CuriouserandCo_SectionCtoF_2014

Free school
application form
2014
Mainstream and 16 to 19 (updated March
2014)
CURIOUSER AND CO

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Section C: Education Vision
Merton Primary Education Overview
There are 43 Merton primary schools. Thirty-two are community schools, five are voluntary aided
Church of England schools, and six are voluntary aided Catholic schools. A new free school has
also been approved to open September 2014 between Merton and Kingston. The Local Authority
is broken into 20 wards, which vary greatly in terms of wealth and population.
In 2012 Ofsted ranked Merton 21st for primary education with over 80% of children attending
schools ranked good or outstanding (http://news.merton.gov.uk/2012/11/27/pressrelease-2865/).
In the last three years the percentage of pupils achieving level four or above in both English and
mathematics is roughly in line with national figures.
Percentage of pupils achieving level 4 or above
in both English and mathematics
National Merton
2011 74 77
2012 79 79
2013 79 79
Source DfE KS2 Data
(http://www.education.gov.uk/cgi-bin/schools/performance/
group.pl?qtype=LA&no=315&superview=pri)
Merton has a relatively high proportion of students with English as an Additional Language (EAL),
however this appears not to impact upon the achievement with an above national percentage
making two levels of progress in KS2 in both English and Math.

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Merton is below the National and London % of students eligible for Free School Meals (FSM).
There are only three primary schools categorised within the High FSM band in Merton and
one of these schools is a high performing school. The other High FSM band schools are ranked
at the bottom of the performance table.
The Need – Our Rationale
With a growing primary school age population, there is a borough wide shortfall of primary
school places across Merton. In particular central Wimbledon has an extremely high demand
with one particular black spot acknowledged by the council, that of Hill Side, which has no
coverage in terms of school catchments. The popular area for young families, known as the
Apostles in Raynes Park, also suffers from not falling into the catchment of its closest schools.
Other areas such as South Park Gardens have only faith-based education provisions, which are
heavily oversubscribed and priority being given to congregation members rather than the wider
community.
The map below shows the gap between catchment areas for the Hillside area. The postcode
selected is of a block of flats where several young families live. (Map from http://www.findaschool.
info/index.php)
% of eligible
pupils with
English as an
Additional
Language (EAL)
% of EAL pupils
making at least
2 levels of pro-
gress in English
% of EAL pupils
making at least 2
levels of progress
in Maths
Merton 40% 95% 92%
National 16% 91% 90%
As well as helping to alleviate this shortfall, our school will offer genuine parental choice. Currently
Merton’s primary education provision is a mix of both community or faith based settings. All of
which offer traditional approaches to curriculum, with traditional school hours and term times.
Using an individualised curriculum approach, our school will both uphold the highest educational
standards – leaving no child behind, nor holding any back, and at the same time providing much

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needed support for working parents. The tailored nature of our curriculum enables flexible school
days, easing pressure on drop-off and pick-up times. The school will also be flexible with holidays,
allowing them to be booked at dates of choice, like a workplace, to again support family life.
Shortfall of Primary School Places
Merton is currently facing a significant shortage of primary school places. The Graph below
demonstrates the predicted shortfall of places for Merton over the next 5 years. The borough
would like to work on a 2% surplus (contingency), which is approximately 60 places per annum.
The graph below only shows the actual deficit of reception places and therefore, if we were to
include the additional contingency requirements by 2016/17 Merton would be short approximately
7-8 form of entry.
This also does not take into account any impact regarding potential residential developments,
the Local Development framework: Core planning strategy aims for 320 new homes per annum,
4,800 new homes by 2026, and the possibility of the Park Free School opening.
In 2015/16 it is estimated that Merton will require an additional 49 school places to accommodate
all children of reception age and with the contingency accounted for this would be a shortfall of 109
places (3-4 FE). The pressure on the admissions only increases each year with 2016 and 2017
requiring up to an additional 227 places.
Although there has been a significant school expansion plan carried out over the last few years.
The primary admissions, published on April 14th 2014, has left 76 children with no school place,
and a further 200 children being offered none of their six choices. This has meant children being
offered school places over two miles from their house.
The only additional places for September 2015 are the additional 30 places created via the
Dundonald School expansion, which is currently undergoing legal proceedings, and Park
Community School whose opening date is yet to be confirmed.
Although the borough has worked hard to support the growing numbers through the school
Primary School
Place Surplus/Deficit
for Merton
Academic Year
No.
of
Pupils

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expansion plan, Merton Council cabinet member for education, Councillor Martin Whelton said:
“The figures show that demand for primary school places shows no sign of let up with a 40%
increase in the primary school Reception year roll since 2006.”
In the latest LBM Children and Young People Overview and Scrutiny Panel on the Provision of
School Places and Future Strategy the panel recognise that there will be a shortfall in places.
This is a conservative estimate as the SHLAA GLA predicted figures show a greater population
requirement for primary places.(http://democracy.merton.gov.uk/documents/s1405/02%20cypscruti-
nyschoolplacesSept13.pdf)
After the recent primary admissions Cllr Whelton is quoted as predicting that a further 180
Reception places will be required for September 2015. (http://www.wimbledonguardian.co.uk/
news/11155069.More_than_75_families_not_offered_primary_school_places/)
The 2012 School Capacity Survey reveals that out of 43 primary schools, 8 Merton schools are in
excess of their published capacity and there was 0.5% excess of capacity.
State-Funded Primary Schools School Capacity
May 2012
No. of
schools
No. of
school
places
No. of
pupils
on roll
No. of schools
that are full or
have one or
more pupils in
excess of school
capacity
No. of
pupils in
excess of
school
capacity
Excess
as a
percentage
of total
places
ENGLAND 16,812 4,313,770 3,912,540 3,424 31,490 0.7
Merton 43 15,730 14,839 8 80 0.5
Source: School Capacity Survey, School Census and Academy Funding Agreements
Based upon the 2013 school intake and applications nearly half of the schools (19) are
oversubscribed by virtue of first place applications.
Leaving No Child Behind, Nor Holding Any Back
Every child has the right to an educational setting which ensures they can fulfil their potential.
Currently the education provision across Merton is broadly the same.
Looking at the strengths and areas for development for the schools across the borough, we have
developed approaches that will build on the best practice and address the weaknesses.
Building a curriculum and pedagogy that puts high level of focus on children taking responsibility
for their learning and taking initiative, creating regular opportunities to engage with the wider
community and reflect on the skills they have developed and the impact they have had, and
ensuring high quality cross-curricular experiences, providing opportunities to develop their skills
and knowledge across a broad context.
Strengths Identified in Ofsted Outstanding Schools
“Pupils’ achievement is high because the overall outstanding teaching has a strong focus
on encouraging them to find things out for themselves.
Pupils have every opportunity to reflect on the contribution they make to the lives of others,
and to make a difference. As a result, behaviour throughout the school is excellent.”
Bishop Gilpin Primary School Ofsted 2013
(http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/102666)

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Importantly we have addressed a regularly identified area for development across many schools
in the borough, including the Outstanding - Wimbledon Chase Primary and the Requires
Improvement - Hollymount, that of setting well targeted work and giving relevant feedback which
the children can then action.
Our individualised approach can ensure that the most able children are not held back by whole
class learning, but can be continually challenged. Equally, any child struggling in a particular area
will benefit from learning at their own pace, and having a curriculum that’s focused on resolving
their issues and developing the knowledge and skills they need to progress.
Genuine Parental Choice
As mentioned there are only two types of education provision within Merton at primary level,
community school or faith based, both offer traditional approaches to education. As involved
parents, who are also teachers, we are aware of new, engaging and more importantly successful
programmes of enquiry-based education. We want parents to have the option of sending their
child to a very different type of school, which we believe is the future of education.
At Curiouser & Co, our aim is to embrace traditional recognised values and qualities to support
students character development whilst providing them with the tools and training to be inquisitive
life long learners. Learning Futures developed by the Innovation Unit has directly identified
engagement in learning with success. They believe that if you are disengaged it is “likely to affect
not only your academic achievement but also your engagement in work and in your community”.
Through providing a “community hub” within the school, which draws on the talents and expertise
of the wider community, we hope that children will see and be engaged with adults who themselves
are lifelong learners. We believe that the children and adults will benefit by being within a positive
and stimulating environment.
“Pupils possess good entrepreneurial skills, as shown in the Year 5’s ‘Micro-society’ project
where pupils develop their sense of citizenship and commerce by mirroring society. Pupils
are exceptionally well prepared for the next stage of their education and their life beyond
that.”
Dundonald Primary School Ofsted 2009
Areas for Development Identified by Ofsted
“Improve pupils’ attainment and progress by ensuring that the good practice in assessment,
marking and feedback is shared consistently across all classes and key stages leading to
more sharply-focused targets for all pupils.”
Wimbledon Chase Primary School Ofsted 2012
In order to improve the school needs to ensure pupils “are given opportunities in all classes
to come up with their own ideas and are encouraged to develop the skills they need to
become independent learners”
Pelham Ofsted Report 2013
To improve attainment by “providing a good range of opportunities for pupils to write in a
variety of styles in subjects beyond literacy lessons”
Wimbledon Park Primary School Ofsted 2011

