Our school is committed to safeguarding and promoting the welfare of children and young people. We expect all staff, visitors and volunteers to share this commitment.
If you have any concerns regarding the safeguarding of any of our pupils please contact the school
Our Child Protection and Safeguarding policies can be found here
At Heatherlands we are committed to ensuring we deliver high quality education. We teach the National Curriculum in a creative and cross curricular way offering authentic learning experiences both inside and outside the classroom, utilising the whole school environment and our forest school. Our curriculum is broad and balanced and builds upon the knowledge, understanding and skills of all children, whatever their starting point, as they progress through each key stage. Our curriculum incorporates the statutory requirements of the National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the children in our school. The aim of our curriculum is for pupils to have high aspirations, strive to be the best they can be and to make a positive contribution to the school community and beyond.
We have reviewed the implementation of our curriculum to ensure there is a much greater emphasis on the ‘powerful knowledge’ that children need to not only truly understand concepts, but also to enable them to apply this knowledge, offer informed explanations, make links and spot patterns. Crucially, it will also provide them with the essential foundations for the next part of their educational journey and beyond.
The curriculum is underpinned by the school’s curriculum drivers. These relate to:
The needs of our children
The needs of our community
The values of our school
The location of our school
Whilst we continue to use the National Curriculum as our framework, we will not limit our curriculum content to the knowledge, skills and concepts covered within it. Our curriculum intention is to ensure every pupil understands there is no limit to their potential, therefore we are raising our expectations by increasing the depth and breadth of children’s understanding. We are reviewing each subject and identifying the essential knowledge that we feel is the children’s entitlement – and then deciding how best to teach it and how best to assess the impact of it. We aim to expose the children to content, which is deeper and more sophisticated than we have taught before.
To help meet this challenge, we are producing ‘Knowledge Organisers’ which are ‘go-to’ documents outlining the essential knowledge that teachers will be covering across a unit of work; including dates, key vocabulary, definitions and other contextual or technical information. These ‘Knowledge Organisers’ will be shared with pupils, parents and carers – with the aim that everyone knows exactly what is being taught, and what the children need to learn.
Our curriculum was designed collaboratively in year groups, key stages and with the whole school. Time was given to discussion on the delivery of the objectives in a creative, theme led way. A curriculum event was delivered by Poole Schools to enable us to transition to the new National Curriculum, which we took a lead role in delivering. Each theme we have chosen has a core subject focus, where objectives are taught and assessed to aid reporting at the end of the year. The other curriculum areas link to the focus and are taught in a cross curricular way where it is possible. These themes are reviewed annually to meet the needs of the cohorts of children and to link learning to current events. To enable children to meet their potential we ensure the curriculum develops engagement in the foundation subjects with the capacity to further extend their learning. We give children the opportunity to deepen their understanding through questioning and challenge tasks and link to our school values wherever possible.
Our cultural capital
As a school we decided upon the 5 values which we believe our children can draw upon to give them an advantage in social life.
What do the Heatherlands Voice representatives think of our curriculum?
"I enjoyed our forest schools work because I learned how to build a den with others. I learned all about teamwork. I liked working with others." Summer
"Our curriculum is fun but educational at the same time. We went to Monkey World to help us to learn more about monkeys and we used this in the leaflets we wrote." Morgan
"We have lots of different activities and some of them are quite challenging. Sometimes we work together to help each other with the more challenging bits." Thomas
British Values Statement
At Heatherlands Primary School we promote ‘British Values’ through our spiritual, moral, social and cultural education, which permeates through the schools’ curriculum and supports the development of the ‘whole child’. We recognise that such development is most successful when those values and attitudes are promoted by all the staff and provide a model of behaviour for our pupils.
‘British Values’ have been identified as:
Democracy: The ability to communicate is the most important area of learning. At Heatherlands Primary School we ensure that pupils are given a ‘voice’ to communicate. We empower our pupils by giving them opportunities to make choices about the things that they believe to be important. By valuing each ‘voice’ and by listening and responding to that voice we demonstrate that we support democracy and liberty.
Rule of Law: We involve pupils in setting codes of behaviour; helping pupils to make decisions and choices that are acceptable to the school community and society at large. Pupils are helped to learn to manage their behaviour and take responsibility for their actions. Staff are committed to providing a consistent and predicable environment within the school and beyond. We can help some pupils to understand the connection between actions and consequences. This type of environment enables pupils to feel safe and secure; this in turn, promotes the optimum conditions for learning to take place.
Individual Liberty: Pupils are encouraged to become good and valued citizens. We do this by supporting each pupil to become as independent as possible. We endeavour to demonstrate that everyone has rights; this includes the right to say ‘No’ when appropriate. Some pupils will be able to take responsibility for particular roles and to understand that with certain rights comes a level of responsibility. Learning to do things independently is an important part of learning to understand yourself. We support others by participating in local community and national events and charitable events such as, Fair-trade, Children in Need, and Local Charities. We believe that by engendering a caring and helpful environment and by learning to be independent can boost and nurture a healthy self-esteem.
Mutual Respect: We promote each pupil’s inclusion, where possible, in a range of activities and settings and locations. Events and circumstances are planned for pupils to go into the community to meet with a range of people in a variety of situations which include: sports events, community events and shared participation with other schools within and beyond our MAT.
Tolerance of different faiths and beliefs: We serve a multi-faith community where each person is respected and valued equally without regard to ability, gender, faith, heritage or race. Cultural appreciation and development forms part of our curriculum. We place great emphasis on providing encounters and participation in events and celebrations to broaden all pupils’ experiences and awareness of others. Pupils are encouraged to experience British Culture through our curriculum themes. We take part in local sporting activities which helps to instil ‘fair play’ and engender a ’team spirit’. For example, children have the opportunity to participate in football, netball, athletics and swimming competitions. The staff work closely with parents, carers and other professionals to ensure that the pupils school are happy, well cared for and enabled to learn the skills they need to live a fulfilling life as part of their community.