We feel strongly that our curriculum should, as far as possible, ensure that pupils from disadvantaged backgrounds should not feel a deficit in ‘cultural capital’ and the way we plan our curriculum should seek to fulfil this ambition at every opportunity.
We know that children from deprived backgrounds are at an increased risk of having weaknesses in basic skills to enable them to access aspects of the foundation and wider curriculum offering and this can negatively affected the outcomes, behaviour and the self-esteem of pupils. Consequently, the current curriculum places core English, maths and science skills at the heart of what we do and very high expectations around pupil behaviour, working closely with families to support our pupils.
Progression of skills is mapped throughout the school to ensure progression throughout the year groups. A rigorous system of assessment is in place for core subjects and is being embedded in foundation subjects. The assessment used is used summatively, but importantly it also informs future teaching so that it is tailored to our pupils needs and to ensure that learning is embedded in children's long term memory.
Students at Chilton are predominantly from a white, Church of England or non-faith based background. Exposure to other cultures is often minimal. Consequently, it is our intention that our curriculum seeks to broaden children’s cultural experiences and understanding whether through RE lessons, assemblies, educational visits or being exposed to different cultures. We feel this is important so that our children become respectful and tolerant of individuals of all faiths and backgrounds and are well prepared to demonstrate these qualities whether they remain in the local area in the future or move to an area with greater religious and cultural diversity.
Our ethos of ‘Respect, Believe, Achieve’ is woven throughout our school and forms an expectation for pupils, staff and parents when approaching the pupils education. Fostering positive relationships with families has been central to the success of our pupils in helping to break down barriers and raise aspirations.
Finally, our curriculum aims to provide a broad range of experiences, captured in the pupil passports. This forms an important contract between us, our pupils and their families that, even with the current restriction in schools budget, we will ensure we continue to give our pupils, regardless of background, a rich range of opportunities and experiences that will mean they will not be disadvantaged by limited experiences.