Curriculum

The school serves a small rural community that originally centred on mining but is now economically and socially diverse. Very few children have home languages other than English, and very few are from minority ethnic groups. Most pupils live nearby, though a few come from further afield.

 

We believe that every child matters and aim to provide a safe, caring environment which encourages pupils to adopt a healthy lifestyle, do their best at all times, and to be considerate to others. We want our children to develop self-esteem, independence, confidence and a love of learning.  Then every child will achieve their full potential and be equipped with the skills to attain this throughout life. We value the previous and ongoing contribution of parents in their children’s learning and seek to positively encourage this involvement. We know that children only make best progress when they are being supported at home as well as at school.

 

We aim to teach literacy and Numeracy throughout the school at a level and pace appropriate to ability and, while complying with the statutory requirements of the national curriculum, will deliver a curriculum that meets the individual needs of our children. We emphasise the teaching of language and literacy because many 3 year olds enter the school with below average attainment in language skills, and some do not come from a book rich or writing rich environment. We aim for all children to leave the school with good speaking and listening skills, reading competently and able to express themselves confidently when writing. This is reflected in our curriculum time budget.

In Foundation Stage, children progress through the Foundation Stage Guidance and in Key Stage one they follow the requirements of the National Curriculum.

 

For a list of subjects taught within the school and areas of staff responsibility please click here.

 

To view some of our school policies, please click here.

To view our Home School Agreement, please click here.

To view some help and understanding of PHONICS, click here