Aims
We are focussed on improving the teaching and learning of our pupils. We have a shared vision of high expectations and excellence and we take collective responsibility for pupils' learning and staff development in its broadest sense. We move forward as a whole school through an open process of investigating educational research, evaluating relevance, training as a team and developing our practice and policies. This is demonstrated in our "badging" as a Teacher Learning Academy Centre, a school that supports other schools training their teachers.

OfSTED (2008) found "Pupils make outstanding progress .... in all areas, because the quality of teaching and learning is outstanding."

Lessons
We use innovative ideas to engage children and ensure they all take a full part in every lesson. Our lessons are planned to be interesting and motivating.

Many of our topics are based on a "Big Question", teachers use skilful questioning to stimulate curiosity and to deepen understanding in all subjects. As OfSTED reported "Questioning is used outstandingly by staff to extend and develop pupils' thinking skills".

We plan lessons to meet the needs of all preferred learning styles, and to develop children's abilities in their less favoured styles.

We cater for all abilities, differentiating our lessons to challenge the more able, and carefully selecting elements to encourage less advanced pupils.

OfSTED (2008) reported "Pupils of all abilities make outstanding progress, including more able pupils, those with specific needs such as moderate behavioural, emotional and social difficulties as well as those at the early stages of learning English. This is because the activities set match pupils' abilities very well."

We make lessons interesting and motivating, using a wide variety of techniques and activities to enagage and inspire pupils. This helps ensure deep thinking, high quality learning and excellent work.

Preparation for painting "Blitzica" in the style of "Guernica"
as part of the history World War project.

Part of the resulting "Blitzica"

We took the advice of our pupils and we plan frequent outdoor lessons, to provide variety and to use the extensive school grounds to full advantage.

OfSTED (2008) found "The curriculum is outstanding. Topics are carefully chosen in order to maximise pupils' enthusiasm and enjoyment. Special weeks, such as Spanish Week and Japanese Week, make an outstanding impact on pupils' social, moral, spiritual and cultural understanding. 'Big questions' are used to stimulate and develop pupils' thinking. For example, pupils in a religious education lesson were asked, 'What is Faith?' This resulted in excellent discussion by pupils leading to a range of interesting responses."

Assessment
Our continuous assessment by staff and pupils ensures that we are aware of each child's needs and "next steps". A glance at the children's books or at the targets displays in the classrooms tells everyone what they are working to improve.

Reading and Writing
Our early teaching of reading and writing involves a very rigorous "synthetic phonics" approach. Children are explicitly taught every spelling for every sound, and every way to pronounce every spelling, using "The Oxford Sound Reading System". This is dramatically improving our pupils' reading, writing and spelling skills. Regular guided group reading in the Junior classes ensures children read a wide range of good quality novels by recognised authors and helps develop enthusiasm for reading.