At Cloudside L.E.A.D. Academy we believe that the most effective way for pupils to build their knowledge and skills across the curriculum is through careful planning, blocking of subject areas and the making of real and valid connections between various subject areas that will, over time, facilitate transference of skills and the building of deep knowledge.
All our curriculum is underpinned by our core values of GROWTH
G– Greatness in all we do
R– Responsibility for all our actions
O– Optimism for our future and that of others
W- Wisdom to make informed and wise choices
T– Tolerance of each other and our beliefs
H- Honesty in all we do
· Our curriculum provides first hand, practical and creative opportunities, which allows for pupil independence and choice, helping pupils to learn the skills, knowledge and attitudes that are necessary for them to live as rich a life as possible.
· Throughout the academy, staff provide a consistently responsive and effective learning environment, within which every pupil’s ability to communicate is respected, responded to and developed
· Everything we do starts with the pupil, a thorough knowledge of them and a determination to meet their learning needs in the most meaningful way. We provide a curriculum tailored to individual strengths and needs, which challenges pupils and encourages aspirations with the development of our vision at its core.
· All children are unique and valued. We acknowledge that all children learn in different ways and that all children have the right to be taught in a way that maximises their learning potential. We work closely with pupils, their families and other professionals to provide a holistic approach to learning.
· Our carefully constructed curriculum provides learning opportunities to match the full range of pupil’s aspirations and capabilities building on prior knowledge and experience.
· Our curriculum is deeply rooted in the local community and pupils will begin each themed topic with an engagement activity that will inspire their learning and full assess their prior knowledge of associated subjects in order to ensure pupils are fully motivated and learning is built on prior knowledge and skills whilst developing new key knowledge and skills as described in the subject skills progression documents
· All themed topics will conclude in a Celebration session to which showcases learning achieved throughout the half term
· The stimulus for English and the core of the thematic approach is The Power of Reading (See Whole Academy Curriculum Mapping Documents)
· The Maths curriculum is delivered through Power Maths core scheme
· Relationship, Sex, and Health Education (RSHE), Spiritual, Moral, Social and Cultural development (SMSC) are comprehensively addressed through the core Jigsaw scheme for PSHE
· RE teaching is supported through the core Discovery RE scheme
· LEAD, Academy and Fundamental British values are woven throughout all subjects and addressed in a supportive and sensitive manner in order to ensure equality and respect for all
· Long-term planning expectations are set out in the Whole Academy Curriculum Year Group Maps and have an appropriate balance of all subjects
· Appropriate resources are available to support curriculum delivery
Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:
· More able pupils
· Pupils with low prior attainment
· Pupils from disadvantaged backgrounds including those who attract Pupil Premium Grant
· Pupils identified by the Academy as ‘pivotal’
· Pupils with SEN
· Pupils with English as an additional language (EAL)
Teachers will plan lessons so that pupils with SEN and/or disabilities can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every pupil achieving.
Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects.
Further information can be found in our statement of equality information and objectives, and in our SEN policy and information report.
Governors monitor whether the academy is complying with its funding agreement and teaching a “broad and balanced curriculum” which includes the required subjects, through:
· Engagement academy visits
· Meetings with curriculum leaders
· Reports from curriculum leaders
· Analysis of relevant attainment and progress data
· Meetings with the school council and other groups of pupils
Curriculum leaders monitor the way their subject is taught throughout the academy by:
· lesson observations
· planning scrutinies,
· learning walks,
· book scrutinies,
· pupil and parent voice