Our curriculum will give children the opportunity to:

• Spiritual - Explore beliefs, experience and faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity and reflect on experiences
• Moral - Recognise right and wrong and respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views
• Social - Use a range of social skills to participate in the local community and beyond; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict
• Cultural - Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity
• Rule of law - Learn that all people and institutions are subject to and accountable for their actions and behaviour
• Individual liberty - Be free to express views or ideas 
• Tolerance and respect - To respect and tolerate the opinions or behaviour of others

Throughout Springcroft Primary School, individuality is actively encouraged and celebrated. Pupils are encouraged to make their own decisions about all aspects of school life based on their own personal interests, strengths and values. We believe that our curriculum is inspiring; encouraging pupils to quickly develop a love of learning and to develop a sense of wonder. We learn from those who think differently to ourselves, and foster challenge of the status quo. Pupils have a strong sense of right and wrong which underpins the outstanding behaviour evident in the school. All stakeholders are proud to be part of our school and enthusiastically join in with teaching learning, school performances and extra curricular activities.

Children understand that they can bring change to make the world a better place and Be part of a system where everyone plays an equal part.

Our curriculum will give children the opportunity to:

• develop self-esteem and confidence in their abilities
• learn in a peaceful and supportive environment
• learn how to respect themselves and others
• reflect and think mindfully about their learning
• recognise that people are good at different things

All children, young people and adults have their ups and downs and experience all kinds of thoughts and feelings as they move through life.

There are many different kinds of problems and worries that get in the way of us all growing with enjoyment, happiness and confidence; this is what we mean by emotional well-being.

Problems vary in how serious they can be. For some children and young people the problems may pass quickly, for others their everyday lives are greatly affected and they may need extra help over and above what can ordinarily be provided by their families, relatives and friends.

At Springcroft, we use Hope Project; a school emotional wellbeing service which supports children, young people and their families. The project offers signposting, self-help guidance, early intervention and also promotes a whole school approach for emotional wellbeing.

A child or young person may need someone to talk to about emotional, behavioural, social difficulties or need some advice. Hope is aiming to provide this support.

At our school there is a team who support children and young people, which includes the Head Teacher, Special Education Needs Coordinator (SENDCO), Well-being Lead and Year 6 Pupil Hope Mentors. There will be other people that help the service such as School Nurse, Parent or Family Support Worker and Child & Adolescent Mental Health Service (CAMHS). The number of sessions required depends on the problem. Typically, 5-8 sessions are enough to resolve difficulties in the early stage. The sessions will be reviewed and any decisions made will be shared and agreed with the people concerned. Drop-ins are also be available for parents and young people for one-off advice.

All information relating to support sessions are protected and treated with the greatest respect. As this is a school service, the Head Teacher and Class Teacher are normally consulted for further information relating to the child/young person’s difficulties, unless permission is refused for this contact. Parent/carers with parental responsibility will be informed of the service provided to their child/young person. At times, and in exceptional circumstances, it may be necessary for certain information to be shared with other agencies, for example, if there are child safety or safeguarding concerns.

Show resilience and develop their self esteem so that they recognise that people are good at different things.

Our curriculum will give children the opportunity to:

• contribute to planning their own learning
• make a positive contribution to the school and local community
• take part in age-appropriate discussions
• express their opinions on a range of different topics and issues
• make choices about things that are important to them

The School council is made up of two children from each year group in Key Stage One and Key Stage Two. They are elected at the beginning of each school year after presenting an election speech to the rest of their class. We have also formed links with our local Rotary Club. This has fostered an exciting and practical approach to supporting the citizenship element to the national curriculum - allowing children to enjoy and boost their confidence and self-esteem, and develop and understanding of how their actions can impact on others.

The School Council meet once a fortnight to discuss the cares and concerns from the children across the school. These include many aspects of school life, including school rules, how to improve our school environment and pupil activities.

All the representatives report back to their class after the meetings to let everyone know about any decisions that have been made.

Our curriculum will be taught through a pedagogy that:

• excites, promotes and sustains children’s interest
• enables and fosters children’s natural curiosity
• promotes problem solving, creativity and communication
• promotes innovation and entrepreneurialism
• enables children to reflect on and evaluate their learning

The aim of our curriculum is to provide opportunities for children to develop as independent, confident, successful learners with high aspirations who know how to make a positive contribution to their community and the wider society. There is a high focus on developing children’s moral, spiritual, social and cultural understanding. Our broad and balanced curriculum has been carefully designed and mapped out to ensure coverage and progression. It has a project-based, thematic approach and provides children with a range of rich and memorable learning experiences.

Springcroft Primary School employs a consistent pedagogic method across the curriculum starting with valued prior knowledge, the experiences children bring to the classroom and making personal connections.

Our pedagogy is based on four distinct stages. These stages are: Engage – Develop – Innovate – Express, also known as the Four Cornerstones. These four distinct stages give clear direction for both teaching and learning.  While the Four Cornerstones provide us with a basis on which to deliver the curriculum, the beauty is that the finer details of content can be adapted to meet our school’s context and any research they have undertaken.

Personal achievement whether it be in academic, artistic, sporting or spiritual areas, and recognising each child’s potential, strengths and areas for extra support through an individualised approach, are central to our approach to teaching and learning. This will be dependent on our commitment to excellence in instruction, the professional development of teaching staff, strong partnerships with families, assessment for teaching, meeting the needs of every child in an inclusive way and a reflective and supportive approach to evaluating, reviewing and researching the performance of both students and staff. We base our work on the joy of the intrinsic reward that comes from achievement and mastery, and from participating in enjoyable, varied, exciting and challenging projects and learning experiences.

We will enrich our curriculum by:

• providing on and off-site subject or topic related activities such as a music curriculum specialist teacher, specialist instrumental teachers, Survival School specific teachers, etc
• offering opportunities for children to learn outdoors
• developing partnerships with external providers that extend children’s opportunities for learning
• holding specialist curriculum days or weeks
• using quality resources in and out of the classroom

In every class, every term, we begin with a memorable experience that stimulates children’s curiosity and prepares them for a new theme. These memorable experiences often involve an educational visit out of school or a visitor coming into school to share their expertise with the children. We supplement this with residential stays from Year 2 upwards, with children in upper Key Stage 2 having the opportunity to visit Europe for a week's residential trip.

Every academic year, children in Key Stage 2 visit a local theatre to watch a performance one of the literary classics. Additionally, the whole school undertakes learning on a Shakespeare novel and we welcome a theatre group into school to perform and participate in drama workshops.