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Much Needed Support for Working Parents
Our Free School would like to use its Academy Freedoms to offer parents some flexibility
around attendance for the school day and year. Balancing school runs and working life isn’t
easy. Nor is providing childcare during the school holidays or finding a job with the flexibility
to take the necessary time off.
Merton has high rates of both male (83.4%) and female (69.6%) employment, higher than both
London and National figures. Which would suggest there may be a higher percentage of working
parents in the borough. This assumption is further supported by the demand for day nurseries.
There are currently 24 day nurseries listed on the Merton.gov website which cater for families in
Wimbledon, Wimbledon Park, Merton Park and Raynes Park.
The great majority of these are oversubscribed with substantial waiting lists. What’s more in the
past 6 months 3 new day nurseries have opened. This represents a significant number of families
that have pre-school children already attending a setting for a full day. We aim to support those
families by offering a school environment, from Reception to Year 6, that provides comparable
hours to those the day nurseries provide, as well as a high quality education and care in one
setting, by one staff.
Our individualised curriculum and child-led approach would enable us to create a school
environment that is far more in tune with the needs of modern family life. The flexibility in the start
and end times of our school days help with balancing the school run with getting to and from work.
Equally, the fact the school will be open 46 weeks a year and offers the opportunity for the children
to have flexible holidays dates like a workplace, affords far more freedom to families to live their
lives to the fullest.
Vision
Background
This application defines a new 2-form entry primary school in the London borough of Merton and
a new way of learning that both actively supports working families and prepares children for the
demands of modern life. The educational model is built around the use of individualised curriculum
to ensure that each child can learn at the own pace and fulfil their own potential, neither being left
behind nor held back. This bespoke approach facilitates a flexible school day and term times,
helping parents to balance the demands of working life and enable the families to holiday at times
convenient to them and their work places. Through this approach children will develop a life-long
love of learning and are expected to outperform their peers both educationally and socially, and
make a positive contribution to their community.
Our Vision is to successfully blend a child-led, community based approach with an exemplary
curriculum and academic excellence. We will provide an environment that takes learning as a
continuous journey of engaging projects to support growth and social development.
Our Values
At the core of our school is the belief that a child’s education extends beyond the school gates.
By acknowledging the importance of the relationships between learners, family and the wider
community, we can work together to raise children’s attainment. Our educational approach,
drawing constant inspiration from the adult world, will provide the academic achievement and foster
the social skills children need to thrive in an ever changing, technologically advancing world.
Providing the children with the tools needed to succeed in both their personal and professional life.
Our school is designed around three core principles.
• Children at the heart of learning
• Families at the heart of the school
• School at the heart of the community

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Children at the Heart of the Learning
In order to maximise engagement, enthusiasm and attainment we are creating a child-centred
curriculum. The learning will be co-constructed between the children and the teachers, creating
dynamic projects with clearly defined learning objectives and outcomes. By defining these aspects
of the projects it allows to highly value the learning process.
To ensure the success of our school we are building on two successful models, the local model
of Ridgeway Primary School in Croydon, rated Outstanding by Ofsted, including for pupil’s
achievement and the extent they enjoy their learning, and further afield the Vittra schools of
Sweden, who attain high results compared to similar schools. Both models place children very
much at the heart of the learning, and both have been developing their approaches for at least
20 years.
To underpin our child-led enquiry-based approach we have selected 2 main curricula, the
Welsh Foundation Phase for our own Foundation Phase, 4-7 year olds, and moving on to the
International Primary Curriculum for 7-11 year olds. These have been selected because both have
been designed to allow for flexibility, supporting children at an individual level and providing active
cross-curricular learning experiences.
Ours school’s approach puts a high emphasis on children developing their independence and to
facilitate this there is strong focus on the children developing their literacy and communication
skills. Alongside the IPC we will also follow the National Curriculum for Numeracy and Literacy,
by using these together we will create an extremely rich learning environment. The children’s
communication skills are further developed through a focus on presentation. At the end of each
project the children will present their findings to a panel, these presentations will take a number
of forms to ensure the children are fluent across a range of presentation techniques.
The physical environment of the school and the flexibility of our school day provides the children
with the chance to experience a wide range of activities across their day, allowing them the time
to become deeply engaged with their learning as well as developing valuable independence skills,
taking high levels of responsibility for their learning. It also allows the children to create a timetable
which supports their optimum learning time. There is growing research about the optimum time
of day for children to learn, the findings often point to this being different for different children. A
small scale primary school study carried out by the Centre for Evaluation and Monitoring at the
University of Durham, found a slight positive bias towards learning in the afternoon (http://www.
cem.org/evidence-based-education/do-children-learn-better-in-the-morning-or-afternoon). A
literature review of current evidence finds “these studies suggest that one strategy to maximize
the potential for learning may be consideration of a student’s chronotype, the preference to function
during certain times of the day” (http://perspectives.columbusstate.edu/v12_i_1/4-TimeofDay-Print.
pdf).
We will use technology to support the staff in maintaining up-to-date, real-time assessment
information on all the children via the development of a specifically tailored Learning Management
System (LMS). This information will ensure that all planning is perfectly pitched for the children’s
development.
Families at the Heart of the School
The impact of parents and home learning environments is widely acknowledged, with much
research demonstrating the importance of high levels of engagement between home and school.
We aim to embed such practices at the heart of our school.
Parents will be actively encouraged to be involved in all aspects of their child’s learning, from
supporting project planning to assessment. Via the LMS the families will have access to their
child’s assessment grids, as well as the child’s learning blog, which will provide them with an
insight into the day-to-day experiences of the children.

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The school will support this engagement by running workshops for parents, ranging from
supporting the parents in understanding and using the LMS, to demonstrating the schools
approaches to specific subjects and supporting the parents in developing their own skills and
confidence where a need is identified.
The family’s influence on our school is also reflected in our flexible day and year. We aim
to provide families with the opportunity to select the most appropriate timetable for their
circumstances. We will support those working families with regular “office” hours by providing
wrap around care from 8-6, but we will also support families with less traditional hours, or who
have children to take to other schools by offering the 2 core-day timetables of 9-4 or 10-5.
Families will select which of these core days they will attend on a term-by-term basis. This
flexibility is enabled by our highly personalised curriculum and our staff structure, which supports
high levels of internal cover.
Our school community will have many international families and families representing a range
of faiths and cultures, by supporting them in taking holiday time outside the traditional times,
we can not only support family holidays by making them more affordable, but also making it
easier for families to take the time to celebrate their important festivals.
School at the Heart of the Community
To further enhance the children’s engagement with their learning, and to demonstrate its
relevance in the adult world, we are developing a ‘Community Cloud’. This is a database of local
people and businesses who are willing to volunteer their time to help plan and develop the
children’s learning experiences. Through this, as well as supporting motivation and engagement,
we hope to broaden the children’s understanding of the wider community.
It will also be important to us, once we are open, that our school building becomes a resource to
the local community and we will actively seek opportunities to develop this.
Our Overall Aspirations for our Students
We expect the school to become a champion of the fact that every child learns in a different way.
By adopting a enquiry-based approach and specifically projects co-constructed between learners
and teachers, we believe that we will have the adaptability to instil a lifelong love of learning in all
of our children. They will develop a desire to build on their achievements and to constantly strive to
improve, discover and learn more.
Every child has the potential to perform well and our goal is to ensure they have the support and
encouragement they need to fulfil their potential. Our approach will build on each learner’s natural
curiosity and interest to keep them inspired and motivated.
Our Aspirations for our Children. We will Support Them in:
1. Developing a Love of Learning. By enabling the children co-construct the curriculum,
capitalising on their interests and enthusiasm alongside setting them challenging
objectives. We believe the children will understand the intrinsic reward in learning and
reaching their goals, which will develop a positive work ethic as they move forward.
2. Forming Positive Relationships Strong relationships form the core of our school
approach, not purely among the children, but including the teacher-parents relationships
as well as with the wider community. Understanding how to build and sustain positive
personal and professional relationships is key to future happiness and success.
Developing those skills early and helping the children feel confident with a range of
individuals, combined with our strong emphasis on communication skills will enable
them to always present themselves at their best.

