Our School Intent, Implementation and Impact Statements

Our Curriculum Vision: ‘An experiential curriculum where we provide real-life experiences for all children, underpinned by rich reading and collaborative learning.’

Intent statement

At Rosehill Infant school, we pride ourselves as being a culturally rich and diverse community which celebrates our distinctiveness. Located in the vibrancy of the inner city, we dedicate our efforts in providing young children with a wealth of skills and knowledge which promote a strong sense of self belief and high aspirations for the future.

We intend to provide a broad and balanced curriculum, enabling all children to find areas where they excel and use their skills and knowledge to develop their learning in other areas, empowering them to be independent thinkers, reflecting on their school, local and international community.

Children are actively encouraged to be ambitious, resilient and inventive. Our curriculum philosophy stems from our school value system which facilitates our children with exciting learning opportunities promoting a love of lifelong learning.

Children will leave our establishment with independent learning behaviours derived from a love of reading, a zest for enquiry and problem based learning and a confidence in collaborative scholarship.

Implementation statement

We implement our curriculum through outstanding teaching and learning, delivering our children a broad and balanced curriculum. We use Cornerstones, a curriculum model that covers the National Curriculum, which focuses on four concepts for learning in each subject: engagement, development, innovation and expression. This curriculum provides strong links between subjects and topics, enhances knowledge and skills, and opens up opportunities to learn through first-hand experience and exploration with enrichment opportunities.

Our principles for education are firmly based around the acceleration of early reading, writing and mathematics as a foundation for lasting learning. Through the continual adaptation of a half termly topic based curriculum children have exciting, engaging first hand experiences through which they extend their skills of learning.

Quality first teaching which is based around high expectations for all key groups of children lies as the basis for school success. Every child is facilitated with opportunities to challenge, extend and broaden their knowledge and skills in all areas of the curriculum.

Teachers pride themselves on facilitating enriched, differentiated learning opportunities which they further enhance through providing bespoke guided targeted support. Our school philosophy and ethos derives from this strong belief that quality first teaching accelerates the progress and attainment of children which fosters high aspirations for all.

The understanding of skills and knowledge is measured through the progression and sequencing of end of year age related expectations for each area of the national curriculum. In addition to this a robust adherence to the ‘Letters and sounds’ programme of study and ‘

Power Maths’ programme of study allows children to deepen and master their knowledge and skills in key aspects of reading, writing and mathematics.

Recognising the bespoke needs of our school community we pride ourselves on upholding the recognition of positive behaviours which highlight children’s successes, accomplishments and social assets, in preparation for their lifetime learning within the wider community. A robust behaviour system which is consistently applied in all facets of the school celebrates our children and promotes a culture of mutual respect and well-being. All practitioners identify the needs of vulnerable learners and have an understanding of how nurture, resilience and empathy aid quality first delivery. The school prides itself on valuing parents as partners in the education of their children by actively involving all stakeholders in celebrations, events and valued milestones.

Consistency of approach and clearly defined expectations for quality first teaching enables children to have daily opportunities to take part in challenging reading, writing and mathematics learning. The wider curriculum enables our young learners to discover and delve in a host of outdoor learning skills. It cultivates and encourages children to embrace and appreciate music and movement through role play, drama and performance. It recognises and prioritises physical education as an essential component for health and well-being. It facilitates stimulating memories which bring learning to life through experiences that extend and enhance long term retention of skills and knowledge.

It enables children to thrive, excel and enhance sequential learning in a safe, happy and caring community.

Impact statement

Teachers and leaders are resolute in the knowledge that children will evidence progress initially through their social skills of confidence, resilience and perseverance. Children will contribute to the school community and recognise the importance of making good choices.

Teachers and leaders pride themselves in highlighting the development of children’s learning through recording and documenting progression in books evidencing high expectations of presentation and learning outcomes.

Senior leaders and middle leaders administer a robust cycle of monitoring through regularly visiting classrooms and learning around the wider school setting. A commitment to regularly viewing children’s books to monitor and triangulate teacher assessment judgments alongside conferencing of children’s views, thoughts and feelings accumulates a holistic overview of attainment and progress for all key groups of children.

Teachers assess and make judgments towards progress and attainment termly. The moderation and scrutiny of teacher judgments is facilitated through half termly events which include both internal and external support mechanisms. The validity and accuracy of assessment is further monitored through senior leaders holding teachers to account for the progress and attainment of all children by positively promoting high expectations for all key groups of the school community.