Our core intention is that pupils enjoy learning and value it

• Pupils are engaged and excited in their learning
• Pupils work hard and try to do their best (excellence)
• Pupils have core knowledge across the curriculum and are beginning to make links.
• Pupils have a sense of awe and wonder
• Pupils are able to talk about their learning and show that key knowledge and skills are embedded in long term memory
• Pupils develop confidence to talk about their learning and life in school

• Learning is enhanced by visitors to the school and visits out eg Great Fire of London, Birds of Prey Centre, Sealife Centre
• Key knowledge, skills and vocabulary are laid out in a clear progression
• Reading, writing, speaking and listening opportunities throughout the curriculum
• A range of  extra-curricular clubs reflect a range of interests
• A cross-curricular approach using themes to link learning where appropriate
• Pupils  are able to demonstrate learning in a variety of ways: writing, doing, making, performing, explaining
• Quality first teaching in classrooms with specialist PE support and where possible subject leaders with specialist subject knowledge eg music
• A wide  variety of good quality resources
• Learning hooks to engage and make learning memorable
• Low stakes assessment opportunities which help children know what they have learnt
• Modern technology used to support and engage children in their learning
• Support for teacher well-being supports well- being for pupils
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Our curriculum promotes both teamwork and independence

• Pupils are able to share ideas and learn from each other
• Pupils are resilient and able to tackle any challenge (determination)
• Pupils respect other people’s opinions, thoughts and ideas
• Pupils know they can use a variety of strategies to help with learning/tasks
• Pupils are prepared for the next stage in their learning
• Pupils interact in a respectful way with children from a range of backgrounds, cultures and with various needs
• All pupils access the curriculum; it is inclusive

• Talk partners and lolly sticks encourage all children to participate
• Lessons well organised and managed to promote independence
• Support staff are well trained and deployed effectively to support learning
• Staff model, role play and encourage children to try different strategies to solve problems.
• Staff highlight the strategies that help children to succeed (magpie ideas)
• Brain, board, book, buddy, boss
• Peer assessment and feedback
• All children take responsibility for roles within the school eg class helper, monitors, reception helper, line leaders
• Encourage children to take responsibility for their own belongings
• Staff model respect and inclusion

Our curriculum is progressive and challenging

• Key knowledge,  skills and vocabulary are clearly defined
• Cultural capital built through a range of learning experiences:
• Pupils are engaged in learning
• Pupils make at least expected progress
• Pupils set high expectations for themselves
• Pupils build on prior learning and make links
• Pupils don’t give up easily; they show determination and courage when trying new things
• End of key stage outcomes are at least in line with national averages and often better

• Links to prior learning are explicit
• Differentiation and challenge are planned and built into lessons
• Units of learning draw on a range of artists, music, scientists
• Children are given the opportunity to self select a level of challenge
• Blooms taxonomy is used to challenge and extend thinking
• Learning is well sequenced across each unit
• Children are encouraged to continue learning at home : projects, maths challenges etc
• Word of the week – vocabulary ninja
• Key vocabulary highlighted on medium and short term plans and displayed in classroom

Our curriculum promotes a healthy lifestyle

• Pupils understand how to eat healthily
• Pupils know the importance of keeping active
• Pupils the importance of friendships and healthy relationships
• Pupils understand and are able to regulate feelings and emotions appropriately
• Pupils how to keep themselves safe; medicines, hygiene, e-safety
• Pupils feel safe and are safe
• Pupils begin to understand the importance of looking after the environment and the wider world
• Pupils have an awareness of spirituality/big questions

• Opportunities for outdoor learning across the curriculum including forest school
• Regular PE lessons and daily mile/skipping
• After school clubs catering to a range of interests: art, forest school, gymnastics
• Lunchtime active club
• Zones of Regulation
• School sports partnership competitions and events
• PSHE/RE schemes with themes across the school
• Healthy lifestyle woven throughout curriculum schemes
• Olympian/Paralympian visits inspire pupils
• People who help us: fire station visit
• SMART rules – e-safety for children and parents
• Dementia friendly award
• Healthy schools award, Active Mark & Music Mark
• Healthy lunch and snack

Our curriculum encourages collaboration and interaction between pupils, with parents and the wider community

• Pupils have a sense of belonging
• Parents and carers supported to continue learning at home
• Pupils complete homework
• Pupils are aware of opportunities to engage with organisations in the local community
• Pupils experience the joy of  being part of a class/school community

• Infant Music Festival
• Class/Christmas assembly
• School council
• Special assemblies
• Parent workshops
• Sports clubs after school
• PTA events
• School Sports partnership competitions and events
• Singing in Anisha Grange and the community
• Parent helpers in class & on trips
• Links with Schools Ministry: Prayer space
• Police, Fire station  and other visits
• Library display/assemblies/Summer Reading Challenge

Our curriculum promotes inclusion, tolerance, diversity and difference

• Children “live” our school values including friendship and respect
• Pupils behave well
• Pupils take responsibility for their actions
• Pupils have respect for others
• Pupils know the school rules and expectations and help each other behave in line with them
• Pupils understand that people have different abilities, learn differently and do things differently
• There is equality of opportunity for all our pupils

• Sunnymede values, SMSC and British values are woven throughout the curriculum and conversations on a daily basis
• Clear rewards and sanctions which are understood by everyone
• Effective Senco and SEN support
• Comprehensive RSHE scheme challenges thinking
• People from different cultures, religions and minority groups are represented positively in staffing, content and resources
• Curriculum draws on a variety of non-european cultures eg Arts Week rolling programme India/Africa/China
• Fundraising for local and national charities is part of the school ethos
• Outcomes for different groups of pupils are carefully tracked to ensure every child achieves well
• Children share their skills, talents and interests