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