• Confident Individuals – Our learners are guided by all staff on how to approach challenges every day. This could be on the playground, in a game or disagreement, or in class in a complex learning challenge. The impact should be that children don’t give up, are highly empowered to succeed, achieve at a high standard and are independent and nurturing.

• Successful Learners – Through the curriculum at Chestnut we strive to ensure that our children reach their full potential in core and foundation subjects. We measure this carefully using a range of strategies and assessment tools, whilst always considering age related expectations and striving to close the gap. The impact of this is that children will be academically and physically prepared for life in their next school stage, in modern Britain and the wider world. Children at the high end of our provision pyramid will be provided with a bespoke provision that develops skills for learning in line with their EHCP targets.

• Responsible Citizens – We want our learners to become well rounded individuals with a clear understanding of complex values like equality, friendship and trust. From this they will develop a character that prepares them for living in the community demonstrating tolerance and equality. We measure this not just by the work our children produce, but in the behaviours we see each and every day on the playground, in corridors, and in the many roles we give them. Our learners will be motivated by a strong personal sense of morality. They will make decisions for the right reasons and in the best interests of their community. They will be able to decide what is right and what is wrong and will be resilient to the influence of others.

We incorporate PSHE, SMSC, British Values and our school values into all areas of our curriculum to promote cultural capital for all children.  Embedded within all learning experiences, children are taught to be successful learners, confident individuals, responsible citizens and effective contributors. 

When topics are introduced subject specific vocabulary will be explicitly taught to enable children to access all areas of the curriculum and support the development of their knowledge. Children will be given opportunities to deepen their learning by revisiting key concepts to cement their skills and knowledge and to apply these to other areas of the curriculum and life. Themes allow teachers to plan for opportunities to challenge and extend individual learning. All teachers will ensure that sensory and physical needs are met by providing individualised sensory and movement opportunities.

Children will be given opportunities to learn on a 1:1 basis, in class groups and with a variety of teachers. The school environment is designed to ensure children feel safe enough to take risks in their learning and are conducive to optimising progress.

Baseline assessments of academic, social and emotional skills are carried out on entry to identify gaps and barriers to learning. Continuous formative assessment is ongoing through observations, questioning, marking and feedback. Summative assessments take place at the end of each term and are used to monitor, evaluate, and identify gaps within the curriculum. Progress in social and emotional development is assessed through the assessment tool Motional, Access to Learning plans and reintegration profiles. Children are encouraged to reflect on their learning and next steps.

Teaching Staff