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How our Aspirations will be Visible
A Love of Learning
• 100% Student questionnaires report the children’s love of their school based experiences.
• 100% Parent questionnaires report their child’s enthusiasm for their projects.
• End of project presentations demonstrate high quality output.
Positive Relationships
• Very low levels of bullying, with 100% of such incidents dealt with quickly and to the satisfaction
of all involved.
• Visitors to the school comment on the behaviour and atmosphere of the school. Children remain
in contact with some of the mentors.
• Feedback from Community Cloud partners report a successful relationship.
Strength of Character
• All children will seek support and advice from peers and teachers rather than solutions.
• Every child will fully investigate a problem, before seeking help.
• Pupils out perform their peers locally, and nationally in terms of % achieving the required base
standard and % achieving a higher level
Future Proof
• All children will demonstrate novel & adaptive thinking
• Children will be fluent in new media and embed use frequently in their learning and blogs.
Academic Excellence
• 100% of children making expected progress.
• 100% of our children reaching Level 4 (or equivalent) in reading writing and maths, including
children with EAL.
• 88% reaching at least a Level 4b (or equivalent) in reading and maths, and level 4 in writing.
• 70% of children achieving Level 5.
• To have no in-school gap between disadvantaged and other students.
• To have no gender attainment discrepancy.
3. Developing strength of character. Through our supportive environment and inspiring
and reflective curriculum, we aim to develop the dispositions and attitudes that will help
the children flourish. Developing their personal responsibility and motivation alongside the
resilience not to give up and develop the creative thinking necessary for problem solving.
4. Enjoying Future Proofed Education. In the rapidly developing world there are a range
of skills that will enhance their academic achievements to aid them in being successful
adults. Many of these overlap with their character, being adaptive and resilient, but also
developing the skills to ensure fluency in the new media technologies. By working with
the community and embedding these technologies into the day to day running of the
school, through the LMS and particularly the children’s blogs, we will ensure that the
children understand how to best use these technologies and how they are utilised in
the adult world.
5. Achieving Academic Excellence. Through our innovative curriculum and our previous
aspirations we believe our children will achieve very good academic outcomes, we will
match the achievement of the top performing schools in our high achieving borough.

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Section D: Education Plan – Part 1
Current
no. of
pupils (if
applicable)
2015 2016 2017 2018 2019 2020 2021
Reception 60 60 60 60 60 60 60
Year 1 60 60 60 60 60 60 60
Year 2 60 60 60 60 60 60
Year 3 60 60 60 60 60
Year 4 60 60 60 60
Year 5 60 60 60
Year 6 60 60
Totals 120 180 240 300 360 420 420
Section D: Education plan – Part 2
D1 The Curriculum Plan
Curriculum Principles
Our curriculum design has been developed from our 3 core principles.
1. The Children will be at the Heart of the Learning
2. Families will be at the Heart of the School
3. The school will be at the Heart of the Community
1. The Children at the Heart of the Learning
The children will be the starting point for all learning experiences in the school. This is a two-fold
commitment: It will mean that they will co-construct their curriculum with the teachers, ensuring
the opportunities are built from their interests and experience. At every stage of planning, the
child’s current knowledge and understanding will inform the targets and activities set for them.
By adopting this approach we will be able to carefully plan a challenging and appropriately paced
learning journey for each child. Secondly, the flow of the day will support the children in creating
a timetable that best suits them, allowing them to spend extended periods of time becoming fully
immersed in an activity, while also accessing a wide range of environments and types of activity
through their day. As Merton is a diverse and rapidly evolving borough, by building on the children’s
experiences we will be drawing on the wide range of cultural knowledge of our school community,
creating a rich and relevant curriculum for our cohort.
This concept builds on the best practice of Early Years education: that of placing the child and
their interests at the centre of the planned learning experiences. We are strongly influenced by
the Central European model, characterised by highly planned active learning opportunities. This
approach has proven to lead to successful outcomes for children across the socio-economic
spectrum, both nationally and internationally.
In the neighbouring Borough of Croydon, the child-centred approach has been leading to
successful outcomes for the children of Ridgeway Primary School for over 20 years. At this
large, 3 form entry primary school, the curriculum is delivered through ‘contexts for learning’
thematic projects that span a term. Within the daily structure the children have a greater level of
control over when they choose a specific activity and how long they will spend completing a task.
This independence is nurtured in the children from Nursery through to Year 6. Another benefit of
Ridgeway’s more flexible and responsive curriculum is its success with children with SEN,
enabling them to be seamlessly supported within the different contexts. Specifically we will liaise

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with Ridgeway as experts in developing their own child-centred, cross-subject curriculum, built from
strong early years principles. Utilising their expertise of building on a curriculum model to tailor it for
their specific context. From this local example we can see evidence of success of a similar model,
working in a similar Outer-London context to ours.
Further afield are the Vittra schools of Sweden. They give us successful examples of schools
where the child-led approach has been further developed, increasing the personalisation of the
learning and the flexibility of the school environment. We are in ongoing dialogue with Vittra,
enabling us to learn from their 20 years’ experience of running 27 schools and developing a flexible
and personalised curriculum. Veronica Thunborg, involved in Vittra school development explains
“We design our teaching on an idea that we (Children, adults, we as human) are created eager to
learn. Learning must however be meaningful to the person in question or rewarding even. Meaning
that you find your new knowledge/skills useful.”
From this starting point the learning is delivered in a flexible child-led way. Teachers may select a
theme for a period of time but the children are then free to interpret this in a way that is meaningful
to them. For example the topic of water led to projects based on investigating why too much rainfall
led to one child’s basement flooding, whilst another child investigated if tears are made from water.
The groupings of the pupils are dynamic and based on the interests and personality of the children,
this means they will often work in mixed age groups. During the early years at Vittra which is up
to the age of 7, they have a more flexible approach to attendance and time away from school is
always accepted.
The Vittra schools are found across a very broad spectrum of intake. They have a school in the
most highly educated area in Sweden, which gains extremely good results, but also have a school
in an area with high deprivation and a very high number of new arrivals to the country and at this
school the results are significantly higher than comparable schools in the area. In 2013, across
their schools of compulsory school age 7-16, they obtained a grade point average of 225; this is
compared to a national average of 212.8. 16 of Vittra’s schools include pre-schools although they
do not publish official assessment for this age group, from their ongoing academic success it can
be inferred that the children build on solid foundations.
Vittra’s results demonstrate that the personalised and flexible approach we are working towards
provides a strong academic environment for all children, irrespective of background. As we aim
to cater for a wide intake across the very diverse borough of Merton, their approach and success
provides evidence that our school will support attainment across the socio-economic and cultural
spectrum.
2. Families will be at the Heart of the School
We know that a child’s education is much more than their schooling alone, and the impact of a
child’s home learning environment has significant impact on their academic attainment from the
early years onwards. We will embed families into the day-to-day running of the school, respecting
their knowledge of their child and helping them to support their progression.
It is widely acknowledged, through a great deal of research, that parents’ involvement in education
has strong positive effects on their child’s outcomes. One example of such research is Engaging
Parents in Raising Achievement (EPRA), a Department for Education and Skills project carried out
by the University of Warwick in 2007. They found that “Parental engagement is a powerful lever
for raising student achievement in schools. Where parents and teachers work together to improve
learning, the gains in achievement are significant.”
From their research, they concluded that parental engagement must be a priority, fully embedded
and integrated in the teaching and learning of the school, that the communication must be two-
way, and that the school must be prepared to listen to the parents. By engaging the ‘hard to reach’
parents there was a significant positive affect on behaviour. (http://webarchive.nationalarchives.

