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Our Intentions

Our intentions for this year 





To encourage all to live a life beyond belief; a life in the Kingdom; a life that gives hope.

To see and explain hope in the person of Jesus and the message of His gospel; practitioners generate circumstances that elicit a ‘hope giving’ response; children take the risk of arguing for something they believe in and defending their position; children recognise the joy of arguing for truth and feel the hope this gives when seen in others.


To be prepared to engage meaningfully - intellectually, politically, emotionally and socially - with the world, having the words not only to think but also to say.

A clear ‘how to’ guide encouraging children to develop in confident engagement; age-related activities and scenarios that enable children to rehearse a wide range of social and intellectual situations; children who know how and when to act for their own good and to the benefit of all.


To know a little about a lot and a lot about a little in our knowledge-rich curriculum so that key learning is discovered, practised and applied.

A series of Knowledge Books for our curriculum; confident coordinators, well versed in their subject, supporting colleagues; practitioners knowledgeable enough to share the unfolding journey of the subject; children, with a particular appreciation and aptitude, going beyond the confines of our studies.


To encourage and develop phronesis – practical wisdom – by applying knowledge in a range of situations and reflecting upon the consequences.

A scheme that develops practical wisdom through experiential problem solving; children gaining experience of applying their knowledge in a range of situations and to real-life problems; then reflecting upon consequences; so knowing when and how to ‘bend the rules’ and what that feels like; resulting in ‘better judgement’.


To improve display as a tool for learning, celebration of effort and to provide a rich learning environment that is co-constructed and belongs to the learner.

A whole setting display policy; all display is ‘learner-centred’; it evolves, imparts information, demonstrates knowledge acquisition and is owned and talked about by learners; children use display to remind themselves of learning; to reinforce learning; to explain their learning to others.


Success with our Intentions for 2017-18







To be brave

Children setting themselves challenging goals. Sharing their own ideas, not guessing what is in their teacher’s head. Sharing reasoning, even if unsure of outcome. Resisting peer-pressure. Any bullying is revealed quickly. No ‘bystanders’ to suffering. Honest appraisal. Challenging of underperformance. Acknowledge own mistakes. Aspire to perfection; risk disappointment. Happy to be own self wherever that leads.



To enable every child to ‘speak out’ to explain themselves and improve their lot

(Conversation to debate)


Adult modelling and rephrasing; attentive listening; being consciously present; using Standard English; children confidently conversing with peers and adults, including strangers; Initiating and joining conversations, structuring content and ending politely; responding courteously to social and academic questions; using a wider vocabulary; precision of language; using spoken language to persuade, argue, debate, while being persuadable; adjusting response in light of prior comments



To recognise their role as workforce developers in school improvement and share this explicitly

(Teaching School)

Recognising our role as workforce developers; understanding purpose of visit, job-role and expectations; illuminating what observer is seeing, how it fits with wider practice, and its impact; knowing children’s progress, age expectations and next steps; identifying ‘our’ practice: key workers, ever diminishing groups, readiness lines - learn, practise, fluent; explaining staffing structure; describing unseen practice – parent support, real-time reporting, gift days, outdoor learning, family at school . . .



To teach children to practise, problem solve and apply/explain with our curriculum

(A modern trivium)

Time to learn, remember and recall knowledge; practice skills, and apply learning to new situations;  children can explain their learning and its application; children learn different ways to acquire knowledge, skills and understanding for themselves not reliant upon a ‘teacher’ and accessible for life; children value practise; find fun in learning and recognise progress; use mistakes to improve; enjoy independent learning.



To identify learners with potential in each subject and develop opportunities to excel  (Gift)

Staff and children find fun in learning; have intellectual curiosity taking them beyond the needs of the curriculum; a range of opportunities extend and enhance learning; the pearls chosen to report to parents relate to their child rather than the curriculum; subject coordinators will identify a ‘watch list’ and a star or two; by the time they leave all have identified a gift in themselves.


Success with our Intentions for 2016-17





To encourage each other and our children to enjoy every experience, finding fulfilment in daily practice and contentment in all we have to do, appreciating the fullness of life.

With a passion for learning all joyfully anticipate their day. We thrive: making the most of every opportunity; engaging in purposeful tasks; valuing our struggles; keen to support each other; enjoying deliberate preparation & practice; realising the wonder of the ‘big picture’; delighting in all we achieve; and, being grateful.


To ensure that staff and children recognise that positive relationships are worth effort and that through them they can enhance opportunities for learning and in life.

The roots of empathy are made explicit by: listening; valuing difference; accepting boundaries; and, adopting shared resolutions. Engaging in dialogical debate; mediation; class counsel surfacing upset, effectively maintains relationships and attunes each to the personality & interests of others, encouraging deeper conversation.


To improve ourselves, individually, building on strengths and compensating for limitations, so each of us is better at playing our part in realising the potential of all.

Recognise strengths & what needs to be learnt, through honest open conversations. All persevere to improve by: sharing expertise and guidance; accessing study; learning from mistakes; being generous with time to improve pedagogy evidenced in children’s learning across setting, so that struggles today won’t be tomorrow.


To share with children the knowledge & skills they need to better understand and make sense of the ‘big ideas’ introduced in all subjects through our modular curriculum.

Recognise gift, identify need; know strategies to close ’gaps’; all recognise what child does/doesn’t need; intervention is effective; everybody doing ‘their bit’; never leave lesson without gain; all in own zone of proximal learning; learner knows best; prep/comp involves all staff; all achieve red-lines; prep for contexts of learning


To develop a systematic programme to improve the writing competence of learners, giving them the skills and confidence to write for a range of purposes and audiences.

Key skill fluency; ‘pop-up groups’; cross-age intervention; every day counts; shared sense of urgency; trial new strategies; set own goal, assess & track; intervene early; know child’s key targets & next steps; no child left behind; all achieve success; find every child’s gift; each child tastes success reinforced by adult


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