Our whole school curriculum aims to prepare our pupils for the next stage of their learning and enable them to achieve academically. It supports our pupils to be resilient, aspirational, culturally active and become valued members of society.
We have carefully designed the whole school curriculum to ensure there is appropriate coverage of National Curriculum subjects and other curriculum content in a way that reflects our school community and supports our values and ethos as well as covering the statutory programs of study.
This includes a topic-led Thematic Curriculum for some subjects and discrete subject teaching for others
Our school is in a diverse and ever-changing local community, with a rich cultural heritage. It is also part of a great world city. We want to take every opportunity to make the most of this unique combination to enhance learning and give our pupils the confidence to make the most of opportunities as they move forward into the wider world.
To this end we offer aspirational and inspirational trips, experiences and activities. We carefully select visitors and experts from a range of professions and walks of life to offer workshops, assemblies and subject-specific teaching in school and at local venues.
This will broaden our pupil’s choices in further education, the world of work, participation in art, culture and the enjoyment of leisure pursuits as well as supporting links to their local community.
Enrichment opportunities at Osmani Primary School are integral to the complete, holistic development of every child. We want to equip children with the knowledge and cultural capital they need to succeed in life. All children have the right to develop new skills, confidence and leadership; working independently, or within a group to enhance their learning experience. Commitment to a team, skill, project or performance aids each child’s sense of pride, self-worth and achievement, whilst building a platform for academic accomplishment.
All children in Osmani receive high quality first teaching in the classroom targeted at their needs. All children in the class use resources such as class visual timetable, numbered success criteria, language structures and Communication in Print (Widgit) word banks.
There is strong evidence to show that improving high quality teaching for all pupils will improve outcomes for children with SEND.
Children with SEND may require additional targeted support in class to enable them to access the curriculum. Support may include scaffolding, explicit instruction, flexible focus groups, cognitive and metacognitive strategies such as chunking work, simplified instructions and support to organise their tasks. Pre-teaching concepts and vocabulary in small groups, overlearning, repeated modelling of the task, simplified word banks, number lines and concrete objects, now and next boards/ and task schedules and the use of technology all support children to access our broad and balanced curriculum.
We believe high quality first teaching is the first step in responding to pupils who have or may have SEN. At Osmani, staff working in the class have high expectations for the progress and attainment of all children, including those with SEND. Class teachers are responsible for the progress of all children in their class, including children with SEND.
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