12
gov.uk/20130401151715/ https://www.education.gov.uk/publications/eOrderingDownload/DCSF-
RBW004.pdf)
We will build on these findings and develop our structures to ensure parents are engaged at
all levels of the school, ensuring we create an environment that is most likely to lead to positive
academic outcomes for all of our children. The open two-way relationships we will foster will
support the families in providing a positive home learning environment. We will create a range of
channels through which they can communicate with the school and actively involve them at each
stage of their child’s education. We will support parent’s in developing their confidence in helping
their children at home through offering specific courses and open dialogue.
3. The School will be at the Heart of the Community
Engagement has been highlighted as a major factor effecting a child’s academic attainment.
Enquiry-based learning has been observed to support this for all types of pupils, increasing
attainment for low achievers, providing an inspiring environment for children at alternative
provision schools and increasing the personal challenge experienced by gifted and talented
learners. An aspect identified that increases engagement is giving children an authentic purpose
and audience for their learning. This approach has been demonstrated to be successful in the
Expeditionary Learning Schools in America. They have found that having an authentic audience
and genuine product is the key to getting children to take responsibility for their own work.
(http://elschools.org/)
We will build on these findings by utilising our ‘Community Cloud’ a searchable database of local
individuals and businesses who are willing to volunteer some of their time and expertise to develop
the children’s projects. During the project planning process opportunities for this engagement will
be actively sort. As our Community Cloud grows we will strive too have this involvement into each
project, ensuring all children benefit from this adult world input and audience.
These 3 core beliefs and their proven impact on children’s attainment led us to the design
of our school.
• A child-led, enquiry-based approach. Allowing the children to lead their learning while
ensuring the wider community is present through each stage of the process.
• Ensuring that parents are involved at every step, from planning to assessment. Creating
an open two-way relationship, where both home and school learning environments benefit.
• Creating a flexible timetable. Our child-led approach, in turn provided us with the
opportunity to create a timetable that works with children’s optimum learning times
and families to further ensure the positive relationship, facilitating and respecting
important family learning experiences.
• Forging links with the local community through our ‘Community Cloud’ to increase
engagement, motivation, responsibility and ultimately attainment.
Expected Pupil Intake
Merton is a relatively affluent borough in London. However, inequality across the borough
is relatively high with pockets of concentrated deprivation, this is particularly true in the east
of the borough where 60% of the benefits claimants reside (DWP).
Our student intake will be a cross section from across the whole of Merton LA as our admissions
policy does not take into account how close the children live to the school. Although we expect
there will be some bias based on the final location of the school. We would therefore expect to
generate a cohort with a normal distribution across abilities and backgrounds. Therefore, we
expect to have 44% of pupils with English as an Additional Language and a cross borough average
of 22.3% pupils eligible for Pupil Premium funding. Merton’s SEN figures outlined earlier should

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reflect the wider borough average of 6% with a statement or on SA+ and a further 13% SA.
Merton is the 23rd most diverse local authority nationally. There are significant populations of
mixed heritage, Black African, Black Caribbean and Asian origins. Black, Asian and Minority Ethnic
(BAME) communities has increased since the census in 2001 and is forecast to continue to rise.
BAME represents over 50% of the school age population and the figures are higher at primary
level. We would hope that through offering a lottery based admissions code we will create a school
that reflects the diverse and vibrant community across Merton.
How our school meets the needs of all individual learners and their specific
needs is detailed in a following section:
School Timetable and Calendar
Central to our school design and facilitated by our child-led personalised approach is placing
our families at the heart of the school. We wish to work with families to respect their home life
and provide a school which works with them to develop the best education for their child and
truly supports their individual situations – in particular working parents. A key aspect of doing
this will be the fact we will offer flexibility in both holidays and the school day.
Year Structure
Our child-led approach to learning is both supported by, and an enabler of, our flexible timetable.
The highly personalised curriculum each child will be following enables learning to occur at each
child’s own pace, ensuring no child left behind or held back.
The school will be open 46 weeks of the year. There will be three set, two week holidays, falling
around Christmas, Easter and the August bank holiday, and six core weeks of term corresponding
with the first and last weeks of the Local Authority terms. During these core weeks all children and
staff will be in attendance.
During each term, the families will have two to three weeks’ holiday, which they are able to book
off at a time best suited to them (excluding the core weeks). They will be offered the option of
taking three weeks during the longest term of the year.
We will ask that this time be booked off by the start of the previous term, to facilitate staffing
planning. It will also be made clear to parents that while this flexibility is there to support their
circumstances, a regular pattern of attendance is expected. This is to ensure that the staff are
able to effectively plan the optimal learning environment for the children, and the children are
able to maintain a consistent and well-paced education.
In this way, all children will attend school for a minimum of 190 days each year, the statutory
number for maintained schools. Faith holidays can be easily accommodated and additionally,
the flexibility of the approach allows families to stick to the traditional school holidays if they want
or need to.
The teachers would follow a similar structure, booking time off as you would in an office
environment. Our staffing structure and staff contracts will reflect our non-traditional approach.
We will utilise our 2 Phase Leaders, the SENCO and the floating teacher to provide holiday cover
for our teachers. This will ensure there is always the equivalent of one qualified teacher to 30
children across the year. Only one of the Headteacher and 2 Phase Leaders would be able to
book time off at a specific time, and during the Headteacher’s holidays both Phase Leaders will
be out of class, enabling them to share the additional responsibilities.
A key advantage of the floating member of staff will be the fact that they will be able to build
relationships with the children and fully understand the school’s systems when covering. The
additional cover by the Leadership team, will ensure all levels of the staff know the children and
are aware of the day-to-day experience of the school’s teaching approach, enabling the best
managerial decisions to be made with regards to the development of the school.

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Key Features of the Flexible Year
• School open 46 weeks a year.
• 3 set 2 week holidays.
• 6 core weeks where all children and staff will be in attendance, corresponding with the
first and last week of the LA terms.
• Children and staff able to take up to 2 or 3 weeks of during the non core weeks of each
term. 3 weeks available during the longest term.
• Pupil time off to be booked a whole term in advance.
• Staff holidays covered by the Leadership team and the floating teacher, staff having
6 weeks’ flexible holiday.
• Up to 3 members of teaching staff able to take holiday at one time.
• Only one member of the Leadership team to take their holiday at a time.
Benefits to the Flexible Year
• Supports high attendance by working with families to create a timetable most suited
to their circumstances.
• Enables a simpler work-life balance for working parents.
• Easily enables families to celebrate their cultural and faith holidays.
• Our high percentage of non-English families will be able to return home to visit family
at a time that is not cost prohibitive.
• It will act to lower adult to child ratios over the year, increasing the time that each child
gets with a teacher.
• Offers families a chance to afford to take the children on different family holidays
Flexible Day
Our school will be open from 8am to 6pm daily. The majority of each day, 10am to 4pm, will be
taken up with the co-constructed enquiry based learning. Parents will be able to select between a
core day of 9am-4pm or 10am-5pm for their child, this choice will be made on a termly basis. They
will also have the option of choosing to add on up to 3 hours of wraparound care at a small cost, as
illustrated in the following table. The teachers would have a core day with the children of 9am-5pm.
With the growing body of research pointing to a child’s optimum learning time being individual, we
will work with parents to identify their child’s optimum timetable.
During 9am-10am and 4pm-5pm sessions, there will be significantly lower numbers of children
and we will use this time to provide small focus group learning supporting English, Maths and
Personal and Social development. The wraparound care will be provided by school staff, ensuring
continuity of approach and expectations as well as quality. This provision will have a focus on
supporting children’s social development and communication skills.
Our staffing structure will mean that we are always capable of providing for our entire cohort,
any periods of lower attendance will be fully utilised to further support the staff and school’s
development, offering additional CPD time and additional periods of reflection on progress.

