Our Curriculum IS our children’s Opportunity: We are intentional about having a curriculum that is relevant to the needs of our children, enabling learning and experiences beyond their sphere of knowledge whilst ensuring real life connections. Our aim is to equip them for life and the workplace in the 21st century. To do this we have the highest expectations, we challenge and stretch children in their thinking and learning and make no excuses for low outcomes.

There is a focus on basic skills and early intervention: To give children with low starting points the right to ‘level the playing field’. Our focus is on language development in all its forms, since this is key to unlocking the full range of opportunities open to our children. There is a clear emphasis on reading and vocabulary development. We target support at the point of need and in particular at the youngest children where we know it makes the most difference.  

We build on and grow children’s knowledge so that they know more and understand more and are therefore able to do more as a result of the curriculum we provide: Through high quality teaching we ensure children build their subject specific knowledge over time. Progression is embedded throughout the curriculum through well planned sequences of work which include repetition over time and retrieval practice to ensure high quality learning. We are intentional in providing first hand experiences wherever possible to increase knowledge, build memory, deepen their cultural capital and for their own personal development.  

We provide opportunities to develop the children’s resilience and ambition: The children understand the diversity of where we have come from through valuing their cultural history and backgrounds, recognising where they are now through celebrating uniqueness and difference, and being aware of what is possible; developing ambition, seeing beyond the limits put on us and identifying strong role models As a community, we value ourselves and others: Children are taught to value themselves as individuals as well as seeing themselves as part of a wider community both locally and globally which they share responsibility for. They are taught the value of kindness to themselves, to those around them and to people whom they do not know.