Woodside Primary Academy is located in an area with a rich social and culturally diverse community; we use this as a basis for our curriculum which celebrates diversity and utilises the skills, knowledge and cultural wealth of the community whilst supporting the pupils’ spiritual, moral and cultural development.
The uniqueness of every child is recognised and valued. As such, our curriculum embraces the community from which it exists, recognising and celebrating the diverse backgrounds and experiences from which our children originate. We constantly adapt our learning journey to meet the needs and interests of our children, offering an excellent education underpinned by a broad, culturally rich and powerful curriculum to ensure that all pupils are well equipped for the next stages in their education.
Our broad and balanced curriculum is underpinned by the teaching of basic skills, knowledge, concepts and values through coherently planned and well sequenced lessons which are successfully adapted, designed and developed to meet the needs of all pupils at each stage of their education. We constantly provide enrichment opportunities to engage learning and to celebrate and develop the individual talents of our pupils, recognising everyone as unique with their own ambitions, skills and dreams. We aim to provide an environment that encourages lifelong learning. This is reflected in our commitment towards the work of Stephen Covey and his Leader in Me approach.
Children leave Woodside with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.
Skills and knowledge are taught across subject areas so that our children gain a broad understanding of each subject and know exactly which subject they are studying. The curriculum is designed to embed transferable skills throughout, without weakening essential skills based learning. The quality of our classroom environments serves to stimulate and engage higher order thinking. At Woodside Primary Academy we recognise the importance of feedback as an integral part of the teaching and learning cycle, and aim to maximise the effectiveness of its use in practice.
We plan our lessons with clear learning objectives. We base these upon the teacher’s detailed knowledge of each child, striving to ensure that all tasks set are appropriate to each child’s level of ability. Our lesson plans make clear the expected outcomes for each lesson.
Day‐to‐day, on-going assessment is a crucial method of assessment which provides instant feedback to the teacher and ensures progress within every lesson. AfL strategies are used in all lessons. These strategies provide a clear picture of a child’s level of understanding and, ensure that teachers can quickly assess when a child does not understand and needs greater support. Lessons are flexible enough to allow teachers to adapt to the needs of the child. This summative assessment information is used to inform planning for subsequent lessons.
Progress is assessed regularly. At the end of each term, assessment data is gathered and progress is checked by subject leaders and the Senior Leadership Team. Children are expected to make good or better progress in all subjects and this individual progress is tracked. In cases where children are identified as making less than expected progress in English or Maths, rapid interventions are put in place to address gaps in learning.
At Woodside the child is at the centre of everything we do and they will be provided with an opportunity to:
- Develop confidence
- Become global citizens
- Become critical thinkers
- Develop independence
- Take responsibility
- Appreciate diversity