Our Values
KindnessCreating happiness
Friendship Showing patience Sharing encouraging words and our time Thoughtfulness |
CuriosityInquisitiveness
Exploration Discovery Asking questions Making connections |
UnderstandingWelcoming all
Celebrating difference Being inclusive Asking for help when we need it Being tolerant |
BraveryTaking risks
Being adventurous Trying new things Challenging one’s self Standing up for what is right |
ResponsibilityDoing the right thing
Being reliable Care for self, others and the environment Using our manners Taking ownership |
Our Curriculum
Intent
Our Intentions
Norbury Hall pupils will thrive because of the full range of positive experiences they enjoy. We believe that the curriculum encompasses every aspect of school life every minute of every school day. It is our ambition that children will succeed and make accelerated progress from their starting points as a result of teaching which is consistently good or better. Additionally, we seek to provide a rich and vivid curriculum that will allow children to develop the life skills and values that will enable them to become personal, local and global citizens with the capacity and desire to change things for the better. We will strive to ensure that children are fully equipped for life in the twenty first century. To support this ambition, children will appreciate and understand the benefits of new technologies whilst being made fully aware of the dangers. Throughout all our work we will aspire to ensure that pupils feel a sense of ownership and partnership within our school improvement strategies. Therefore, when pupils were consulted about curriculum design, they stated a desire to make stuff, do things and use their hands. This has been fully considered within our curriculum implementation strategies.
We believe learner life at Norbury Hall flourishes when…
Our curriculum is unashamedly inclusive; we are seeking to develop the skills of our learners irrespective of their individual starting points. We believe that if we can develop the skills of each child within various subject disciplines, they will be able to acquire the knowledge needed to be a successful learner.
We believe in the whole school learning experience. Each Quest has a common theme explored by all children in the school – our teachers are adept at making the experience relevant to the age group they teach.
We believe in collaborative learning. We believe we are equipping our children to be successful citizens within a world where they will need to be able to work alongside others; where they will be able to lead and be led.
We aim to take children to a profound level of learning. We want them to be able to make connections and within our curriculum design it is important to us that they have the time to do this.
We believe that our children are entitled to a curriculum which is engaging, which is fun to be a part of and which will create life long memories.
Implementation
Our Implementation Strategies
Neuro-science tells us that the young brains seek to create links. Therefore, a key element of our curriculum will centre around thematic learning where children see connections between the subjects. To enhance this approach brave teacher will take risks and initiate imaginative ideas that engage the hearts and minds of pupils in order to achieve deep learning. Our strategies will also promote the use of high quality children’s literature because a passion for reading can provide knowledge whilst creating a sense of curiosity, spirituality and love of language. To complement this work, we will also equip the children with a vocabulary that strengthens their own power of verbal and written communication. Our curriculum recognises that stimulating the senses can also be a vehicle to enrich language use and boost learning. To augment this belief, we will use the school grounds and immediate locality as a powerful teaching resource for all curricular subjects. Additionally, we will provide children with discovery time to find their own unique talents by providing opportunities for their natural aptitude and personal passion come together.
The National Curriculum will underpin our work. Planning systems, assessment strategies and learning environments will ensure that all subjects are valued and teaching strategies promote continuity and progression. Subject leaders will provide support for classroom professionals. Additionally, teams of middle leaders will enrich the curriculum by providing guidance relating to creative and expressive education, personal, local and global learning, scientific and technological studies and physical health and wellbeing.
Our Intentions
Norbury Hall pupils will thrive because of the full range of positive experiences they enjoy. We believe that the curriculum encompasses every aspect of school life every minute of every school day. It is our ambition that children will succeed and make accelerated progress from their starting points as a result of teaching which is consistently good or better. Additionally, we seek to provide a rich and vivid curriculum that will allow children to develop the life skills and values that will enable them to become personal, local and global citizens with the capacity and desire to change things for the better. We will strive to ensure that children are fully equipped for life in the twenty first century. To support this ambition, children will appreciate and understand the benefits of new technologies whilst being made fully aware of the dangers. Throughout all our work we will aspire to ensure that pupils feel a sense of ownership and partnership within our school improvement strategies. Therefore, when pupils were consulted about curriculum design, they stated a desire to make stuff, do things and use their hands. This has been fully considered within our curriculum implementation strategies.
We believe learner life at Norbury Hall flourishes when…
- We recognise and celebrate that human beings are naturally different and diverse
- The spark of curiosity has been lit
- We remember that human life is inherently creative
- Brave teachers take risks and initiate imaginative ideas that engage the hearts and minds of pupils in order to achieve deep learning
- We provide children with discovery time to find their own unique talents by providing opportunities for their natural aptitude and personal passion to come together
- As creative thinkers our learners use links across the curriculum to generate new ideas
Our curriculum is unashamedly inclusive; we are seeking to develop the skills of our learners irrespective of their individual starting points. We believe that if we can develop the skills of each child within various subject disciplines, they will be able to acquire the knowledge needed to be a successful learner.
We believe in the whole school learning experience. Each Quest has a common theme explored by all children in the school – our teachers are adept at making the experience relevant to the age group they teach.
