Our Vision – The Story of Us
At Marner we believe in working together to enable all children to become resilient, lifelong thinkers and learners.
School Goals - Autumn 2020 to Summer 2022
Three stages of recovery
- Establishing and enabling safety
- Retelling the story
- Reconnecting with others
Underpinned by the five levers of the Recovery Curriculum, as outlined by Barry Matthew Carpenter, Back to School – Curriculum Guidance to Schools (2020).
- Transparent Curriculum
- Space – to be, to rediscover self, and to find their voice on learning
They can only take place within the context of relationships and by focusing on what can be controlled rather than what cannot - HERMAN 1998
School Goal One
Wellbeing – A thriving school community underpinned by compassionate inquiry
- To continue building the capacity for all children, families, staff and the wider community to feel valued and energised to work and learn in a happy, safe environment where all can grow.
- To support our experiences and learning from the COVID19 pandemic through improving on strong provision for mental health and wellbeing, building on our strength of capturing the ‘whole child’. (Trauma Informed Schools and Compassionate Inquiry.)
- To focus on ‘The Rights Respecting Schools’ curriculum as a means of explicitly teaching and supporting our children, through a shared ethos and common language
- To build back the physical health of our children through the Daily Mile, high quality PE, Climbing Wall, effective use of the EYFS outdoor provision and after school sports clubs and competitions.
- To strengthen further the schools ethos around behaviours for learning, so all children are ‘Ready to Learn’ and understand what this looks like as they are challenged to make high quality reflections of their learning.
School Goal Two
Marner Curriculum – Diagnostic Recovery, Catch-Up & the Future
- To ensure that a recovery curriculum is in place for all children, supported appropriately using internal and external resources.
- To ensure all groups of children in the EYFS make sustained improvement in all areas working towards the Early Learning Goals especially through the Characteristics of Effective Learning.
- To ensure all groups of children are successful in building on their learning and make a sustained improvement in reading, writing & maths.
- To ensure that recovery planning outcomes for all groups is considered with an emphasis on consistency and more equality of impact in reading, writing and maths.
- To foster a sense of community in which all pupils and staff are valued and can thrive through promoting equal opportunities, valuing diversity and tackling social exclusion.
School Goal Three
Oracy – Enabling all children to find their voice and communicate with confidence.
- We want all of our children to be effective communicators, who are able to find their voice and are not afraid to use it.
- Spoken communication (oracy) skills are to be taught throughout our curriculum and our classrooms are to become talk-rich environments.
- All children are expected to talk in all lessons and teachers provide resources and scaffolds to help them do this.
- We learn through talking in all subjects and become better at reading, writing, maths and all other subjects because we regularly discuss our learning.
- Children in the EYFS are supported to develop early oracy skills through a language rich curriculum and specific language development programs using “Talking Time” and “The Nuffield Early Language Intervention”
- Children are helped with talking sentence stems as well as the talking roles - instigator, clarifier, prober, challenger, builder and summariser.
- Children talk in pairs, trios and small groups throughout the day, and learn to become as skilful at listening as they are at talking.
School Goal Four
The English Curriculum – Review & Enrich
- To ensure all groups of children make a sustained improvement in their reading and writing skills, starting with developing a love of reading in the EYFS through high quality texts and a reading rich environment and building through the school.
- To ensure all children are successful and enthusiastic communicators building on the play based communication throughout the EYFS provision.
- To ensure all children see themselves as readers, writers and speakers.
- To review the English curriculum in light of the above expectations for all, with a focus on enriching our children's worlds through the depth and richness of high quality texts, opportunities to write for a purpose and the celebration of writing in the published form
- To make use of a wide range of enrichment opportunities, such as debating, drama and performance, visiting poets, authors and theatre companies.
School Goal Five
Learning and Playing in the Outdoors
- Develop opportunities for outside play activities to improve problem solving, team work, wellbeing and physical health.
- Develop the use of the EYFS outdoor learning environment.
- Encourage classes to learn outside by planting and growing produce in the Edible Garden and using the Outdoor Classroom as a place for exploration, observation and investigation.
- Embed Forrest School within the curriculum, EYFS – Y3, both on site and through links with local Forrest School providers.
- Embed Outdoor Adventure Education for Y4- Y6 and Shine School at Marner, through off site experiences and residential trips.
- Provide a range of experiences that bring science to life, through planting, selling and marketing. E.g. Young Marketeers Project, Community Harvest Scheme, Honey Bees Project.
- Developing Environmental Awareness, through the Global Learning Goals and the ECO-School 7 stages programme.
- Introduce the Outdoor Learning Programme (OPAL), to improve the quality of experience at playtimes for all children.
- Cultural Capital – our children understand there are many different job roles/careers in society. They have first hand experience and develop leadership skills they can apply across the curriculum and into their lives beyond school.