Growing a creative school community that encourages belonging,
nurtures believing and works together to become responsible members
of God’s family and the world.
‘The whole purpose of education is to turn mirrors into windows.’
Sydney J Harris|
Intent |
What you will see |
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Belonging |
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Creating a whole school community in which all families are encouraged to play an active role in their child’s education. |
A school community that has welcoming, respectful relationships between children, families and staff with the child at the heart of all that we do.
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Children will learning to respect the world they belong to and value the similarities and differences in the wider world.
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Believing |
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To equip the children with the skills to learn academically, socially and spiritually. |
Children are curious and inquisitive and able to persevere and keep trying when things get difficult.
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Children are willing to explore and have a go, actively engage and raise questions to make the most of a wealth of opportunities.
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Children are encouraged to develop self-belief to become the best versions of themselves
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Becoming |
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To provide a safe, happy and healthy environment in which children are given the skills, knowledge and opportunities to adopt a healthy lifestyle with high aspirations for their future. |
Happy children who are able to make decisions that have a positive impact upon their lives.
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Children who are able to articulate their choices and the positive differences that these will make.
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Children developing as respectful and responsible members of God’s world, able to explore what and how people believe.
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Children have an aptitude for dialogue to participate positively and fairly in the world. |
Curriculum Implementation
We recognise that Maslow’s Hierarchy of Needs must be addressed in order for children to reach their potential (Appendix1) and our pedagogical approach is based on Rosenshine’s Principles of Direct Instruction (Appendix 2).
Our school vision and core learning behaviours underpin everything we do and encourages children to nurture their own spiritual, moral, cultural and social development.
We follow the Early Years Foundation Stage, where learning is carefully planned around the interests and needs of the children. The National Curriculum is followed in Key Stage 1 and 2, where we provide a broad and balanced curriculum through a combination of enquiry-led learning and discrete subjects. We ensure that our children use and apply their learning across a range of subjects, allowing them to deepen and embed their knowledge as well as make connections within and across their learning. To deepen and develop children’s learning they are provided with well thought out practical learning experiences including a range of visitors, visits and the use of our locality.
In line with the Church of England and Diocesan vision (John: 10 v 10) we use fluid groupings so that no child’s learning is capped. Further direct support and teaching is deployed accurately and efficiently to allow every child to flourish.
For further information about the implementation of individual subject see subject policies.
Impact of the curriculum
The impact of our curriculum will be seen through the outcomes of all groups of children, the values they hold and the learners they become.
We will ensure that the children at St John’s Church of England Academy are equipped with the confidence, knowledge, wisdom and skills that will enable them to be ready for the curriculum at Key Stage 3 and become well-balanced life-long learners.
Equal Opportunities
St John's C of E Academy is committed to ensuring equality of opportunity in line with the Equality Act 2010.
We aim to reduce disadvantages, discrimination and inequalities of opportunity, and promote diversity in terms of our pupils, our workforce and the community in which we work.
We will assist our pupils in achieving to their very best potential. Where pupils experience barriers to their success we will work with them to address these in a sensitive and sympathetic way. We will teach our pupils the importance of equality and what forms discrimination can take and the impact discrimination can have.
There are nine protected characteristics outlined within the Equality Act 2010, these are:
- Age
- Disability
- Gender reassignment
- Marriage and civil partnership
- Pregnancy and maternity
- Race
- Religion or belief
- Sex
- Sexual orientation
The school does not tolerate any form of bullying or discrimination against people with one or more of these characteristics. Any pupil or teacher found to be discriminating against any of these characteristics will be disciplined in line with the relevant school policies.
The school’s curriculum will celebrate diversity and the SLT has a responsibility to ensure that the curriculum does not discriminate against any of the above characteristics.
The school will have due regard for the Equal Opportunities Policy at all times when planning and implementing the curriculum.
Supporting pupils with SEND
Pupils with SEND will receive the additional support they require both academically and with their personal development, in line with the school’s SEND Policy.
When appropriate pupils with SEND will work with TAs in smaller groups once a week to work on topics covered in lesson to ensure they do not fall behind their peers.
Pupils with SEND will not be discriminated against in any way and they will have full access to the curriculum.
The progress of pupils with SEND will be monitored by teachers and reported to the SENDCO.
The SENDCO will work closely with teachers to help them break down any barriers pupils with SEND have to education.