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Our core intention is that pupils enjoy learning and value it
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- 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
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- 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
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- 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
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- 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
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Our curriculum is progressive and challenging
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- 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
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- 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
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Our curriculum promotes a healthy lifestyle
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- 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
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- 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
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Our curriculum encourages collaboration and interaction between pupils, with parents and the wider community
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- 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
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- 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
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Our curriculum promotes inclusion, tolerance, diversity and difference
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- 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
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- 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
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