The Life to the Full programme of study provides our school with an effective framework for pupils’ wellbeing. Pupils are enabled to develop the vocabulary, confidence and resilience to clearly articulate their thoughts and feelings within an environment that encourage openness, trust and respect and know when and how they can seek the support of others.
They will apply their understanding of society to their everyday interactions, from the classroom and the school to the wider community they are part of. Life to the Full actively supports our school which prioritises physical and mental health, providing pupils with the skills to evaluate their own wellbeing needs, practice self-care and contribute positively to the wellbeing of those around them.
Our PSHRE provision has a positive impact on the whole child, including their attainment and progress, by mitigating any social and emotional barriers to learning and build on their self-esteem. In our school we use Life to the Full as a tool to promote wellbeing, safeguarding and SMSC outcomes. We believe that through the effective delivery of the Life to the Full curriculum we enable pupils to develop the knowledge, skills and attributes they need to succeed at school and in the wider world.
We measure the impact of our PSHRE curriculum through the following methods:
We understand that feedback in linked to progress and has to be timely to make an impact. In class feedback is used to support teacher’s workload, ensure it is as immediate and timely and specific as possible, and leaves the teacher time to focus on individual identified needs. (see our Feedback policy 2020)
When a pupil has not met the learning objective there is timely support so they are able to continue on the learning journey with their peers. Teachers adapt their planning for the next lesson to ensure there is time to address these misconceptions. It may be addressed in the next lesson, by a Teaching Assistant or in small groups in the lesson. The misconceptions may also be addressed through in class marking, conferencing, verbal feedback or with the use of mini plenaries.
All teachers must be aware of the pupil’s prior attainment. Through our Pre Learning Assessments we aim to pre-empt the difficulties for some pupils. We analyse the information and plan the learning according to individual needs and cohorts. The Pre Learning Assessments provide the starting points for learning. Where possible, the Teaching Assistants support teachers and complete pre-learning activities or activities in lessons will be tailored to address the learning gap. This might be re visiting vocabulary or basic skills needed to access the age related objective.
When we identify need, the Teaching Assistants deliver short, focused, interventions. The interventions are repeated over a week, either, daily or a specified number of times per week. The interventions are specific to the need and they are given until the misconceptions are addressed or the gap in learning is reduced.
Same day interventions are also used to pick up on misconceptions from the current days teaching and learning.
Teachers engage parents through September welcome meetings. Fortnightly newsletters and Parent Consultation Days ensure an effective partnership to ensure children meet their age related expectations.
Teachers also work closely with subject leaders in partner schools to moderate work and develop their subject's curriculum.