Vision statement

“Our goal is for all our children to believe in themselves, be happy, and achieve their best.”

We believe that:

  • Our curriculum should be challenging, and inspiring. It will be underpinned by the highest possible standards of literacy and numeracy, teaching and learning;
  • Our children learn to love learning by being adventurous and creative, collaborative and confident;
  • As individuals we shall be responsible, reflective, and considerate of each other and ourselves;
  • We welcome, celebrate and learn from diversity of all kinds. We all have something to contribute to our learning community – everyone should help each other to find that something;
  • Our learning environment will inspire creativity, be welcoming and safe, and embrace the outdoors;
  • We should be active in our local, national and international communities; learning from them and contributing to their health and vitality.

The curriculum

Wiveliscombe Primary School follows the national curriculum content and framework of skills and knowledge expected at each year group level. It details expectations in key stages 1 & 2, and the EYFS, across the academic year

A cross curricular approach through thematic teaching ensures enriched, engaging and exciting opportunities for the provision of the key skills, knowledge and understanding within the National Curriculum.

Having a Growth Mindset creates thoughtful behaviours demonstrated through the attitudes and dispositions we bring to learning. They allow us to cope with the complex and rapidly changing world. They are powerful tools we can use to intelligently navigate the moral, ethical and spiritual challenges we encounter.

Children’s metacognitive skills are consciously developed by adults to engage and motivate them, allowing children the opportunity to take ownership of their own learning on their journey towards becoming life-long learners. Children are encouraged to talk to each other and adults about their learning, with a high emphasis on child to child and child to adult talk, and a conscious attempt to minimise adult to child monologue (strategies include use of “Talk for Writing” and “Talk for Maths” by encouraging children to share ideas though paired and group discussions and by teachers using open questions).


There are a range of assessment procedures in place in school which fall broadly into 2 areas: formative – (e.g. Assessment for Learning) which is daily and informative; and summative – which at points in time tracks progress of individuals and groups as measured against the national age related expectations.

Formative assessment

Teachers continually assess understanding within lessons through a range of strategies including: questioning, self and peer assessment, learning conversations and target setting. Feedback, both oral and written is given to learners during lessons and through the marking of books. Targets provide clear next steps, with annotations shown on planning, for children’s learning. Self and peer assessment are valued strategies, which enable pupil’s involvement and ownership of their own learning and progress. Next steps marking along with self and peer assessment is an expectation and is embedded throughout the school.

Summative assessment

  • A clear assessment cycle is established in the school to support the robust tracking of progress of both individual children and groups of children.
  • Challenging and aspirational targets are set at the beginning of the academic year and agreed in partnership between the class teachers and the Senior Leadership Team (SLT)
  • These targets are set against both attainment data from the previous academic year and against expected milestones of progress.
  • Children are assessed termly with regular ongoing assessment taking place.
  • The data from these assessments form the basis of pupil progress reviews between the Class Teachers and the SLT.
  • The academic year assessment cycle completes in June with a further round of assessment.
  • A robust moderation and analysis of progress of specific cohorts and significant groups is made by the SLT and subject leaders
  • School reports are issued in July.


Effective and robust planning and assessment systems and the delivery of a creative, broad and balanced curriculum aim to ensure the inclusion and achievement of all children in our school.

Planning is structured in 3 phases

  • Long-term – The Skills and Knowledge continuum outlined in the revised national curriculum. (Statutory in 2015)
  • Medium-term – , i.e. English and maths unit planning and termly topic plans
  • Short-term – Weekly or daily planning

Subject leaders and the Senior Leadership Team monitor planning.

Long term

  • Teachers plan the year through topics which include the spectrum of expected skills in their year group cohort, reflect the pupils interests and which capture rich and meaningful learning opportunities.

Medium term

  • The medium term plans outline the scope and sequence of teaching for all subject areas.
  • In addition detailed units of work are planned for in English and Maths
  • Within their phases and year groups teachers work to embed key skills and learning outcomes across curricular areas with clear outcomes
  • Links between curricular areas are made explicit.
  • Opportunities are established for display, assessment and the celebration of pupils work within the medium term plan.

Short term

  • Teachers create flexible, personalised plans for both English and mathematics
  • Learning objectives and success criteria are identified and demonstrate clear differentiation for groups and individuals within the class.
  • Deployment of additional adults is made explicit.
  • Weekly planning identifies independent activities and guided sessions (this is where a group of children work for part of the lesson with the teacher or another adult to learn a specific skill contributing to the overall objective).

The learning environment

We believe our school must provide its pupils with a stimulating environment in which to learn. The learning environment must be safe, clean, well-organised and resourced. Displays are an integral part of the learning environment. They should be inviting, well labelled and exemplary in presentation. They are expected to celebrate children’s learning. They are regularly updated to reflect the current theme which is clearly visible in classrooms. Working walls will be used to display the ongoing teaching and learning sequence, mapping the children’s learning journey and being used as a resource by children. Children will be encouraged to use the resources on display to support their independent learning.

Learning outside the classroom

It is an expectation that teachers as part of their classroom programme, explore and apply learning opportunities contextually outside the classroom environment. We believe it is important to ensure pupils know how to manage themselves safely in their local community.

Key to the success of this will be:

  • Opportunities for learning outside the classroom are explored within units of work to deepen learning. This includes at least one educational visit outside the classroom every term.
  • The use of the playground and school spaces beyond the classroom as a learning resource
  • The use of the local community
  • Providing opportunities to enrich, extend and apply school work through home learning such as spellings, reading and other appropriate activities.

Monitoring and evaluation of the policy

The implementation of the policy will be monitored through:

  • Lessons observations/Learning walks
  • Planning scrutiny
  • Book scrutiny
  • Moderation of children’s work
  • Pupil progress reviews
  • Pupil Interviews/surveys
  • Parent surveys and feedback after consultation evenings and reports