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Key
Core day - Families select one or the other on a termly basis
Wraparound care - Families can select this at a small cost
Time Core day of 9-4 Core day of 10-5
8am-9am Breakfast hour Breakfast hour
9am-10am Enrichment hour - including targeted
teacher input
Wraparound available
10am-4pm Enquiry-based learning - including
PE input through the week
Enquiry-based learning - including
PE input through the week
4pm-5pm Wraparound available Enrichment hour - including targeted
teacher input
5pm-6pm Dinner hour Dinner hour
Benefits to the Flexible Year
• Supports high attendance by working with families to create a timetable most suited
to their circumstances.
• Creates periods of the day for targeted teacher input with the high adult ratios.
• Supports working families, both with the longer core day and the offer of high quality
consistent wraparound care.
• Offers flexibility to support changing family circumstances, for example:
- Reducing the pressure on a family with a new baby by offering them more time in
the morning.
- Easing drop-off and pick-up times, if the families have children at other schools or
parents are travelling to or from work.
Type of Curriculums
We are developing our own curriculum that fully supports and underpins all areas of our vision. The
development of our curriculum will be an ongoing and dynamic process, observing and responding
quickly to the strengths and challenges that arise.
As we are developing an innovative approach, we understand the importance of this reflective
practice and will use our real-time data gathering and open dialogues with the school community
to ensure we are developing a rigorous and challenging learning environment.
As we will be working to develop our own unique curriculum, we felt it was vital to select strong
and compatible curricula on which to build.
We required curricula which:
• Support active learning
• Support enquiry-based learning, offering broad and open learning objectives.
• Provide cross-curricular links
• Support individual progress
We have selected
• Welsh Foundation Phase for Reception to Year 2 (Foundation Phase)
• International Primary Curriculum for the foundation subjects and National Curriculum for English
and Maths (Primary Phase)
Below is a table that shows the basic structure of the day.

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The Welsh Foundation Stage
The Welsh Foundation Phase (WFP) supports our commitment to active learning as is has been
developed to ensure “Children will be given more opportunities to explore the world around them
and understand how things work by taking part in practical activities that are relevant to their
developmental stage. They are challenged with open-ended questions and given opportunities to
explore and share their ideas for solving problems” http://wales.gov.uk/topics/educationandskills/
earlyyearshome/foundation_phase/?lang=en
The WFP has been developed looking to the successful Central European model where pre-school
extends to 7, this is much more akin to the curriculum the children at Vittra are working with at this
stage and will help us build more directly on their expertise.
It sets out the learning outcomes under 7 headings and describes the attainment expected for
children from 3 to 7. Initially, on opening, the school will be following 6 of these areas, as the 7th
strand is that of the Welsh language. We will look to develop this strand to include an additional
language once our school is established, and would select and incorporate the language in
consultation with our community.
The attainment has been mapped onto the National Curriculum, so although the experiences of the
children will be different from other local settings, we will have high expectations on their learning
outcomes which will be comparable to local and national schools.
By looking at evidence from the Central European Model of Early Years Education, we believe that
this developmentally appropriate curriculum will allow all our children the time and experiences to
fully develop the important skills that will enable them to thrive in the next stage of their education.
By using the WFP, we offer continuity across the 3 year groups of our Foundation Phase, using one
curriculum rather than two separate approaches, will create a smooth transition across this phase,
ease our monitoring of each child’s progression and facilitate the children moving at their own rate.
We researched the Early Years offer of the International Primary Curriculum but found it to be less
developmentally appropriate and more prescriptive than the WFP.
We also looked into negative feedback the WFP has received and found that the criticism was
aimed at the implementation and lack of commitment to the necessary teaching approaches not
the curriculum itself. As our schools vision is built on child-led active learning, and we will have
real time assessment available to many stake holders, as well as our commitment to high quality
teaching, we feel that it offers us the best Early Years curriculum on which to build.
Welsh Foundation Stage

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International Primary Curriculum
When the children reach the end of the Foundation Phase, we will then move to the International
Primary Curriculum (IPC). This will create a natural transition within the school, as the children
begin the Primary Phase. The transition will be reflected in the physical environment as well as
child groupings. Although, as we will have built our own curriculum that will seamlessly bridge
the two curricula, any child who is ready will be able to work toward these learning goals while
still in the Foundation Phase.
The IPC has been selected as it has been designed to be delivered through cross-curricular
projects and allows the children to progress at their own rate through the learning outcomes. For
our planning purposes, the subjects will be grouped to build on the learning areas from the WFP.
The curriculum also has a range of beliefs and principles that closely match our own, covering
enquiry, resilience, morality, communication, thoughtfulness, cooperation, respect and adaptability.
We will adapt the IPC, to underpin our unique child-led projects ensuring that the children have
broad and balanced learning experiences and maintain their progression, while allowing staff to
ensure curriculum coverage. It has been designed to be delivered through adult-led cross-curricula
projects. We will adapt it to enable us to use the learning goals and example projects to support the
design of our child-led enquiries.
The IPC covers all the Foundation Subjects, we will follow the National Curriculum (NC) for English
and Maths at Key Stage 2, the Language Arts and Mathematics from the IPC will further augment
this and ensure the skills are incorporated within the projects.
Transition from the Foundation Phase to the Primary Phase
Much thought has been given to ensuring that transition from the Foundation Phase to the Primary
Phase is seamless. A careful examination of both curriculums reveals that there is a remarkable
degree of continuity and progression when the two are read together. This is so because, as the
information below makes apparent, they have been conceived with very similar aims, objectives
and aspirations in mind.
International Primary Curriculum Subject Areas
(inc National Curriculum)

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Transition across the curricula will be seamless because:
• Both curriculums emphasise the importance of differentiation, personalised learning,
creativity, the acquisition of skills and enquiry-based approach
• Both emphasise the importance of English, Maths and Science
• Both are very precise about learning goals and outcomes, and, taken as a
whole, ensure continuity and progression from Reception to Year 6
• Both provide children with a broad, balanced and relevant curriculum which can be
easily adapted to individual need and aspiration
• Both are meticulous in identifying the knowledge, skills and understanding that are
important for children to acquire from Reception to Year 6, and, taken as a whole,
provide us with the best tried and tested curriculum models for realising our vision
• The areas of Learning in the Foundation Phase for Wales are very similar to the
Subjects in the IPC
• Our rigorous ongoing approaches to assessment will meticulously track pupils from
when they begin their school careers in Reception and thereby ensure that they are fully
prepared for the transition to the IPC
• Our assessment procedures will quickly identify any gaps in children’s knowledge, skills
and understanding and ensure that these are supported in the child’s individual plans.
• Our commitment to teaching that promotes active learning, throughout our school, will
also ensure that transition from the Foundation Phase to the IPC is seamless
• Our Project planning structure and matrix will ensure progression across the curricula
Curriculum Models
The children would be in school for a minimum of 30 hours per week. This would translate to a
minimum of 22.5 teaching hours a week.
The following pages show the minimum hours that will be focused on the different curriculum areas.
Although our enquiry-based approach will lead to a high proportion of cross-curricular experiences,
which we feel will further enhance the hours spent on all subjects especially developing literacy,
numeracy and personal and social skills. The curriculum model is consistent across both phases.

