Our School Aims:

  • To be the best that we can be.
  • To raise standards of achievement in all aspects of pupil development through the school.
  • To develop each child’s desire to achieve.
  • To develop and communicate an ethos of high expectation throughout the school community.
  • To provide a rich and varied learning environment, that allows children to develop their skills and abilities, working towards achieving their full potential.
  • To develop skills enabling children to deal with challenges and change.
  • To develop a child’s self confidence and feeling of self worth.
  • To provide children with a purpose and context for their learning.
  • To promote a caring and considerate attitude towards each other within the community.
  • To foster the tolerance of opinions and beliefs of others.
  • To engender social skills that enable children to work and communicate effectively with others.
  • To promote independence.

We believe:

  • Quality learning is a result of quality teaching, which is itself informed by regular assessment and oral and written feedback.
  • Quality learning is enhanced by a variety of teaching styles and strategies.
  • Children and teachers value learning, the development of learning skills and the acquisition of knowledge.
  • To learn children must be involved in their own learning and understand what they need to do to improve.
  • All staff have high expectations of children in terms of their learning.
  • All children should be encouraged to develop enquiring minds.
  • Children should be encouraged by all staff to become increasingly independent learners.
  • Parents and carers have a crucial and constructive role to play in developing their children’s learning.

Our Ethos:

  • Fostering a caring and considerate environment where all children feel safe.
  • Providing good role models through the way that we interact with all adults and children, at all times, and in all places.
  • Developing classroom environments in which children feel valued, respected and safe.
  • Creating an environment where it is acceptable to make mistakes and be challenged by their learning.
  • Involving all pupils in the way the school is run, through class and school councils, in order to make them feel that their opinion is valued.
  • Providing exciting opportunities for learning, which enrich the curriculum and include after-school activities, visits and input from the wider community, including visiting speakers, arts performers and representatives from the sporting organisations.

“Pupils access a range of visits and activities beyond their own experiences.”

” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”

“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”

“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”

“There are a wide range of school clubs.”

“Adults help pupils who fall behind.”

“Pupils recommend the school to their friends.”

“Leaders work well
with members of the multi-academy trust to support staff.”

“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”

“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”

“Teachers who are new to the school welcome the support they receive.”

“Pupils enjoy attending school.”

“Children start to learn to read as soon as they enter the school.”

“Pupils say that behaviour is good.”

“There is a clear focus on the teaching of early mathematics and reading.”

“Subject leaders are knowledgeable about their subjects.”

“Pupils enjoy learning about a wide range of subjects.”

“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”

“Children settle into school quickly.”

“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”

“Teachers check what pupils have learned and remembered each term.”

“Pupils learn how to keep safe when using the internet.”

“There is a strong team culture within the school.”

“Leaders have thought carefully about the curriculum plans they have introduced.”

“There are respectful relationships between adults and pupils.”

“Staff welcome the highquality training they receive. They feel proud to work in the school.”

“Staff encourage
pupils to be independent from an early age.”

“The early years environment is inviting and well organised.”

“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”

“Staff are well trained in teaching children to read.”

“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”

“Pupils support each other well when they are completing their work.”

“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”

“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”

“Pupils say they feel safe in school.”

“Curriculum plans are well sequenced.”