- • It is our duty to provide the very best teaching and learning opportunities for all of our children – they get only one chance at primary schooling.
- • We believe that pupil progress is the outcome of good teaching and learning – only the best will do.
- • Our children are expected to make at least good progress during their time at our school – whatever their starting point.
- • Our school must be a vibrant, welcoming , safe and secure place for our children to learn effectively.
- • We have high expectations of all our children, staff, parents and Governors.
In order to achieve our principles we consider it to be crucial that we all work together towards the same aims – involving the following aspects within our daily life:
- • Relationships.
- • Teaching, learning and assessment.
- • The curriculum.
- • Attainment and progress.
- • The environment for learning.
Crucial to our school’s ethos is that positive relationships exist between children, parents, teachers, support staff and governors – to make our school a very good school. We take a great care to nurture these relationships.
We believe that:
- • A staff must have consistent expectations of children’s attitudes and behaviour and take corporate responsibility for ensuring that this happens around our school.
- • We must treat everyone with respect – in the way that we would wish respect to be given to us – taking an active part in praising, complementing and thanking others.
- • Good manners and social skills to be modelled by all.
- • Children should be helped to develop self respect and expression.
- • We must value each other as being part of a team.
- • Good systems of rewards and incentives are in place for all staff to use.
- • Everyone is aware of their rights and responsibilities.
Teaching and learning is our reason for being here. We believe that every child has the right to be taught well and deserves to make at least good progress. We must ensure that we intervene effectively where children may not be achieving their best. Children need to k now how well they are doing and what they need to do to improve.
We recognise that the need for good and intelligent assessment is needed in order to plan and evaluate learning effectively – and that this is a constant activity which happens both formally and informally, formatively and summatively. We particularly recognise the power of many of the Assessment for learning methods and are building up expertise in this area. The most effective assessment is conducted as an integral part of the teaching and learning process – it is not a bolt–on process.
We believe that;
- • Our teaching and learning should be interesting and motivating, differentiated and personalised.
- • Assessment is integral to the planning process.
- • Clear learning challenges and steps to success are shared with the learners.
- • Assessment is relevant and manageable.
- • Marking follows our marking policy and supports the learner into making the next steps in learning.
- • Children are resilient and can make mistakes.
- • Teachers are able to respond to situations as they arise.
Our curriculum policy clearly outlines our school’s beliefs about our curriculum being relevant , engaging, well planned building upon the skills and knowledge the children have, and the skills and knowledge they would like to develop.
If the relationships are good, and teaching and learning within a well planned curriculum is exciting and engaging, our children will be able to build upon the skills and knowledge that they already have and make good at least good progress.
Pupil progress and attainment is measured at key points throughout the year. As a result of this assessment and tracking process we expect;
- • That children make at least good progress in order to meet their individual potential –relevant to their starting points in life.
- • Children are keen to achieve their next steps in learning.
- • Children are aware of how they are achieving and how they can improve and develop.
- • Good attainment and progress is rewarded.
- • Regular contact and reporting to parents is crucial – working together to make a difference.
- • Parental involvement is essential – through homework, parent reading groups, after-school clubs, Leapfrog Parent sessions.
- • We effectively target children with additional support – for SEN, booster and for our more able children.
- • Intervention programmes are used swiftly and effectively.
We believe that it is vital to instil a sense of worth and self esteem in all our children.“We take care of our place, We take care of each other, We take care of ourselves”
In our school we expect our environment:
- • To be well organised, tidy and appropriately resourced.
- • To be a stimulating, inspiring, organised and motivating environment which celebrates learning.
- • To be a quiet, calm and relaxing environment conducive to good learning.
- • To be shared by all and for all to be responsible for – to be proud of our school.
- • To be an environment that promotes equality, resilience, pride and a sense of community with high expectations for all by all.
- • To be safe and secure where all are valued and entitled to respond to situations in a secure manner.
- • To listen to others, to share ideas confidently and to respect the values and views of others within a safe environment.
- • To be shared by others –parents, governors and visitors.