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Subject/Other Activity
(e.g. Enrichment)
Hours
per week
Mandatory/
Voluntary
Comments
Personal and Social
Development, Well-Being
and Cultural Diversity
1 Mandatory This area will be supported through
project plans and additionally with
specific discussions during the daily
family groups as well as through our
aspirations.
Language, Literacy and
Communication Skills
5 Mandatory Including planned input relating to the
projects as well as individual input and
support around reading and phonics,
and planned independent activities in
the workshop areas.
Mathematical Development 5 Mandatory Including planned input relating to the
projects as well as individual input, and
planned independent activities in the
workshop areas.
Knowledge and
Understanding
of the World
5 Mandatory This covers a wide range of subjects
that may not all be covered during each
project but over the year would all be
covered. Specific focus within this area
will be placed on the developing of
science understanding and skills.
Physical Development 2 Mandatory This covers the taught PE sessions
as well as time children will be
developing physical skills through their
projects. Through our practical learning
environment we believe that each child
will have constant opportunity to develop
both their fine and gross motor skills.
Creative Development 2 Mandatory Planned project input.
Presentation skills .75 Mandatory Planned project input - further
supporting their oral and written
communication skills.
Aspirations .5 Mandatory Embedded in projects and interactions
with all staff.
Enrichment 1 Voluntary The children will have access to a
wide number of enrichment activities,
although we will encourage children to
take advantage of these as well as plan
specific chances related to their interests
these will be voluntary to attend.
Foundation Phase

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Subject/Other Activity
(e.g. Enrichment)
Hours
per week
Mandatory/
Voluntary
Comments
Personal and Social
Development, Well-Being
and Cultural Diversity
IPC Subjects
• Society
• International Goals
1 Mandatory This area will be supported through
project plans and additionally with
specific discussions during the daily
family groups as well as through our
aspirations.
Language, Literacy and
Communication Skills
NC Subjects
• English
projects as well as individual input and
support around reading and phonics,
and planned independent activities in the
workshop areas.
Mathematical Development
NC Subjects
• Maths
projects as well as individual input, and
planned independent activities in the
workshop area.
Knowledge and
Understanding
of the World
IPC Subjects
• Science
• Geography
• History
• ICT
• Technology
5 Mandatory This covers a wide range of subjects
that may not all be covered during each
project but over the year would all be
covered. Specific focus within this area
will be placed on the developing of
science understanding and skills.
Physical Development
IPC Subjects
• PE
2 Mandatory This covers the taught PE sessions
as well as time children will be
developing physical skills through their
projects. Through our practical learning
environment we believe that each child
will have constant opportunity to develop
both their fine and gross motor skills
Creative Development.
Creative Development
IPC Subjects
• Art
• Music
2 Mandatory Planned project input.
Presentation Skills .75 Mandatory Planned project input-further
supporting their oral and written
communication skills.
Aspirations 1 Voluntary Embedded in projects and interactions
with all staff.
Enrichment Voluntary The children will have access to a wide
number of enrichment activities, these
will be voluntary.
Primary Phase

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Our flexible structure will enhance these hours, as it will lead to lower adult:child ratios over
the year. If it is assumed that we would have a consistent number of families taking their holidays
over the year, we would predict up to 70 children would be away during any week. This would
bring our teacher:child ratio down from 1:30, the maximum it would ever be, to 1:25. With all
teaching staff, including teaching assistants and experts, this will give us a ratio of 1 adult to 12
children. Whilst it is acknowledged that the holiday time will not be taken as uniformly as this
example, these figures clearly demonstrate how our approach can enhance ratios. Due to our
flexible learning environment, any reduction in numbers across a phase would support all children
rather than simply emptying one classroom.
The daily timetable will also increase face-to-face time with the teachers. The enrichment hours
will provide periods each day with extremely high adult:child ratios for targeted support. Within
our model, the majority of planning and assessment will be done with the children. This allows us
to increase the amount of time teachers spend supporting the children’s learning directly without
increasing their workload. So each child will get a greater amount of focused adult attention than
in a traditional school setting.
During planning, all activities will be assigned to a specific curriculum area, although a high
proportion of the activities will be cross-curricular and most will have a literacy element within them.
In this way, the children will have many opportunities to practice and consolidate their language
skills, including in the preparation of their presentations.
Content of the Curriculum
The learning within our school will be primarily delivered through the personalised, co-constructed
projects. To ensure consistency, these projects will have the same basic structure as the children
progress through the Phases, although each aspect will progress in terms of challenge and
expectations. They will follow a careful progression of skills to make sure the level of challenge
remains high, both for the subject content as well as the softer skills contained within our
aspirations. Both these elements will be carefully tracked via the school’s assessment framework,
facilitated by the Learning Management System (fully described in D2).
For children to flourish in this environment and become independent self-motivated learners, it
is important that they develop good communication and literacy skills, positive dispositions and
attitudes and strong mathematical understanding. To support this, not only will they be rigorously
planned for in each project, these skills will be further developed in small group targeted sessions
daily during the enrichment hour.
Our Enquiry Based Approach
How our Enquiry-Based Approach Affects the Design of our School Environment
The physical environment of the school will be developed from early years settings, while learning
from the Vittra model. Their model has successfully incorporated the use of workshop areas, where
spaces are built on the idea of one room for one type of activity. Within their schools they have
areas for creation, action, reading, conversation and inspiration.
In our school, children will have access to a range of workshop areas, designed and resourced to
primarily support a specific curriculum area. Each area will be planned and resourced to provide
opportunities for teacher-led activities as well as independent learning. The members of staff in
each area will support the different activities planned for each project, with specific input timetabled
for the project groups.
The member of staff in each area will also plan 3 open-ended independent activities to support a
specific subject area. The independent activities will be planned in response to the needs of the
children, and will link into the small group work that is carried out during the enrichment hour.

22
To further enrich each of these environments, they will have space for children to access the
resources and create their own learning opportunities. For example in the Foundation Phase
writing workshop, the teacher would base themselves at a table and as the children come into
the room they would be able to check their plan and introduce their specific activity, they would
also have access to each child’s next step for their writing so be able to target their input to
the individual.
Within the room the teacher may have also set up an activity for children to practice their
handwriting in the form of a salt tray and letters to trace. Additionally, there could be a word
building activity set as a challenge to the children to find the most words and finally a dictionary
task for children to check the spellings of a list of words. There would also be writing materials
available for the children to access and develop their own ideas. To support the workshop,
a Teaching Assistant would be present to intervene/help the children when needed. These
adult-planned and independent activities will give the children an extremely broad range of
opportunities to practice, consolidate and reinforce their understanding.
To enhance the children’s learning experiences, certain workshop areas will be staffed with experts.
These experts will be individuals with real and relevant experience within the specific skills they
are supporting. We will work closely with local Further Education colleges and Universities. For
example using graduates and students from the University of Art, Wimbledon, to staff the art studio
and employing a Forest School Leader to staff our outdoor area. By working closely with the local
community and encouraging volunteers, we plan to provide the children with a range of role models
across the generations.
Example of Possible Workshop Areas and Staffing
Phase Workshop area Staff
Foundation
Phase
Library, including project planning
area
Project Planning Teacher
Teacher and TA, a volunteer where
possible.
Writing Teacher and TA
Maths Teacher and TA
Science Teacher and TA
Construction TA
Art Studio Expert
Theatre Expert supported by a Teacher

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Our Project Planning Process
The projects will follow a consistent cycle.
Each project will be developed over a dedicated planning week, below is a timetable of how this
week will work. A teacher from each Phase will lead project planning during every week of the term.
The staff will rotate around the different areas of the learning environment on a weekly basis.
Steps Day Activities Teacher Responsibility
Inspiration Monday Attend a planned event,
this could be:
• Visit
• Talk
• Show
• Show and Tell by the
children, sharing their
ideas or passions
Plan event based on either the
interests of the cohort or to support
widening their experience. (Teachers
would plan a maximum of 7 projects
over a year, 3 of these would be
required to have a school visit as
their inspiration activity.)
Idea
Identification
Tuesday Debrief
• Discuss the inspiration
event
• Collect and sort ideas
and resources.
• Identify and develop
the emerging areas of
interest.
• Create idea boards
• Identify possible
outcomes.
• Facilitate discussions
• Begin to gather resources and
think about learning outcomes
• Identify groups
• Begin to timetable the groups.
Continues overleaf

