Menu
Home Page

Curriculum

School Curriculum Statement

 

We try to make our curriculum as engaging, relevant and interesting as possible for all of our learners. From the moment the children enter the school in nursery or reception, we are trying to engage the children in to becoming lifelong learners and genuinely excited by learning.

 

Our curriculum is based around a focus on developing excellent literacy and numeracy skills so that pupils leave the school with the skills to tackle the next stage of their education.

 

This process starts in the early years with an immediate focus, which is carried through in to Key Stage 1, on developing good reading skills. We teach children to read through the teaching of synthetic phonics. We use the 'Letters and Sounds' scheme to systematically teach the children with the aim of giving them a strong grounding in reading. This is continued through the use of various reading schemes including 'Oxford Reading Tree'. 

 

One of our greatest challenges are the mixed age classes. We want to ensure that pupils are taught the appropriate objectives for their age regardless of which class they are in. Teachers work closely with each other to ensure the coverage is appropriate for all pupils. 

 

At the start of the academic year 2017/18 we discussed the wider curriculum and how we can ensure that pupils have good access to the skills and knowledge they need in 21st Britain. As such, we identified key areas which should be incorporated in to the curriculum provision. The areas are:

 

  1. Reflect/Celebrate the local community
  2. Ensure children understand diversity in society
  3. Prepare children for the world of work in the 21st Century
  4. Ensure children are encouraged to lead healthy lives
  5. Promote British Values
  6. Develop an interest in the arts
  7. Have the opportunity to take part in sporting activities
  8. Encourage children to be good citizens
  9. Ensure the children know how to keep themselves safe
  10. Enrich the curriculum/make school a great place to be
  11. Ensure children develop good character skills; eg kindness, determination, resilience, critical thinking

 

We keep parents informed of our curriculum provision through a termly class newsletter. For more details on our curriculum and what the children are learning, please see the class pages on this website.

 

THE KS1 and KS2 CURRICULUM

 

In both Key Stages the curriculum coverage required by the school is virtually the same. The only exception is that in KS2 the children are required to learn a foreign language. Details of aspects of the curriculum are shown below.

 

  1. of a child’s success depends so much on the support that he/she receives at home. Please try to set aside some time with your child/children when you can share their book with them – discuss their piece of writing, help them with their spellings and times tables or just enjoy researching information about a particular topic. The most important aspect of any support which you can give involves quality time, which is, wherever possible, uninterrupted. If you care about their learning, they will care about it too!

 

ENGLISH

 

The overarching aim for English in the National Curriculum is to promote high standards of literacy by equipping pupils with a strong command of the written and spoken word, and to develop their love of literature through widespreadreading for enjoyment. The National Curriculum for English aims to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

 

The programmes of study for readingat Key Stages 1 and 2 consist of two dimensions:

§ Word reading

§ Comprehension (both listening and reading).

 

It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school. We teach phonics to support the development of reading, spelling and writing.

 

We use a combination of the recommended, “letters and Sounds’ Phonic Strategy, together with Dandelion Sytematic Synthetic Phonics decodable readers and Oxford Reading Tree.

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.

It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

The programmes of study for writing at Key Stages 1 and 2 are constructed similarly to those for reading:

§ Transcription (spelling and handwriting)

§ Composition (articulating ideas and structuring them in speech and writing).

 

It is essential that teaching develops pupils’ competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition.

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and eventually speedy writing.

 

MATHEMATICS

 

A high quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, and a sense of excitement and curiosity about the subject. It is essential to everyday life, critical to science, technology and engineering, and necessary in most forms of employment. Mathematics is a creative and highly inter-connected discipline that has been developed over centuries providing the solution to some of history’s most intractable problems. As pupils learn mathematics, they need to acquire fluency in procedures and develop a conceptual understanding if they are to be able to solve increasingly complex problems.

