Whole school intent, implementation and impact
At Lilliput CE Infant school, our aim is to provide our children with an ambitious, exciting and empowering curriculum that equips them for today and the future.
Our curriculum is designed to recognise children’s prior learning, provide first-hand experiences, allow children to develop independence as well as interpersonal skills, build resilience and become creative, critical thinkers ready for the next stage of their education.
We want all our children to have high expectations of themselves and to be able to apply their learning across a range of exciting learning experiences.
We build learning experiences into our curriculum that enable our children to see themselves as part of a wide and diverse world. Every child is recognised as a unique individual. We celebrate and welcome difference within our school community using our Christian vision of ‘Loving one another, respecting one another, serving one another’ to promote positive attitudes to learning. We ensure that community involvement is an integral part of our curriculum and invite visitors into school to enable the children to learn new skills and to share experiences.
Children leave Lilliput with a sense of belonging to an aspirational school community, where everyone is valued and successes are celebrated. Our focus on developing children’s moral, spiritual, social and cultural understanding gives purpose to the learning at Lilliput. We want our children to learn the key skills that will enable them to go on to make a positive contribution to their community and the wider society.
The whole school community shares a very strong sense of purpose and ambition. We embrace a pedagogy of a Growth Mindset approach. We expect all children to meet national expectations, to fulfil their early promise and to develop latent potential. High expectations of progress apply to all children, whether they are working above, at or below age-related expectations and includes children who have special educational needs.
We have an expectation of participation, fulfilment and success for all of our children.
Teaching and learning is characterised by ambitious objectives, proven teaching and learning strategies (explanation, modelling, scaffold, practise, regular retrieval practise), challenging personal targets, rapid and effective interventions to keep children on track and rigorous smart assessment to check and maintain pupil progress. Our subject leaders and teachers are highly skilled and their knowledge is continuously updated and regularly monitored by subject leaders and the senior leadership team.
Clear support plans are in place. Teachers offer higher levels of support for any children who experience any difficulties in maintaining progress or extra challenges to those who need it.
The impact of our curriculum model and teaching strategies will be continuously monitored, evaluated and adapted by subject leaders and the senior leadership team in order to ensure that children make at least expected progress against national expectations based on:
- Formative assessments at regular intervals – subject specific
- Annual summative assessments for GLD (EYFS), Phonics screening, KS1 SATs
All staff will also monitor and assess the impact of our curriculum based on how effectively it helps our children to develop into well-rounded individuals who embody our values and carry with them the knowledge, skill and attitudes that will enable them to be lifelong learners and valuable future citizens.
A) Each subject leader has produced a brief statement of intent, implementation and impact for their subject that reflects our focus on clarity of purpose, progression and skills development in our curriculum. Please see the subject information below.
subject intent, implementation and impact
A Recovery Curriculum: Loss and Life for our Children and Schools Post Pandemic
Lilliput Infant School has put the child’s well-being at the centre of our thinking. We acknowledge that the children will have had different experiences during this time. However, the common thread running through all is the loss of routine, structure, friendship, opportunity and freedom. These losses can trigger anxiety in any child. Some of you may have experienced this with your own children.
We know that an anxious child is not in a place to learn effectively. So with this in mind, the school community has thought about the most effective way to support your child’s ability to learn. This approach will encompass and support the academic expectations for your child.
What is it?
Professor Barry Carpenter has developed the Recovery Curriculum, as a response to the losses described above. It is a way for schools to help children come back into school life, acknowledging the experiences the children have had. We want children to be happy, feel safe and able to be engaged in their learning. We have decided that a way to achieve this for the children is to acknowledge the importance of helping them lever back into school life using the following 5 Levers.
The 5 Levers of Recovery
Lever 1: Relationships – we can’t expect our students to return joyfully, and many of the relationships that were thriving, may need to be invested in and restored. We need to plan for this to happen, not assume that it will. Reach out to greet them, use the relationships we build to cushion the discomfort of returning.
Lever 2: Community – we must recognise that curriculum will have been based in the community for a long period of time. We need to listen to what has happened in this time, understand the needs of our community and engage them in the transitioning of learning back into school.
Lever 3: Transparent Curriculum – all of our students will feel like they have lost time in learning and we must show them how we are addressing these gaps, consulting and co-constructing with our students to heal this sense of loss.
Lever 4: Metacognition – in different environments, students will have been learning in different ways. It is vital that we make the skills for learning in a school environment explicit to our students to reskill and rebuild their confidence as learners.
Lever 5: Space – to be, to rediscover self, and to find their voice on learning in this issue. It is only natural that we all work at an incredible pace to make sure this group of learners are not disadvantaged against their peers, providing opportunity and exploration alongside the intensity of our expectations.
Professor Barry Carpenter CBE, is a Professor of Mental Health in Education at Oxford Brookes University. Click here to find his podcast on the Recovery Curriculum.