-To prepare children for the next stage of their education
· To provide children with the knowledge required to make sense of their own place in the world
· To develop a lifelong love of learning
· To provide children with the knowledge and skills required to make a positive contribution to life in our local community, modern Britain and beyond
· Through achievement, children are positive and confident. They listen respectfully to the views of others
· Children have the right to follow a curriculum rich in cultural capital, regardless of any disabilities, their race, sexual orientation, religious beliefs or socio-economic conditions
Values we promote:
-Expectations are high. Teachers, where possible, ‘teach to the top of the class’.
· Key concepts and knowledge are revisited frequently to ensure they are firmly embedded
· Skilful questioning uncovers misconceptions
· Teachers respond to misconceptions ‘in the moment’
· The curriculum is ‘spaced’ sufficiently to allow for learning to become ‘baked in’
· Enrichment opportunities are a key component of the school’s humanities curriculum
-Proportion of children achieving GLD (good level of development) has exceeded national data in 3 of the last 4 years
-Proportion of children reaching the expected standard in Y1 phonics has exceeded the national average in all of the past four years
-End of Key Stage 1 data is consistently in line with national data
-The proportion of children achieving the expected standard in reading, writing and mathematics at the end of KS2 is higher than national data in each of the past 4 years
-Evidence collected as part of monitoring activities demonstrates good progress in other Year groups.
-The school is a calm and purposeful place in which to learn. Pupil’s confidence and self-esteem is generally high. They show pride in themselves, their work and their school.
-Recent parent surveys show a high degree of satisfaction with the school and the work it does to implement its curriculum aims
How does the school establish whether its curriculum is having the desired impact(s)?
-Formal lesson observations
-Informal lesson ‘drop ins’
· Targeted performance management
At Drayton we use materials produced by White Rose. The curriculum is sequenced in such a way that allows children to work through concepts at a sensible pace to ensure that learning becomes embedded before new concepts are tackled. Following the 'spaced' approach to learning, concepts are frequently revisited throughout the year.
Further information on this approach can be found here: https://whiterosemaths.com/