 

The National Curriculum for mathematics aims to ensure all pupils:

  • become fluent in the fundamentals of mathematics so that they are efficient in using and selecting the appropriate written algorithms and mental methods, underpinned by mathematical concepts
  • can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
  • can reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.

 

Fluency requires the quick and accurate mental recall of facts that pupils have learned up to that point; precision and confidence in using mathematical concepts, properties and symbols, and the competent and flexible selection and application of methods in different contexts. Solving problems requires analysing information presented in different forms, recognising what is given information and what additional information is needed; identifying and conjecturing patterns, relationships, and generalisations; testing, inducing, deducing, and proving; and communicating ideas effectively.

 

Mathematical reasoning requires breaking down problems into a series of simpler problems or steps; making decisions about gathering, processing and calculating to acquire new information; and showing perseverance in finding solutions.

 

THE NORTH TAWTON APPROACH TO THE NATIONAL CURRICULUM

 

Key stage 1 and 2 use both the ‘Connected Curriculum’ and the ‘Curriculum of Choice’ models.

 

The connected curriculum model seeks to make meaningful links between lead subjects, enhancing learning through real experiences and a focus on essential skills. Organised into themes, it begins with an exciting experience to unlock the learning, a ‘WOW’ day and ends with a memorable event to keep the learning locked in place. It places a focus on quality not quantity of subject matter and is designed to motivate writers and mathematicians through an engaging, meaningful context.

 

The curriculum of choice model follows the key principles of outstanding Early Years teaching and learning. The teachers set up stimulating learning experiences, following key objectives and through highly skilled teaching and listening techniques follows the direction the children wish to take. This allows the teachers to respond reflectively to the interests of the children, increasing motivation and their capacity to absorb. A guiding principle of this model is to consider where children can have choices.

 

We feel that it is important children engage with and enjoy their learning; therefore we apply these models creatively to ensure the children’s learning is more meaningful and fun.

 

The Creative Curriculum

 

The creative curriculum is planned for within subject areas, these units of study are within a two year rolling programme of work, to provide a structured scheme ensuring full coverage and progressive development of key skills. We use a thematic approach to link the skills to a context.

 

SCIENCE

 

We aim to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Pupils in years 1 and 2 explore the world around them and raise their own questions. They experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions. They use simple features to compare objects, materials and living things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they begin to notice patterns and relationships. They are encouraged to ask people questions and use simple secondary sources to find answers. They use simple measurements and equipment (for example, hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. With help, they record and communicate their findings in a range of ways and begin to use simple scientific language.

 

Pupils in years 3 and 4 are given a range of scientific experiences to enable them to raise their own questions about the world around them. They start to make their own decisions about the most appropriate type of scientific enquiry they might use to answer questions; recognise when a simple fair test is necessary and help to decide how to set it up; talk about criteria for grouping, sorting and classifying; and use simple keys. They begin to look for naturally occurring patterns and relationships and decide what data to collect to identify them. They help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used.

 

The principal focus of science teaching in years 5 and 6 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper Key Stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

 

ART

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education will engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they are encouraged to think critically and develop a more rigorous understanding of art and design. They will also learn how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

We aim to ensure that all pupils:

  • produce creative work, exploring their ideas and recording their experiences
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • evaluate and analyse creative works using the language of art, craft and design
  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

 

COMPUTING

Learning computing equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

 

We aim to ensure that all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology.

 

  1. choose to use either laptops or ‘Netbooks’ to support their own work in other areas of the curriculum.

 

The school has 15 Chromebooks for each of the Y1 to 6 classes, enabling access to Computing Technology on a ratio of 1:2, in order that the children can use the trechnology as they require. There are also 5 laptops per class which are wirelessly linked to a server, through which the children can access shared programmes and store children’s work. They can also print out their work using a colour photocopier/printer. Interactive Whiteboards are used in the classrooms enabling children to interact with computer software and support their visual learning. These whiteboards also support the demonstration of computer programs and are an extremely powerful teaching and learning tool. Children also use digital cameras to capture images.

