website. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. What do you save until the bitter end? At Norman Pannell our aim is to create a learning environment and build relationships which support, enhance and invite a child’s curiosity, confidence and individual competency to flourish regardless of backgrounds, circumstances or needs. This includes, for example, Talk Boost; our nurture group with some of our vulnerable children or additional ‘catch-up’ provision in Maths. Behaviour and attitudes 3. The aim of this course is to help you understand the Ofsted terms 'Intent’, ‘Implementation’ and ‘Impact’ and how to apply these to your practice. During these sessions the teachers reflect on three questions: “What do our focus individuals need to learn or are curious about? Curriculum Intent. Early Years; primary. The inspectorate has said that it will assess curriculum through intent, implementation and impact. In line with the rest of KSA, both Nursery and Reception have a big question to answer over the course of the year which is broken down into a question for each half-term unit. Healthy Bodies, Healthy Minds, Healthy Futures. Assessment starts with careful observations which are then used to inform planning. The new Quality of Education judgment is broken down into 3 areas: intent, implementation and impact. Intent. Our Intent, Implementation, and Impact targets for the Early Years Foundation Stage (EYFS). Intent: At Norman Pannell our aim is to create a learning environment and build relationships which support, enhance and invite a child’s curiosity, confidence and individual competency to flourish regardless of backgrounds, circumstances or needs. which our early year’s education is based upon: – Every child is unique child who is constantly learning and can be resilient, capable, confident and self-assured. The Early Years Foundation Stage incorporates the period of learning and development from birth to 5 years old. The framework covers the education and care of all children in early year’s provision, including children with special educational needs and disabilities. The Intent, Implementation and Impact of Geography Intent: At Meadowside CP and Nursery School, we strongly believe that high quality geography teaching offers our children the foundations for a greater understanding and knowledge of the world, as well as their place in it. Intent, Implementation & Impact. In an effort to assist schools in assessing the quality of their curriculum, Ofsted has divided matters into three baskets: intent, implementation and impact. Let’s look more closely at those terms: Intent: What does the curriculum intend to do? This information is tracked on EExAT (Early Excellence Assessment Tracker) which enables us to measure our starting points against a national data set. This is made up of. Skillful communicators; who connect with others through language and play, ensuring that they play in a vocab rich environment. To save yourself you must jettison your precious cargo – a stash of books from each Curriculum subject. Intent . Ms Fearn said: “Intent is about what leaders intend pupils to learn. – Children learn to be strong and independent through positive relationships. The aim of this course is to help you understand the Ofsted terms 'Intent’, ‘Implementation’ and ‘Impact’ and how to apply these to your practice. The Holy Family EYFS curriculum is designed to develop the characteristics of effective learning: Creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things. These are: Children benefit from meaningful learning across the curriculum and staff plan resourcefully for opportunities for communication, sustained shared thinking and physical challenge to build on existing skills taking into account the Characteristics of Effective Learning. It’s as simple as that. – this involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. Ofsted inspectors will be exploring the intent, implementation and impact of the curriculum in schools. Leadership and management. Let’s Talk Intent, Implementation and Impact in Early Years. Quality of education 2. Curriculum research: assessing intent, implementation and impact This research sets out what we have done in phase 3 of our research into the quality of curriculum in schools. These areas are split into three prime areas and four specific areas. In the next two blog posts I will be looking further at the implementation and measuring its impact. I am being asked a lot of questions about this part of the new Ofsted Early Years Inspection framework – what are the 3 I's Ofsted are looking for during inspection? Staff also use ‘pinny time’ which is a quick, on the spot intervention focused on sight words, blending and number retention with target individuals. Early years inspectors are now required to make a judgement on a setting’s ‘Overall effectiveness’ and four new key judgements: 1. At Bacon Garth Primary School we intend to build a Design Technology curriculum which develops learning and results in the acquisition of knowledge and skills. With the new Ofsted Inspection Framework announced, schools will be looking to reinforce the intent behind their curriculum design. Consider intent, implementation and impact through the lens of child-initiated learning in this area. They look and feel different and they should do, as the children are all different. As the pupils move into Reception, we invest time and energy into helping pupils set and reflect on their own goals by aiming high and developing a love of reading, writing and number. Curriculum will promote and support children’s emotional security and development of their character enabling children to take risks in a safe and secure environment. At Holy Family Catholic School we believe in providing a secure foundation for future learning and development for our children. Progress toward the ELGs will ensure a positive disposition to learn. In our Foundation Stage we have two reception classes. Date: 28/08/2019 ELP Training Teal salmon butty Curriculum Intent, Implementation and Impact Statement We are trusted with Parents’ most precious possessions… The inspectorate has said that it will assess curriculum