Statement of Intent for Layston C of E first School
Loving to Learn, Learning to Love. For every child a chance to shine.
Our purpose is to provide a nurturing and caring learning environment with high standards and expectations, where children grow into responsible, resilient and independent learners. Our school ethos is firmly rooted in our Christian values, as set out in our school vision: At Layston we believe in the reality of God in our lives and the Christian Values that guide and inspire us. We are bold in our application of Christianity to transform relationships and take the Gospel intent of “Love one another” as a blue print for making active choices in our day-to-day lives together. We foster awe and wonder through a creative curriculum that underpins and promotes our love for learning. We are inclusive and nurture each person as a child of God with every chance to shine.
Layston’s curriculum is enriched and designed to recognise the school’s unique characteristics. High expectations across the curriculum promote learning at a greater depth, allowing children to articulate their learning; demonstrating quality thinking and application of knowledge and skills. The ‘Layston Learner’ gingerbread model is designed to develop learning behaviours and encourage active, independent and resilient learners. This, combined with our bespoke forest school provision, encourages positive attitudes to learning and risk taking. The ability to learn is underpinned by the teaching of skills, knowledge, concepts and values. Spiritual, moral, social and cultural development, as well mental health and well-being, are prioritised to ensure children have concern for others and an appreciation of diversity. Children leave our ‘Layston Family’ as confident individuals, well equipped to participate fully in the next stage of their education, as global citizens.
Our carefully crafted curriculum balances the national expectations, quality teaching and a range of experiences allowing our children to flourish. Clear strategic planning allows the curriculum to be ambitious and adapt to the context of the school and children’s needs. Age related expectations combine the acquisition of knowledge and development of skills to create a purposeful and exciting learning journey for every child. The curriculum has high expectations to combine transferable skills, demonstrate a breadth of vocabulary and develop strong cross curricular links. Stimulating classroom environments support and engage quality thinking and reasoning. Planning is responsive to children’s needs; incorporating progression of basic skills in an innovative manner. A range of continuous professional development supports all staff to further develop curriculum pedagogy. Our marking policy is an opportunity for children to reflect on their learning and think deeply in their feedback.
Layston uses rigorous triangulated monitoring throughout the year to gauge the impact of the curriculum design. Learning is measured through analysis of skills and knowledge across the curriculum by expectations demonstrated by individual understanding. The impact of our curriculum is seen in:
• High standards: consistently performing at above national and local averages.
• Strong progress from individual starting points.
• Quality experiences which are memorable, worthwhile and challenging.
• Teaching which is personalised, innovative and child led.
• Learners that are resilient, independent and confident global citizens.
• Individuals who value and respect one another and have an appreciation of a diverse community.