 

The school website reflects the whole school approach to use of Computing and incorporates a range of children’s work, information, pictures and other key aspects of school life, with help for parents and children. This can be accessed at www.ntcps.co.uk

 

DESIGN AND TECHNOLOGY

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

We aim to ensure that all pupils:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • critique, evaluate and test their ideas and products and the work of others
  • understand and apply the principles of nutrition and learn how to cook.

 

GEOGRAPHY

We inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. We equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world will help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

 

We aim to ensure that all pupils:

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time, are competent in the geographical skills needed to:
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

 

HISTORY

We help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We inspire pupils’ curiosity to know more about the past. Teaching will equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

 

We aim to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

 

LANGUAGES

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. This will foster pupils’ curiosity and deepen their understanding of the world. We will enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. We will provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching will provide the foundation for learning further languages, equipping pupils to study and work in other countries.

We aim to ensure that all pupils:

  • understand and respond to spoken and written language from a variety of authentic sources
  • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
  • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
  • discover and develop an appreciation of a range of writing in the language studied.

 

 

MUSIC

 

Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education will engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they will develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

We aim to ensure that all pupils:

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
  • understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

 

PHYSICAL EDUCATION

Physical education inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It will provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

 

We aim to ensure that all pupils:

  • develop competence in a range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives.
 
 

The school’s heated undercover swimming pool, supported by FONTS, is used to by all of the children in the Summer Term

 

 

 

COLLECTIVE WORSHIP

 

  1. will experience an act of collective worship each day, although this is not always on a whole school basis. The act of collective worship will focus on moral, personal and social issues with reference to aspects of Christianity and other religions where relevant.

 

It is part of the school's policy to involve the main local Christian denominations in the life of the school from time to time to take assemblies and meet the children.

 

 

As is the case in RE, you may wish to withdraw your child from this aspect of your child’s education, but will require a signed letter to this effect should you require to do so.

 

The pattern of collective worship is as follows:

 

Monday – Whole school assembly focussing on SMSC/PSHE

Tuesday- Class Assembly

Wednesday – Singing assembly

Thursday – Whole school assembly taken by Rev. Weldon

Friday – Whole school achievement assembly

 

Friday’s assembly includes the presentation of class trophy awards for the child of the week, celebrating achievement across the school.  This is part of our whole school approach to learning and positive behaviour and acts as a focus for the week, encouraging children to do their best. Parents are invited to take part in this assembly on the last Friday of every month, when the FONTS 100 club draw also takes place, giving prize-winners a chance to win a cash prize.

 

As a school we also celebrate aspects of the Christian calendar including Harvest Festival, Christmas, including singing in the Church, and Easter. We also celebrate other faiths in assemblies and RE.

INCLUSION PROVISION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS, GIFTED AND TALENTED AND THOSE REQUIRING ACCESS ARRANGEMENTS

 

  1. refer to the SEN Policy and the SEND Report on the School Website for full details of how we are able to fully support children with Special Educational Needs. Children are considered to have special needs if their education cannot be met within the normal range of classroom activity. That is, for example,when they have a significantly greater difficulty in learning than the majority of children of the same age, they have a disability which either prevents or hinders them from making use of the educational facilities provided. Children who are especially gifted in an area of learning are also included within this section. The procedures for identification and assessment of Special Educational Needs are specified in a Code of Practice issued by the Department for Education and Employment.

 

The school makes every effort to identify as early as possible any child who may be experiencing difficulty acquiring basic skills and if insufficient progress is being made within the classroom, the class teacher and the Special Educational Needs Coordinator (SENCO) will agree an appropriate course of action. Individual programmes of work, using appropriate schemes and materials, will be introduced by the class teacher, supported by the SENCO.

 

  1. will keep parents informed of children's progress, and are keen to discuss any concerns. If any child is not making significant progress, advice will be sought from outside agencies (such as the Educational Psychologist) after consultation with the parents.