24
Co-Construction Wednesday • Work through planning
format.
• What are you working
towards?
• What decisions do you
need to make?
• What do you need to
find out/know in order to
make these decisions?
How will this knowledge/
skill feed in to the rest of
your project?
• Select most appropriate
presentation form, and
identify specific skills
needed.
• Work with a Community
Cloud member where
appropriate.
• Map across the curriculum
• Identify learning objectives
(broadly)
• Identify skills/knowledge gaps
Fine-Tuning Thursday • Discuss the curriculum
gaps - collect ideas
of how they can be
covered.
• Start to develop formats
for some of the learning
activities.
• Create bespoke timetables for
the groups-by looking at current
planned timetables on LMS.
• Personalise the project plan
for each student - this should
be ensuring that the learning
objectives are set at the correct
level and matching aspiration
goals to each child. Including
updating the playlists of relevant
numeracy and literacy online
resources to scaffold each
child’s needs.
Launch Friday • Meeting to share the
project plans with the
students and discuss
their targets and
timetables.
Once a project has been planned, the learning activities will be disseminated across the staff; who
will ensure they have the necessary resources available within their workshop area. The children
will then be able to access these learning activities as they move around the environment. A staff
member within each area will monitor the children, accessing the learning and encouraging and
supporting children to reach their weekly goals.
The daily project group meetings will be an opportunity for the teacher to remind the children of
their specific project activities that they need to access that day and discuss progress. Each child’s
individual timetable would be accessible via our Learning Management System (LMS). This will
give teachers the opportunity to both check the timetable at any given time and direct the children
where necessary.
Families will also have access to their child’s timetable, to enable them to discuss their child’s
day. The specific teacher input required to develop the necessary skills will be timetabled,

25
utilising natural breaks in the day to arrange these so as to minimize the interruptions to the flow of
the children’s learning.
At the project meetings the children’s progress through the projects will be discussed and support
planned for children who are finding the time management difficult. This may be in the form of a
visual timetable, or more regular check-ins with a member of staff.
Each project will be explicitly mapped against the curriculum goals to allow us to assess and
track the achievement of our students in a comparable and rigorous manner. The projects will
make up the minimum requirement of each pupil, planned carefully against their own assessment
records, they will ensure methodical progression across all learning goals. We would expect
projects to last, on average, between 4 and 6 weeks, which would ensure regular summative
assessments, allowing the school to monitor its achievements.
At the start of a project the teachers would be aware of any child who may be taking holiday time
before the project is expected to finish. In these circumstances the teacher would create a modified
project for this child, editing the learning goals set and possibly the role they would play in its
development. For example if a child was to miss the final 2 weeks of a project they may take on
the role of a researcher, providing the relevant information on which the rest of the children
could build. Additionally, each child will have access to the many interesting and valuable learning
experiences planned for the many other projects occurring across the school community. We
truly believe that our chosen curricula will be just the starting point for the children’s learning
experiences in school.
Ensuring Mastery of the Core Subjects
Although we believe strongly in a balanced curriculum, as reflected in our cross-curricular projects,
we are also aware of the need of all children to have solid foundations in the core subjects.
There is a strong emphasis on presentation for all projects; this places additional emphasis
and adult support into literacy and, specifically, communication skills. We are also committed to
developing independent self-motivated learners, which in turn means we have to support their
developing literacy to enable them to access the world of information around them.
All learning objectives related to the core subjects will be covered in the projects, providing the
children a context and purpose for the learning. Additional targeted support will also be planned in
every day. By creating the quieter ‘enrichment hours’, we will be able to ensure the children get a
high amount of teacher focus time on these specific skills.
These hours will run as rotations, with the children benefiting from specific input in phonics/writing,
maths, reading and PSE. With the flexible construction of the school day, during the enrichment
hours, only half the children will be with the teachers. We would use this time to offer 2 members
of staff the PPA slots, so would have adult:child ratios of 1:9. We would also work to engage parent
volunteers during these sessions, specifically to support reading and PSE games.
The staffing of the workshop areas will also demonstrate our commitment to the core subjects.
We will ensure that there are always 2 members of staff in the corresponding workshop areas
for English, Maths and Science to increase each child’s support in these subjects. We will train
Teaching Assistants to become specialists in these areas to support the teachers. Each of the
workshop areas will be resourced with a wide range of materials to support a broad range of skills
across these subject areas. In the Foundation Phase, 2 Teachers will have additional hours each
week specifically timetabled to target these skills. The interventions that they plan will be reflective
of the needs of the cohort.
The Leadership team will also run regular workshops for parents, building their own confidence
in these areas, developing their understanding of how best to support their children at home and
ensuring a consistent approach. These workshops will run during the breakfast and dinner hours,
so the children can attend our wraparound care to enable parents to attend.

26
Our flexible daily timetable also creates opportunities where children will get 1:1 support in
reading. As well as ensuring that we have high numbers of staff in the library area, we will also
recruit and train volunteers to read with the children.
Additionally to scaffold the children’s maths and literacy development, we are working to develop
adaptive games based software. These will be simple games that support a specific learning goal;
once a child has mastered a specific skill a new game will become available to them. Within this
system, teaching staff will be able to add playlists of online resources tailored to the individual child.
Once they have worked through these, they will be able to select one of our games to demonstrate
mastery and move on to the next skill.
This approach is building on the growing interest in the flipped classroom, enabling children to
move at their own pace through the learning, repeating activities until they have mastered them.
These games will also be linked into our assessment system enabling teachers at a glance to see
how the children are progressing. This is in addition to carefully planned projects, small group input
and independent learning activities within the school environment.
Through both the projects and the discrete learning opportunities, we aim to ensure that our pupils
develop a range of skills, including reading, writing, communication and mathematical skills and
have frequent opportunities to apply them across the curriculum.
We will ensure mastery of core subjects by:
• Creating an extremely language rich environment.
• Rigorous planning of these subjects into the projects.
• Placing emphasis on presentation through each project.
• Higher staff levels in corresponding workshop areas.
• Teaching additional small group literacy and numeracy sessions daily during the
enrichment hour.
• Training Teaching Assistants to become experts in these areas.
• Creating adaptive games based software supporting number and literacy for the children
to access both in school and at home.
• Supporting parents’ own understanding in, and the effective approaches to supporting
these subjects at home.
• Encouraging and training volunteers to read with the children.
Daily Timetable Workshop Areas
Time Description
8:00am Breakfast Hour Children able to come to school to eat breakfast and would
also have access to some areas of the school, e.g. sports
hall and playground.
9:00am Enrichment Hour During this time there will be lower numbers of children
working with the teachers on planned input, focusing on
numeracy, literacy and PSE.
During this session, there will also be voluntary clubs run
by external agencies. The additional adults would provide
an opportunity for the 2 members of teaching staff in each
phase group to take their PPA time.
Certain workshop areas will be open for the children
attending this hour as part of their wraparound care.

27
10:00am Enquiry-based Learning All areas staffed and children supported in engaging with
their projects.
11:45am Family Group
Assemblies
This is the time where children gather in their family groups
(mixed age group from within a phase). Opportunities for
children to share their learning, have group discussions
and support PSE.
12:00pm Lunch Most workshop areas will close again over this period,
except the library, wildlife area and playground.
1:00pm
to
1:15pm
Project Meetings Each project group will meet with their project teacher.
2:00pm Enquiry-Based Learning
(Foundation Phase PE)
All areas staffed and children supported in engaging with
their projects.
3:00pm Enquiry-Based Learning
(Foundation Phase PE)
All areas staffed and children supported in engaging with
their projects.
4:00pm Enrichment Hour
Repeat of the morning
session to ensure all
children have access to
the same experiences.
During this time there will be lower numbers of children
working with the teachers on planned input, focusing
on numeracy, literacy and PSE.
During this session there will also be voluntary clubs
running by external agencies. The additional adults would
provide an opportunity for the 2 members of teaching staff
in each phase group to take their PPA time.
Certain workshop areas will be open for the children
attending this hour as part of their wraparound care.
5:00pm Tea Time Most workshop areas will close again over this period,
except the library, wildlife area and playground
6:00pm Close
The family groups will create the children’s class for the years they are in each phase. They will
be vertical groupings and will keep the same teacher across a phase. This will allow very strong
relationships to be built with the children, teacher and parents.

