We aim for all of our children to have the confidence required to make a sound contribution to society, and for them to have a strong work ethic. We prepare our children so that they have a firm grasp of the key skills in mathematics and English, so that they are well prepared for the next phase of their education after primary school. Through our well planned curriculum, we ensure that our children have ambition and the cultural capital needed to succeed later in life.
All members of the staff team are extremely driven and focussed on high standards of pupil achievement. However, our approach to ensure that we achieve this is through planning for meaningful cross-curricular learning opportunities in all National Curriculum subjects, where creativity, individuality and enjoyment are encouraged. We enrich the curriculum through a range of extra-curricular activities that we provide.
We believe strongly that in our context we must equip children with the necessary basic skills in Mathematics and English so that they can succeed in life. Being sufficiently skilled in these areas gives children ‘currency’ to go on and access higher qualifications and courses when they leave primary school. We believe that children should receive a broad and balanced curriculum, and have the opportunity to develop their talents. Our speaking and listening curriculum focuses on speaking, listening, non-verbal communication and awareness of audience, and gives our children public speaking skills.
In core subjects, topics are taught in a systematic way to build on previous learning and ensure maximum understanding. Key vocabulary is highlighted and children have opportunities to use and apply their learning in every lesson. In foundation subjects such as History, Geography and Art, topics have a concept wall containing key vocabulary linked to the topic. These concept walls form the basis of assessment criteria, but more importantly guide a meaningful learning journey where lessons are sequenced in a progressive way.
Outcomes are assessed in the core subjects at a minimum of three assessment points per year (termly) so that we can accurately track each child. If children can answer questions that represent the taught curriculum in each year group correctly on an exam paper, then we believe that this proves impact. Work scrutiny will also show impact and learning. In non-core subjects, concept pyramids (walls) will be used to assess children’s understanding and measure their learning.