 

  1. who are registered as having Special Educational Needs will have their progress reviewed termly. Parents will be invited to review their child’s progress every term at parents evenings. Children who have Statements of Special Educational Needs have an annual review which looks specifically to see how the requirements of the Statement are being met.

 

Gifted and talented children are also identified as early as possible so that we can meet their needs. They are given additional support within the class and access to clubs and other workshops are made available either locally or elsewhere in Devon. Their specific needs will be reviewed with their parents at a meeting.

Children with disabilities are encouraged to attend our school and the main buildings are equipped with a lift, disabled ramps and hand rails. We are also fortunate in having a disabled toilet and shower. Please refer to the Accessibility Policy for further details.

 

If you have a child requiring different forms of access to enable us to meet his/her needs we would be grateful if you could contact the school as soon as possible, before your child starts their learning with us. We are able to provide additional support for such children, however we usually require advance notice, to ensure support can be put in place before the child starts school.

 

PERSONAL, SOCIAL AND HEALTH EDUCATION

 

Personal, Social and Health Education is taught across the curriculum, and is an essential part of a child's education. The aim of this SEAL, (social and emotional aspects of learning) programme is to help children in the school to acquire the knowledge, habits and attitudes which will contribute to their role as citizens in our community.

 

This is achieved by making the children aware of;

 

  • the processes involved in the growth and development of all living things;

 

  • the importance of good personal health and its maintenance;

 

  • the existence of disease and its associated dangers;

 

  • social health problems such as smoking, drinking and drugs;

 

  • health related exercise;

 

  • the dangers on the road, in the home, at school, near water etc.;

 

  • environmental issues and how these contribute to their well being;

 

 
   

 

 
  • healthy foods and nutrition which are essential for growth;

 

  • Community health, e.g. the role of the Doctor, Nurses, Hospitals, Clinics

 

PSHE is therefore an area of the curriculum which can be shared with parents and carers, governors, families and the community. By promoting a healthy life-style, including a fruit or vegetable snack every morning it is hoped that this will assist the children in their personal and social development.

 

SEX AND RELATIONSHIPS EDUCATION

 

  1. and Relationships Education forms an integral part of the school's Health Education Programme which itself is based upon the programmes of study for Science at Key Stages 1 and 2. Much of the early work in this area is incidental and arises from animal and plant studies.

 

S.R.E. is taught as part of PSHE on a rolling programme of themes. It is introduced at the end of KS1 and further developed at the end of KS2. The KS1 programme focuses on birth, care and growth, including the care of babies and how we change as we grow up.

 

In KS2 the programme takes the subject further, looking at puberty and the physical and emotional changes that occur in teenage years.

 

Both programmes involve a mixture of videos, discussion and activities. Questions arising from the children will be answered in an age-appropriate manner, as determined by the teacher.

 

All parents and carers involved are invited to view any videos beforehand so that they can be in a position to support the work of the school and answer any questions their children may have.

 

Any parents or carers who do not wish their child to see a video should inform the Headteacher or Class Teacher at the appropriate time, so that their child may be withdrawn from the lesson.

14. ASSESSMENT AND REPORTING PROGRESS

 

The teachers constantly assess progress using a variety of formal and informal methods including book scrutiny, tests and moderated examples. We closely track, trends in development within each year group in English, Maths and Science, setting and assess progress in targets in these subjects. This supports a greater understanding of the progress each child is making during the year. See separate Assessment Policy on the school website at www.ntcps.co.uk

 

Key Stage 1 children are tested near the end of Y2 and will normally be seven by the time this takes place. This statutory ‘test’ supports the teacher assessment and it is the latter which is reported to the DfE. In KS2, most Key Stage 2 children will be nearly 11 by the time they are tested. This test result is reported to the DfE.

 

In order to help parents more fully understand the testing system you are advised to log onto the DfE website for further information. This site also contains details of the school’s latest results.

 

The website address is www.education.gov.uk

 

 

Bringing learning to life

Top