At Drighlington Primary School, we want all children to be inquisitive and passionate about their learning and spark a desire for lifelong learning; early beginnings are fostered as soon as they start school.
Our vision of nurturing, supporting, believing and achieving simplifies our aims. The principles of children being safe and happy through nurture, as a precursor to accessing learning, are understood by all. Prior and current knowledge are taken into account in planning so that children are offered the right kind of support at the right time. A strong focus on growth mind-set means that children believe in themselves, know what to do to further improve and have the confidence to reach their full potential and achieve well.
We want children to reach at least national levels of attainment in English and maths so that they are empowered to access all aspects of the wider curriculum through transferable skills. At all stages of learning, children are offered activities that develop a full range of concepts and skills appropriate for their age. As they move through school, the work achieved in the early stages is built upon and this ensures progression in learning.
With a focus on national curriculum coverage, we offer a broad and balanced curriculum that engages all children so that they develop interpersonal skills, build resilience and become creative and independent thinkers. We focus on ensuring that children are challenged in their thinking and preconceptions. We aim to be flexible and our curriculum is adaptable – at times we change direction in response to children’s interests, local and national events.
We value each child as a unique individual, celebrating differences within our school community. We have a strong belief in the traditional values of hard work, courtesy and good behaviour. We promote consideration for others and we have an expectation that respect will be shown at all times. We provide a supportive learning environment based on clear social, moral, spiritual and citizenship principles, which permeate all aspects of life. Weekly ‘Care, think and learn’ themes have a strong focus on principles that promote a wide range of values.
Our curriculum intent, and the rationale for curriculum design, is that we want children to leave our school with the knowledge, transferable skills, resilience and confidence they need to be successful in the next stage of their lives.
Implementation and Impact
Through our daily work and unique child-centred Superhero characters, children aspire to be:
- Confident readers
- Successful writers
- Secure mathematicians
- Creative thinkers
- Independent workers
We are fully aware of the importance of a broad and balanced curriculum, although high priority is given to speaking and listening and transferrable English and mathematics skills. We recognise the importance of being fully competent at reading, writing and calculating, and know that these skills underpin all aspects of the curriculum.
Children are taught as a whole class, sometimes in ability groups, in friendship groups, in pairs and individually. We encourage them to be independent and to have opportunities to explore and learn from each other as often as possible. We constantly engage children as learners and believe that childhood should be an investigative and enquiring time where there are no limits to curiosity and there is a thirst for new experiences and knowledge. We believe children learn best from first hand experiences and when they are interested and excited about their work. We bring work to life by using practical tasks, artefacts, visits to relevant places of interest or by bringing people into school. Family learning projects are popular and promote strong links with parents and children as well as engaging the wider community in our curriculum and further embedding our ethos.
The curriculum is regularly reviewed by staff, takes into account the national curriculum and plans for skills and knowledge to develop through sequences over time. The broad and balanced curriculum aims to ensure there is progression in every subject.
School leaders promote a range of school based and external training so that staff increase their expertise on a regular basis. They monitor through lesson observations, book scrutiny and data to ensure that all children make at least expected progress. School leaders actively seek the support of external partners to ensure that the quality of teaching is of a high standard. They ensure that delivery of lessons matches long term whole school plans.
Staff meet regularly to discuss arrangements for teaching and learning and we have clearly defined Phase Teams that can support each other in this process. Staff training ensures that lessons are of a high standard. We recognise the key skills attributed to individual staff and draw upon these as much as possible. Subject leaders support others and ensure they are kept up to date with the latest training and developments.
Curriculum resources, including online schemes, support programmes of study and empower staff to access consistent guidance and plan continuous learning. Assessment for learning is key to our daily planning and provision is adapted to meet the needs of all children, including disadvantaged and SEND, so that no child is left behind.
As a result of the work undertaken, children reflect that they enjoy lessons, are proud of their work and have a wide range of experiences during their time at the school.
When they leave our school, children are well prepared for the next stage in their education and are able to contribute positively to their community.