We believe in collaborative learning. We believe we are equipping our children to be successful citizens within a world where they will need to be able to work alongside others; where they will be able to lead and be led.
We aim to take children to a profound level of learning. We want them to be able to make connections and within our curriculum design it is important to us that they have the time to do this.
We believe that our children are entitled to a curriculum which is engaging, which is fun to be a part of and which will create life long memories.
Implementation
Our Implementation Strategies
Neuro-science tells us that the young brains seek to create links. Therefore, a key element of our curriculum will centre around thematic learning where children see connections between the subjects. To enhance this approach brave teacher will take risks and initiate imaginative ideas that engage the hearts and minds of pupils in order to achieve deep learning. Our strategies will also promote the use of high quality children’s literature because a passion for reading can provide knowledge whilst creating a sense of curiosity, spirituality and love of language. To complement this work, we will also equip the children with a vocabulary that strengthens their own power of verbal and written communication. Our curriculum recognises that stimulating the senses can also be a vehicle to enrich language use and boost learning. To augment this belief, we will use the school grounds and immediate locality as a powerful teaching resource for all curricular subjects. Additionally, we will provide children with discovery time to find their own unique talents by providing opportunities for their natural aptitude and personal passion come together.
The National Curriculum will underpin our work. Planning systems, assessment strategies and learning environments will ensure that all subjects are valued and teaching strategies promote continuity and progression. Subject leaders will provide support for classroom professionals. Additionally, teams of middle leaders will enrich the curriculum by providing guidance relating to creative and expressive education, personal, local and global learning, scientific and technological studies and physical health and wellbeing.
- Regular learning each week
- Protected curriculum time
- English learning designed to complement and consolidate Quest learning
- Mathematical learning which considers the starting point of each learner working in a progressive way to ensure that gaps in learning are avoided
- Protected time for physical exercise and activity – ensuring the physical well-being of all learners
- A dedicated afternoon each week to support the mental health and well being of our children incorporating PSHE, Golden Time and circles
Quest Subjects
Quest Learning
Developed across the three terms of the academic year with a specific curriculum focus in each term
Learn about scientists, engineers, inventors, explorers and those who both in history and today are changing our world. A three year rolling programme focusing on local, national and then global history and geography. A term beginning with a performance for the children and ending with a performing arts celebration
Developed across the three terms of the academic year with a specific curriculum focus in each term
Learn about scientists, engineers, inventors, explorers and those who both in history and today are changing our world. A three year rolling programme focusing on local, national and then global history and geography. A term beginning with a performance for the children and ending with a performing arts celebration
- Learning packaged as a narrative immersion; the children take on a range of characters to help them engage with the Quest
- Learning outcomes which can be determined by the children
- Many opportunities for collaborative learning
- Launch days to inspire
- High quality outcomes to showcase the learning
- Visits and visitors
- Opportunities to see the relevance of subject disciplines in the real world
- Regular sporting fixtures and a range of sports clubs
- Book fortnight, author visits and workshops, the Stockport Book Awards
- School Council, Reading Ambassadors, Mental Health Champions
- Teacher led and independent after school clubs
- School discos, fairs, movie nights
- An assembly programme which complements learning, challenges thinking and celebrates
- Extensive and beautiful grounds which are seen as a diverse range of additional learning spaces
- A mindful approach to learning, school life and well-being encouraging children to be mindful in their own behaviours and to be mindful of the well-being of others
Impact
The Impact
Under the guardianship of our curriculum, children in all key stages will attain high standards compared to those in similar schools whilst providing them with the essentials for learning and life. As independent enquirers children will plan their work and make reasoned decisions. As creative thinkers they will use links across the curriculum to generate new ideas. As reflective learners children will evaluate their performance and strive for future goals. As team workers children will experience the power of working in collaboration. As self-managers children will recognise the importance of personal responsibility and as effective participators will engage with a range of issues that surround them. We will report to parents how children are progressing in these key areas annually.
What is it like to attend this school?
Norbury Hall Primary School is a warm, welcoming and happy place. Pupils care about each other and know that adults care about them. Pupils feel safe and well looked after. They thrive at this school. Pupils are confident that staff will listen to their concerns. Any incidents of bullying are dealt with well.
Staff have high expectations of behaviour, and pupils behave extremely well. Playtimes are sociable, enjoyable occasions, during which pupils make good use of the wonderful outdoor environment which includes nature areas, climbing frames and ball courts. In classrooms, pupils work with great enthusiasm. Staff develop and nurture these positive attitudes from children’s very first days in the early years.
Pupils study a broad range of subjects. Leaders and staff are ambitious in their expectations of what all pupils, including pupils with special educational needs and/or disabilities (SEND), can achieve. Pupils talk excitedly about their learning and how their teachers support them to do their best.
Pupils respond well to the high expectations that leaders have regarding their personal development. Older pupils are proud to take on leadership roles such as reading champions, behaviour ambassadors and digital leaders. They make a positive contribution to important school matters.
What does the school do well?
