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Our School Approach

Our School Approach and Curriculum Principles

 

Happily Achieving Together - Nurturing Success

 

The values of respect, pride, care and responsibility for yourself and others underpin the aims of the school.  These values are taught actively through the curriculum, assemblies and experiences and modelled throughout the school.

 

Emotional Wellbeing and our Nurturing Approach

 

Children’s social and emotional wellbeing are important in their own right but also because they affect each child’s physical health and can determine how well a child can achieve at school. We prioritise the core skills of emotional literacy, developing resilience and self-esteem through our whole school nurturing approach.

 

To read more about Emotional Wellbeing and our Nurturing Approach click on the link below.

Positive Learning Behaviours

 

Inspiring children to develop positive leaning behaviours encourages them to be engaged and take responsibility for their own learning. These behaviours, values and attitudes are promoted implicitly across the school and through our nurturing approach and explicitly through assemblies, Personal, Health and Social Education and circle time.

 

Gem Power rules promote these positive learning behaviours and through teaching and learning of the curriculum the children are encouraged to identify where they are using these powers and talk about how they have helped them and others.

 

To find out more about our Gem Powers please click on the link below.

The Curriculum

 

When we refer to ‘the curriculum’ this relates to all the learning and experiences that we offer our pupils. We are very proud of the wide ranging and stimulating curriculum we offer. It is broad and balanced and it promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and prepares pupils for the opportunities, responsibilities and experiences of later life.

 

Every school must deliver the National Curriculum which forms part of our whole school curriculum.


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