The strength of our curriculum is a reflection of our sense of belonging and exploring – to prepare for a world which we do not yet know.
Our school fosters independence and resilience through
‘Stepping Forward Together’.
OFSTED 2016 identified what the school must do to secure improvement.
Leaders and governors should ensure that:
all pupils are challenged and stretched to reach their full potential, especially the most able, by: developing the mathematical curriculum in Years 2 and 3 so that pupils are provided with a greater variety and depth of number problems and puzzles to solve;
planning activities systematically and in depth in order to develop pupils’ skills in written composition in Years 4 to 6;
monitoring activities focus on precise gains in pupils’ knowledge, skills or understanding and align more closely with the priorities set out in the school development plan and training for staff.
to stimulate a love of learning, to build aspirations and expectations, to encourage curiosity and critical thinking;
to plan a curriculum which is founded in progressive skills and understanding;
to enable pupils to access real life and meaningful opportunities where the arts are integral;
to plan for each child-centred unit to work towards a planned ‘destination’;
to embed a whole school approach towards the teaching and learning of basic core skills - this includes developing and expanding the mathematical curriculum to extend all children, including the most able;
to provide opportunities to develop writing in a relevant and purposeful way;
to identify cross-curricular links and enable children to both recognise and articulate these.
We ensure that we:
Challenge all children
Support and build learning step by step
Inspire and model a passion to learn
Teach and expect positive learning behaviours
Our curriculum combines national expectations with children’s interests and the world around us.
Acquisition of knowledge and development of skills are combined to create a purposeful and stimulating learning journey.
Our learning is planned in blocked units to ensure depth of understanding, knowledge of skills.
Opportunities for reading, debate and developing vocabulary are considered central and are integrated into learning.
The Curriculum Governor will monitor gains demonstrated through ‘Impact Evidence’ and ensure that these are closely linked to SDP priorities.
How we know our curriculum has been successful:
National School data outcomes: Children progressing from their starting points.
Teacher assessment: Formative through ongoing questioning and feedback; Summative through independent writing and Rising Stars test results.
Pupil Voice – children talk with passion during pupil conferencing about their learning experiences.
Positive Attitudes to Learning –children demonstrate a resilient attitude.
Parental Feedback – parents are positive about their children’s experiences in school and feel that their children make good progress
Quality Assurance – monitoring opportunities within our school show that children increasingly know what they can do well and what they need to do to progress further. All groups of learners are supported and challenged appropriately.
Most importantly, we want to instil a love of learning in an environment where children feel safe, celebrate learning achievements and recognise their personal growth. We look at the whole child and work with them to prepare them for the next stage of their learning journey.