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Teaching and Learning

To achieve our aspirations for every child, our provisions follow the same set of underlying principles when it comes to teaching for exceptional learning:

1. Excellent teaching and wellbeing support

Teaching and support staff affect a pupil's achievement more than any other factor. We work side-by-side with teaching and wellbeing staff, supporting them with training and development so that they can deliver excellent progress. To make sure that no pupil is left behind, we've developed data management tools which help staff to monitor progress in: safeguarding; wellbeing and academic progress- this shows when pupils, or indeed teaching staff, need extra support.

2. High expectations and aspirations

We believe that every child can achieve great things. Often our children come with varied backgrounds and attitudes towards education. We see this an an opportunity. So we set exceptionally high expectations for all our pupils, and we do whatever it takes to meet them. Our aspirations are no lower for our most vulnerable pupils but our support is stronger.

3. Exemplary behaviour for success in life and employment

Our provisions are characterised by a respectful and orderly environment, where teachers can focus on teaching and pupils can focus on learning. We teach, recognise and reinforce good behaviour, and we don't tolerate poor behaviour without consequences. We don't accept any excuses, and we don't make any either. Every child has the potential within themselves to aim high and be proud of what they can achieve. Sometimes we have to believe in them first, before they start believing in themselves.

4. Knowing every child and their needs

We organise our schools so that every child knows, and is known well by, every adult in the school. We also recognise that children do best when families and schools work together. We keep parents well informed about children's progress towards targets, and we involve families to work in partnership to empower their son or daughter to achieve.

5. Depth before breadth both academically and in wellbeing

When children build firm foundations in English and maths, they find it easier to do well in other subjects too. That's why we prioritise depth in these subjects, giving our pupils the best chance of success. Our commitment to SMSC and wellbeing, including safeguarding is a golden thread throughout all we do. We systematically find opportunities to embed this across the curriculum both formal and informal, providing active opportunities across the full range of social, moral, spiritual and cultural as well as British Values.

We've developed our Maths Mastery approach, which aims to improve attainment, enjoyment and confidence in maths. This approach is based on tried and tested methods from around the world, and is also endorsed by Ofsted. We work in partnership with our mainstream colleagues to ensure smooth effective transition in our approach to ensuring sustainable progress.

To nurture a love of reading and develop fluent communication skills, we also dedicate more time to literacy and English. Our staff recognise the barriers that children face in building literacy skills, and we offer tools and expertise to enable the best support for students who need more help.

6. A Growth Mindset approach

To make sure children have a successful attitude to their learning and ability we adopt this approach. Growth Mindset describes the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement. No time is wasted - every hour, of every day, is devoted to children learning because we do all we can to promote their belief in their potential and to realise it.