Branching out and growing together


Approach to Learning

Our approach is founded on the belief that the curriculum should be child-centred, based on practical, hands-on, concrete experiences, so that each child can build his/her knowledge, skills, concepts and attitudes through understanding.


We assess where each child is when s/he enters school at whatever key stage. We begin from that point and take the child through the curriculum at a pace appropriate to individual needs, so that each may be offered an equal opportunity to achieve their full potential.


Our aim is to deliver a broad, balanced, relevant and exciting curriculum which is designed to develop a love of learning which will last a lifetime and cover the physical, spiritual, moral, social, aesthetic, literate, mathematic and scientific development of our pupils.


Our classes are organised in mixed year groups due to the small scale nature of the school. Much of the teaching in school is done on an individual or small group basis in order to accommodate the widely differing abilities and stages of development of the children within a class, but class teaching is not neglected as it contributes to the community spirit of the class and school.


Provision is made for additional help to be given to individual chil­dren where this is considered to be beneficial.


We use a thematic topic based approach with younger children as a vehicle to teach all areas of the curriculum and develop basic skills.


This approach enables older children to become more independent learners – undertaking research, presenting investigations, and setting personal targets.


As teachers we strive to improve the teaching and learning in our school through a process of on-going personal evaluation. In the same way we believe that the children should develop the skill to evaluate their own performance against agreed success criteria leading to the setting of achievable targets designed to help them move on their learning. This approach is a way of developing lifelong learning skills that can be adapted to any area at any stage of life.


Subject teaching for the oldest children offers the opportunity to study a subject in its own right to a greater depth.


It is essential that we also teach Personal, Social, Health and Economic Education, and seek to ensure that cross-curricular issues of global and environmental education and equality of opportunity are included in all topics as part of our aim to offer a curriculum that goes beyond the confines of the National Curriculum to educate the whole child.


PE is taught each week by our class teachers and sports coaches. We also have extra provision within school clubs. The Sports Premium focuses on developing sports provision in schools, providing extra training for teachers and enabling them to work alongside sports coaches. We work in partnership with other small schools in our locality which gives our children the opportunity to take part in a variety of competitions and festivals.


Evaluation of topics and subject areas taught ensure that breadth and balance are maintained and that all curriculum areas are covered. It is also necessary at times to teach an aspect of a sub­ject area outside a unit of work, to give the aspect further emphasis and depth. We all have high expectations of the children; we give them praise and encouragement; we aim to deliver a full curriculum which is aimed to develop the whole child. The emphasis is always upon what the individual child can do.

The Headteacher, senior staff and curriculum subject leaders undertake a programme of regular monitoring of the planning, delivery and organisation of learning across the school.

The teacher is continuously assessing his/her children as a natural, integrated part of his/her practice: his/her intentions are to sum up where a child is (formative), so as to plan where to take the child on next, and to diagnose any difficulties (diagnostic). Detailed records are kept. At the end of Key Stages 1 and in future Key Stage 2 all children will undergo the national SATs (Standard Assessment Tasks) (summative) and results are reported to parents.


Parents are invited to discuss their child’s progress in the autumn and spring term. Detailed annual reports are sent home in the summer term and parents are given the opportunity to book a follow-up appointment, if needed. Full records are kept on all aspects of your child’s school life, and are available for parents to see. If you do wish to see any of these, please contact the Headteacher.


Here are some of the topics covered within Key Information.


Click below to find out more.

Admissions Policy

British Values

Ofsted Report & Performance Data

PE & Sports Premium

School Policies

Pupil Premium

Special Educational


Equality Objective



GDPR and Data Protection