We recognise the importance of the curriculum meeting the needs of the children and enabling them to become deeply engaged and enjoy learning. Our ambitious, broad and balanced curriculum design ensures that the needs of the individual children, including those within vulnerable groups, can be met within the environment of high quality-first teaching, supported by targeted interventions where appropriate. We work hard to ensure we are closing the gap for children and so they are also aiming for our high expectations.
We evaluate how children are learning through talking to children, looking at their learning process (not always product), observing their learning experiences and analysing data and progress by year group, groups and individually. Every member of staff uses ongoing observational assessment to identify children's starting points and plan experiences which ensure progress. We use this information throughout the day and on a weekly basis to plan learning experiences and next steps so that knowledge and skills are built cumulatively. Our Federation database enables us to closely track development and readiness to learn. This information is reported to our school governors, who, as part of their role, ensure the agreed curriculum is well taught and the needs of all pupils including those with SEND are being met.
Evidence of children's learning including observations, work samples, photographs and contributions from parents are kept in their individual 'Tapestry' online learning journals which children use with their parents and staff to reflect on their progress through pupil voice. The cultural capital we provide through our highly skilled staff ensures accelerated progress from the children's starting points.
We endeavour for our pupils to be Reception and school life ready and prepared for the next phase at Primary School. We consistently receive positive feedback from parents and feeder schools about our positive transitions and how 'school ready' our pupils (and families) are.