01635 42129
Aims and Objectives:
Targeted interventions and provision are strategically mapped and consistently reviewed to ensure they effectively accelerate progress and improve outcomes for vulnerable pupils.
Teachers use adaptive and inclusive questioning strategies to actively engage all pupils, promote deeper thinking, and raise expectations for learning across the curriculum.
Feedback is timely, specific, and actionable, enabling all pupils to make sustained progress by deepening understanding or securing fluency in key concepts and skills.
The writing curriculum is coherently structured around the Simple View of Writing, building essential transcription and composition skills to foster confident, independent writers.
The White Rose Maths curriculum is securely embedded across the school. Assessment is used diagnostically to identify gaps in understanding and to inform precise, targeted "Flashback" activities that address misconceptions and strengthen core mathematical knowledge.
Aims and Objectives:
Persistent absenteeism and unauthorised absence are significantly reduced, particularly among Pupil Premium Grant (PPG) pupils, through targeted support and accountability measures outlined in the PPG Raising Achievement Plan (RAP).
Positive learning behaviours are consistently embedded across the school. Pupils understand what effective learning looks like, demonstrate resilience, and independently use strategies when they are stuck or finished. They take ownership and show responsibility for their progress.
Pupils develop a deep understanding of the 5Rs – Respect, Responsibility, Resilience, Risk-Taking, and Readiness – and can confidently articulate and demonstrate these values throughout their school journey.
Aims and Objectives:
Pupil leadership roles are fully embedded across the school, with clear expectations and visibility. Children understand the purpose and responsibilities of these roles and actively contribute to school improvement and community life.
Clear, age-appropriate targets are established early in the learning process. Pupils are supported to take ownership of their progress by regularly reflecting on their goals and engaging in meaningful dialogue about their learning.
Pupils develop a secure understanding of their place within the school, local community, and wider world. Through a broad, inclusive curriculum and enriched experiences, they gain respect for diversity, actively contribute to their community, and begin to understand global issues and their impact.
Aims and Objectives
Intervention and provision mapping is systematically monitored and evaluated, ensuring targeted support has a measurable and positive impact on pupil progress across the school.
TA performance management is strategically aligned with professional development. A structured, Trust-wide CPD programme ensures TAs have the skills and knowledge to support high-quality teaching and learning.
Children benefit from enhanced outdoor learning and play spaces that support physical development, social skills, and wellbeing, contributing to a richer school experience.
The PE curriculum is broad, diverse, and ambitious. Staff receive high-quality CPD and coaching to deliver inclusive, progressive physical education that meets the needs of all learners.
Aims and Objectives:
Adult-child interactions are consistently high quality, purposeful, and responsive, effectively promoting children’s creative and critical thinking through timely questioning, modelling, and dialogue.
The EYFS English curriculum is carefully sequenced to secure foundational literacy skills, ensuring children are well-prepared for the transition to Year 1, particularly in writing fluency, phonics, and language development.
Children confidently articulate their learning, beginning to reflect on their progress and evaluate their work, fostering early metacognitive awareness and ownership of learning.