This is a successful school where pupils achieve well. Leaders, governors and staff work together effectively to ensure that the school’s high standards are maintained. Pupils have very positive attitudes to learning. Learning is not disrupted by the need for reprimand.
Leaders have designed a curriculum that helps pupils to develop their knowledge across a broad range of subjects as they move through school. In the majority of subjects, leaders have identified the key knowledge that pupils need to acquire in each year group.
Children get off to a great start in the early years. Staff have created an environment in which learning resources and adult support are clearly focused on encouraging children to learn and play together. Even at this early stage in the school year, children in the Nursery class had learned to follow routines and take part enthusiastically in learning activities with their new friends. Children’s positive experience in the early years means that by the end of the Reception Year they are well prepared for life in key stage 1.
Staff are well trained in phonics teaching. They know how to help pupils to develop the knowledge that they need to read accurately and with confidence. Phonics lessons are highly engaging. Staff also ensure that the books pupils read match their knowledge of phonics. This helps pupils to develop into confident and competent readers. Adults are quick to intervene if a pupil begins to struggle. They provide additional support to ensure that pupils are able to keep up with their peers.
Leaders are committed to ensuring that pupils develop life skills. The personal, social and health education curriculum is enriched by outdoor learning and a variety of clubs, including netball and lacrosse. Many pupils also learn to play a musical instrument.
Leaders have developed effective systems to identify and support pupils with SEND. Staff are well supported in making modifications to the curriculum so that these pupils can access the same curriculum as their peers and participate in all aspects of school life. As a result, pupils with SEND enjoy their learning and make good progress from their starting points.
Governors share leaders’ ambition and are knowledgeable about the school’s work. They work in partnership with school leaders to strengthen the quality of education.
Parents are overwhelmingly positive about the school. They say that the school is an important part of the local community and that their children are taught well.
Staff share leaders’ high ambitions for all pupils and are dedicated to supporting pupils and their families. Staff are overwhelmingly positive about the support they receive from the leadership team. They feel valued and are grateful for the consideration that leaders give to their workload and well-being.
Ofsted – November 2022
Norbury Hall Primary School is a warm, welcoming and happy place. Pupils care about each other and know that adults care about them. Pupils feel safe and well looked after. They thrive at this school. Pupils are confident that staff will listen to their concerns. Any incidents of bullying are dealt with well.
Staff have high expectations of behaviour, and pupils behave extremely well. Playtimes are sociable, enjoyable occasions, during which pupils make good use of the wonderful outdoor environment which includes nature areas, climbing frames and ball courts. In classrooms, pupils work with great enthusiasm. Staff develop and nurture these positive attitudes from children’s very first days in the early years.
Pupils study a broad range of subjects. Leaders and staff are ambitious in their expectations of what all pupils, including pupils with special educational needs and/or disabilities (SEND), can achieve. Pupils talk excitedly about their learning and how their teachers support them to do their best.
Pupils respond well to the high expectations that leaders have regarding their personal development. Older pupils are proud to take on leadership roles such as reading champions, behaviour ambassadors and digital leaders. They make a positive contribution to important school matters.
What does the school do well?
This is a successful school where pupils achieve well. Leaders, governors and staff work together effectively to ensure that the school’s high standards are maintained. Pupils have very positive attitudes to learning. Learning is not disrupted by the need for reprimand.
Leaders have designed a curriculum that helps pupils to develop their knowledge across a broad range of subjects as they move through school. In the majority of subjects, leaders have identified the key knowledge that pupils need to acquire in each year group.
Children get off to a great start in the early years. Staff have created an environment in which learning resources and adult support are clearly focused on encouraging children to learn and play together. Even at this early stage in the school year, children in the Nursery class had learned to follow routines and take part enthusiastically in learning activities with their new friends. Children’s positive experience in the early years means that by the end of the Reception Year they are well prepared for life in key stage 1.
Staff are well trained in phonics teaching. They know how to help pupils to develop the knowledge that they need to read accurately and with confidence. Phonics lessons are highly engaging. Staff also ensure that the books pupils read match their knowledge of phonics. This helps pupils to develop into confident and competent readers. Adults are quick to intervene if a pupil begins to struggle. They provide additional support to ensure that pupils are able to keep up with their peers.
Leaders are committed to ensuring that pupils develop life skills. The personal, social and health education curriculum is enriched by outdoor learning and a variety of clubs, including netball and lacrosse. Many pupils also learn to play a musical instrument.
Leaders have developed effective systems to identify and support pupils with SEND. Staff are well supported in making modifications to the curriculum so that these pupils can access the same curriculum as their peers and participate in all aspects of school life. As a result, pupils with SEND enjoy their learning and make good progress from their starting points.
Governors share leaders’ ambition and are knowledgeable about the school’s work. They work in partnership with school leaders to strengthen the quality of education.
Parents are overwhelmingly positive about the school. They say that the school is an important part of the local community and that their children are taught well.
Staff share leaders’ high ambitions for all pupils and are dedicated to supporting pupils and their families. Staff are overwhelmingly positive about the support they receive from the leadership team. They feel valued and are grateful for the consideration that leaders give to their workload and well-being.
Ofsted – November 2022