through intent, implementation and impact. Pupils also make good progress toward their age-related expectations before transitioning into Year One. Learning and teaching is thus effective when children feel a sense of belonging, curiosity and competence showing resilience and tenacity. Doing the jigsaw is how you are ‘implementing’ the idea of ‘promoting maths skills’. Curriculum Policy - Intent, Implementation & Impact. Our EYFS Curriculum Statement . At John Ray Infants we recognise that the Foundation Stage is a unique time in the development of our children’s learning. Last year we were externally moderated and the GLD exhibits the impact of the learning and teaching in the EYFS at Norman Pannell. Intent, implementation, impact – how can Star Assessments and Accelerated Reader help with the proposed new Ofsted framework? Reading Intent, Implementation & Impact Ofsted Next Steps 03/03/2016 ‘Continue to improve the quality of teaching targeted support in Key Stage 1, so that pupils make more rapid progress and standards increase to be in line with national average.’ Home; School Information; Curriculum; Design and Technology; Intent, Implementation & Impact ; Design and Technology. – involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. Early Years Setting Evaluation Sheet - Intent, Implementation and ImpactYou can also use the early years setting evaluation sheet to record some notes around the 3 I’s; Intent,Implementation and Impact during periods of reflection which has been developed using the Early years Inspection Framework (2019).This resource can edited so that you can add/change bits to suit your setting. In my mind, the best way to do this is to use a tool like iAbacus. Every child in our school is recognised as individual and unique. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas. At St John Southworth RC Primary, the EYFS curriculum is designed to recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers. ; who enjoy coming to school and learning new skills and knowledge building on their existing learning. Our EYFS curriculum allows children to develop interpersonal skills, build resilience and become creative thinkers. Early Years; Intent, Implementation, Impact for the Early Years; Healthy Bodies, Healthy Minds, Healthy Futures. EYFS Quality of Education, Intent, Implementation, Impact. Exploratory learning and thinking creatively including problem solving across all areas of learning. Personal development 4. Children in our early years, on average, arrive with much lower starting points than national. The Intent, Implementation and Impact of our Curriculum . It is our intent to ensure that all children will receive the teaching of early reading through systematic, synthetic phonics to learn to read words and simple sentences accurately by the end of Reception. Intent. Supporting children to be active and to develop physically including giving clear messages to children why it is important to eat, drink and exercise as well as to be kind to others. At King Solomon Academy we place great value on the development of children as individuals and providing them with the skills, knowledge and understanding they need to prepare them for the challenges in Key Stage One and beyond. This focused group time means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning. Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. It’s important to link all this thinking together strategically, in a cycle of improvement. At St Joseph’s Catholic Primary, the EYFS curriculum is designed to recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers. Consider intent, implementation and impact through the lens of child-initiated learning in this area. Intent. We tailor our staff PD to be early years specific and are focused on moderating outcomes across the phase so that every member of our team feels confident in making accurate judgements about where individual pupils are and their next steps for learning. Personal, Social and Emotional Development. EYFS curriculum Implementation . During their time in our EYFS, children make rapid progress so that we meet the national expectation for GLD at the end of the year. This bite-sized online course will help you understand the terms intent, implementation and impact, which fall under the Ofsted judgement area Quality of Education (Education Inspection Framework 2019). Our children will grow to be confident, competent lifelong learners and good citizens. We aim to work collaboratively with parents and carers to encourage independent, enthusiastic learners who thrive and reach their full potential. As a team, we carry out regular internal moderation sessions and also ensure that staff attend external meetings and training to ensure that we feel confident with our judgements and that these judgements are consistent with a range of other settings. – Children develop and learn in different ways. The three prime areas are those which the children should develop first and are considered most essential for the healthy development and future learning of our children. The learning experiences within our Early Years are linked to the seven areas of learning and development within the EYFS. – this involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. Children follow the rigorous and highly successful Read, Write Inc program faithfully so that they meet good outcomes for reading with almost all children passing the Year One phonics screening. The themes are based on foundational ideas coming from the EYFS curriculum: from “how to friendships grow?” as part of PSED, to “how can I be healthy?” related to health and self-care. The children at Norman Pannell experience a smooth transition between Nursery, Reception and beyond. Children will know more, remember more and understand more. These key shared values arose from whole school discussions with staff, children, parents and carers and governors. Many of our pupils arrive well below national expectations for their age and a high proportion come from disadvantaged backgrounds and with complex needs. We use cookies to track usage and improve the website. 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