What is different


What is the impact

“Life Skills”


At the root of our teaching comes life skills. We share these with the children and discuss what life skills are and how they can make us a better person.

The children are taught about the importance of telling the truth, talking to someone if they have a problem, using good manners, being respectful and tolerant of others, telling someone if they, or a friend feels unsafe, to name but a few.

When these life skills are developed and children feel safe in their learning environment, their learning will thrive. If a child feels happy, they can learn, and without the life skills in place, that learning can become difficult. These skills are developed alongside Christian values and British values

Children are encouraged to use their life skills to be a good role model to others, and to see the staff as role models too.

Very warm, family friendly environment


The environment provides the right setting for learning to be at its best, with the children and families knowing they are supported.



Open Door Policy  - operated by all in the school

Children know that they can turn to any member of staff for support, and that whatever their concern, big or small, it will be listened to, and acted upon.



Open and honest relationships with parents and carers

Parents and carers know they can approach the school with any concerns. They know that concerns are dealt with efficiently and effectively. They know that if there are problems regarding work or behaviour with their child, they will be called to an open and honest meeting to discuss the concerns. Everyone knows where they stand.


Unique, family support mechanism in place in terms of  staff relationships

The staff get on incredibly well and this is the role model with regards to relationships that the children see. This helps to promote the positive environment that the children thrive in.

Staff loving their job and going above and beyond

Our staff work as one in a very, very strongly linked team, they are there to support each other and work together seamlessly.


Dedicated SENCo time

This enables the job of SENCo to be done properly to meet the needs of the children in our school. If applying for AEN funding or an EHCP, it all takes time, and time is given to complete the tasks efficiently. An IEP surgery is held where the SENCo meets with class teachers to evaluate IEPS, complete impact statements and write new ones. Dedicated staff meeting times are used to evaluate the SEN process and look at additional training that we may purchase to address new/ existing needs. Eg number of children with working diagnosis for autism

Sharing success with  and new areas of development with parents and carers

Every Friday afternoon we hold a celebrations assembly where all are invited to see their child and others receive awards. Children are able to bring certificates or achievements from outside school to celebrate too, as are parents. We celebrate birthdays of pre school siblings, parents,  etc making all feel included.

We ran a very popular meeting when we introduced the new approach to maths. Many parents turned up and watched the presentation, and saw the £2000 worth of maths equipment that had been purchased by PTA money. They felt as though they had been kept up to date and included. 


Creative, enriched curriculum

The children thrive in a diverse and changing curriculum that meets the needs of each cohort. The curriculum has an overall each year, to accommodate the incoming needs, and within the year as needed


Outdoor learning experiences

Children thrive when learning out of doors.  The children have been involved in deciding the types of outdoor learning experiences they want and the types of resources to purchase. Feedback from outdoor learning activities is fantastic. This has been commented on by parents and visitors to school.

Themed Days

Children enjoy our varied theme days. They vary from being subject based, and take part on the same day in the children’s own classroom, to being spread over a few days. They can also be theme based and involve many subjects eg  “Seaside Day” where this involves the children working in missed ability and mixed aged groups. The feedback is always very positive, not only from children but from parents too. This has been commented on by parents and visitors to school.

Workshops in school

We have as many workshops as the creative curriculum budget and PTA funds allow.

When a workshop comes into school to visit, the whole school takes part. The following workshops have taken place over the last 12 months

STOMP dance workshop

West end dance workshop

McMillan awareness

Theatre drama group, prior to a whole school visit to the theatre

House of Bread – workshop developing awareness of the homeless

Fairtrade workshop

Anti bullying workshop

Diwali dance workshop

 This has been commented on by parents and visitors to school.


Our embedded approach to teaching maths that will spread to other areas of the curriculum and enhance the right mindset for learning.

The richness of mathematical vocabulary, the higher order thinking skills, the discussions and reasoning that is apparent in our new approach to maths is phenomenal. The idea of having a go, to keep trying and to make mistakes is set to change the way children view their learning, and will enable the children to blossom with self-confidence.


Teachers and Teaching assistants

In an environment that is traditionally female dominant, we have four male members of staff, who provide the male role model within school for children to see.


Development of growth mindset and positive thinking

This is a new area we are developing and is linked with our strong philosophy of the need to make mistakes. Whole school assemblies are based around a positive thinking display that is in the hall, and we discuss how the display can help our learning, perseverance and determination to keep trying.


Transition to school from our school nursery, from class to class and from class to middle school

Our newly developed nursery enables a smooth transition to take place into our reception class. A series of short visits into school culminating in a whole morning and lunchtime visit enables the children to settle into school in September, in surroundings that are familiar to them.

Transition of a similar sort takes place for children as they move into different classes. A series of visits take place, and this is tied in with visits by the Year 4 pupils to the middle schools. This means that the transition period is smooth for all.

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