Offering a broad, balanced and inclusive curriculum through high quality teaching, accessible and adapted for all, pupils can embed core skills and explore subjects of personal interest becoming enthusiastic learners with enquiring minds. We aim to prepare pupils not only for their next academic steps but to support their personal development too. 

We want all pupils to have an aspirational mind set. To be reflective; able to recognise and celebrate personal achievements and resilience; open to developing new ways of thinking and taking on challenges. 

We foster a culture of kindness, where each individual feels heard, valued and respected through building trusted, positive relationships with staff and peers. 

We believe that when pupils feel safe, happy and confident they can reach their full potential. 

For all children to achieve their full potential from

individual starting points.

Have opportunities to explore what their future

learning journey might be.

Be inspired by a broad, balanced and inclusive curriculum.

Follow personal interests in subjects.

Develop the knowledge, skills and experiences needed to fully engage with, and participate in, British society and the wider world.

Support social and emotional wellbeing; to be emotionally literate, develop coping strategies, show empathy for others, and take responsibility for their actions; understanding they have choices.

All pupils have identified next steps post 16.

Inclusive approach for all learners.

Reading is prioritized.

Challenging, broad and balanced curriculum.

Carefully sequenced curriculums.

Quality assurance of curriculum content, teaching standards and pupil engagement.

Analysis of assessment data to identify needs and implement intervention.

Targeted interventions to close academic gaps.

Targeted Thrive and TIS interventions to support SEMH.

Option choices for Key Stage 4

Personalised timetables.

Alternative provisions.

Adapted qualification routes.

Social and emotional wellbeing embedded into everyday practice.

All pupils will make measurable growth in SEMH needs.

Pupils will make progress on Salford assessments for reading accuracy and comprehension.

Pupils make progress on Phonic assessments.

Pupils make specific progress towards their ECHP outcomes through IEP, SMART target setting.

Our pupils have a positive self-view. They can identify personal strengths, achievements, and aspirations for the future.

Our pupils have the core skills to be happy, confident, resilient individuals ready for next steps.

Our pupils form respectful relationships, recognising and celebrating difference, not only within the school community, but in the wider world as well.

Our pupils make positive changes; being reflective, to understand their thoughts, feeling