Impact- Has our intent impacted on our learners? Does what we do make a difference to our children?
We use rigorous triangulated monitoring throughout the year to gauge the impact of the curriculum design. Alongside senior leadership, subject leaders and link governors, carefully monitor individual subjects: reviewing learning, evaluating pupil voice, providing individual feedback to move practice forward, celebrating positives and highlighting areas of development. Our whole school team strengthen our ethos and vision as we work together to reflect upon our curriculum and share outcomes driving forward next steps. We don’t confuse coverage with progress when assessing as learning is measured through careful analysis of the application of skills across the curriculum; showing how knowledge is built upon by expectations to evidence quality thinking and demonstrate individual understanding.
We strive to ensure that our children’s attainment in all areas of our curriculum are in line with or exceeding their potential when we consider the varied starting points of each child. We focus on how much the children know and remember including whether or not the children have mastered a particular skill. We continually monitor our children’s attainment in line with local and national data (with additional focus on our more vulnerable groups, including SEND, CLA, mobility, Persistent Absentees and Pupil Premium) to ensure we have high expectations/standards for all our children but as we are a small school comparing our data to national data can, if not contextualised, present a picture that is not reflective of pupil achievement in our setting. Therefore it is important that we look at the progress children have made and not just the attainment at the end of each key stage. From their different starting points, all children will make good progress academically, emotionally, creatively, socially and physically. Knowledge, understanding and skills will be secured and embedded so that children attain highly and are fully prepared for secondary school both academically and socially.
The innovative teaching across the school is rigorous, personalised, innovative and learning-centred. It provides a strong foundation and opportunities for children to collaborate and develop social skills both indoors and out. This curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality first wave teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on children’s outcomes.
Enjoyment of the curriculum promotes achievement, confidence and good behaviour. Children talk about quality experiences which are memorable, worthwhile and challenging. Children feel safe to try new things. High quality visits and visitors to the school enhance the curriculum and provide opportunities for writing for a purpose.
Children have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances, competitions and events involving other schools. Developing their independence and motivation as learners and their sense of responsibility as future citizens is at the heart of all our teaching and learning.
Focusing on developing the characters of our children the impact seen is that our children have a clear understanding of our core values and our ethos in our school and show it as they move on in each stage of their life. This will prepare them for life in the wider community, demonstrating tolerance and equality. We measure this not just by the work our children produce, but in the behaviours we see each and every day in all learners. The impact of this intention is seen in the daily interaction of all members of our community, including staff and children.
The actions and attitudes of our children and the habits we see in them which show they are becoming effective learners is seen by how pupils approach challenges every day. This could be on the playground, in a game or disagreement, or in class in a complex learning challenge. The impact should be that children don’t give up, are highly motivated to succeed and achieve and are equipped with all the personal skills to do this.
Children are able to express how they are feeling and know how/where to get support if needed. They will apply the Five ‘High Fives’, understanding the importance of each one. They use the aids around the classroom to show how they are feeling and develop strong relationships with adults in school. They know what to do if they are struggling and know they will be listened to. If they cannot talk to someone they know the different ways they can communicate so adults know they are struggling.
Our learners are motivated by a strong personal sense of spirituality and morality. They make decisions for the right reasons and in the best interests of their community, guided by their faith. They are able and will continue to be able to decide what is right and what is wrong, and will be resilient to the influence of others. Our learners will be happy and resilient, and the impact will be that they make a positive contribution to society and to modern Britain. They will leave this school ready for the next phase of their education and go out into the world and make a difference in their own life and to others.