28
Inspiration
Monday Teachers Planned Inspiration event - Chessington World of Adventures
- 40 children attended across both Phases.
From observation and collection of interests from the children and families,
the staff organised a trip to Chessington World of Adventures, a local theme park.
A group of the youngest children had been excited by one of their friend’s recent
holidays to EuroDisney, and some of the older children have become increasingly
interested in conservation, so the venue offered something for both groups, as
there is a small zoo on-site.
As the trip covered both Phases, the teachers worked together to plan the trip.
The children were grouped by interest, which was strongly age-related, although
they still spent time together when out.
Each accompanying adult was given a camera and asked to encourage the
children to take pictures of things they saw that they found interesting, as well as
collect any leaflets/information about the park. Whilst the different groups were
encouraged to explore the areas that they had previously expressed an interest
in, e.g. the theme park or the zoo, all the children got a chance to see the whole
venue. During the day, they also got the opportunity to see the stage version of
Madagascar. The children had a brilliant, long and tiring day.
Idea Identification
Tuesday The teachers set up a “debrief and planning” area in the library/research
workshop -an area containing all the photographs taken by the children as
well as the collected information and any quotes from the children on the
day. The children were then asked to select and sort the information they had
gathered. The teachers observed and facilitated the discussions, making their own
observations and noting down which children were drawn to the resulting themes.
As had been expected, there was a group of children who were extremely
interested in the rides/theme park and a conservation group, who were a group
of the oldest children, who had particularly focussed on the gorillas. A third group
also emerged that were completely taken with the show.
The teachers spent the day encouraging the children to come and share their
thoughts and ideas. Within this day, there were also periods where all the
children were engaged in the other activities in the learning environment, enabling
the teachers to begin to gather their thoughts and start to collect resources for the
project development the following day. By then end of the day, all the children had
been involved in the creation of 3 initial idea boards
1. Theme park - This group consisted of 15 children from Reception
and Year 1.
2. Madagascar show - This group was 12 children from Year 3.
3. Gorillas - 10 children from Year 6 were fascinated by the gorillas. Additionally
3 Year 6 boys were taken with the Lions. Both these groups of children were
very interested in how endangered these animals were, so they were going
to work together in the planning stages, but their focus and products would
be distinct. The children were divided into 3 groups, 2 gorilla groups with 5
in each and the lion group with 3.
Continues overleaf
Example Project Plan

29
Co-Construction
Wednesday The groups had timetabled sessions with their project planning Teacher to work
on the co-construction of their projects.
Group 1
Idea identified yesterday - We want to design/make our own theme park.
Group Product - A model of a new theme park, video advert.
Individual Product - Each child to create their own themed area, with two rides
and one other area e.g. shop, café etc. A leaflet for visitors to the park including
a map and all relevant information.
Group 2
Idea identified - Putting on a show.
Product - a show performed to a real audience, including script and casting.
Group 3
Idea identified yesterday- The conservation of lions and gorillas.
From yesterday the children had shown a real interest and concern for these
animals, but hadn’t come up with a fully formed idea of what they wanted to do.
In the initial discussions they decided they wanted to raise awareness of these
animals plight and raise money to help them.
Group A - Sponsored something
Group B - Making and selling a product, soft toy with info leaflet - with profits
going to charity
Group C - Charity event - car wash/bag packing at local super market
• All groups to set up a just giving page.
• All groups to utilise social media to promote the event.
• All groups to be involved in an evaluation of all 3 routes.
(See the following page for Example Planning Table and Week
Timetable for Group 1)

30
What decisions do
we need to make?
What do we need
to know/find out
Activities Specific teaching input
or adult support that is
needed.
What will our park
be like?
Research existing
parks.
What are they like?
Where are they?
Who is our park for?
How will you record
your findings?
Creating your own
reference book - choose
a theme park and find
out as much information
about it as you can
including - website, where
it is in the world. How
many people visit it?
What do you think is the
most interesting thing
about it?
• Use of internet
search engines
• Identifying the
features of an
information book.
• Individual writing
targets-including
phonetic awareness.
• Group session to
feedback what they
have found out and
collate the book,
including adding
features such as
page numbers,
contents and index.
What type of rides
will we have?
What different types
of rides are there?
What are the most
popular rides?
Are there different
rides for different
people?
Research - internet and
books - different rides
What was the oldest ride/
park?
Consolidating
previously taught skills
What makes a ride
fun?
Discussion Adult-led discussion,
collecting all the
children’s ideas
Are there any rules
for rides? What are
they and why do
they exist?
Group posters - collecting
different ideas
Independent
How will we make
our rides?
What are real rides
made from?
How do they work?
What would be the
best material to
make our models
from?
Investigating a range
of materials - informed
by research on types of
rides. Collect information
in a table.
Investigating a range of
construction kits - evalu-
ating against a range of
criteria.
Independent
Group 1, Example Planning Table and Week Timetable
Continues overleaf

31
What else do we
need in our park?
What else do you
remember seeing?
List of features of a
theme park.
How will we tell
people about our
park?
Advert - What
different types of
adverts are there?
What type are you
going to choose?
Discussion Adult-led
What information do
people need on their
visit?
Leaflet -
How are you
going to design
your leaflet?
Look at a whole range of
leaflets.
What are the main
features of a leaflet?
Individual writing targets

32
MondayTuesdayWednesdayThursdayFriday
10:00amTeacher-led
Featuresofainformationbook-
sharedwriting
Guidedresearchusinginternetand
books
(LLC)
Continuingtoworkoninformation
book,independent(Stafftosupport
implementationofwritingindividual
writingtargets)(LLC)
Groupmovedtoroleplayarea,
createthepayingdesk,maketheir
ownticketsanddecideoncosts-
userealmoneytosupporttheplay
(LLC/MD/PSE)
Teacher-led-lookingatthevideos
theytookthedaybefore-set
specificchallengetofindbestway
tofilmmovement-childrengoto
physicalarea.
Teacherled-lookingatresultsfrom
theridessurvey,investigatingthe
rangeofmaterialsformakingrides-
teacherintroducesanevaluationtable
forchildrentorecordtheirfindings
(KUW/LLC)
Teacher-ledEvaluationandtesting
ofconstructionkitrides-testing
strength,speed-focuson
mathematicalunderstanding
11:00amCreativearea-Childrenworkingwith
TAtomakeathemeparkroleplay
(LLC,CD)
Teacher-led
Lookingatresultsfromsurvey
theycollected
Lookingatmoreandless-difference
betweenandunderstandingwhatthe
resultsmean(MD)
Outsidearea
Independent-researchingrides.(LLC)
Independentexplorationofarange
ofconstructionkits,tobuildthebest
ride-tallest,fastest,longestetc
(KUW/MD/PSD/LLC)
TA-led,Discussingwhatmakes
aridefun?
Adultcollectingchildren’sideasand
words.
Initiatesthechildrenexpressingtheir
ideasusingartmaterials.
(LLC/CD)
11:45amFamilygroupFamilygroupFamilygroupFamilygroupFamilygroup
12:00pmLUNCHLUNCHLUNCHLUNCHLUNCH
1:00pmProjectmeetingProjectmeetingProjectmeeting
Collatinginformationsofar-lookingat
progressofinformationbooks
Projectmeeting-GroupProjectmeeting-GroupAandB
1:15pmTeacher-led
Introducingsurveys,explaininghow
tocollectandrecordinformationina
table(MD)
Outsidearea-accesstorangeoftoys,
blocks,sand/waterallplannedtosup-
portallareaoflearning
Teacher-led-lookingatrangeof
adverts.ChildrendecideonaTV
advert.Sotheyaregivenintroto
usingavideocamera-Children
explorelearningenvironmentfilming
thingsthatareinterestingtothem
Adultsupportedplayinrole-play-
creatingtheirownrideandusing
ticketstoreinforcenumber
understanding-1:1correspondence,
howmanymore,2havegotouthow
manyleftetc(MD)
Continuetodevelopandinvestigate
constructionkitsfortheirrides,adult
inareatosupportchildrenevaluating
theirmodels
Creativearea-Childrencontinuing
thereexplorationsofartmaterials
2:00pmPEOutsideareaContinuingindependentplayin
roleplay
Childrensplitbetweentheoutside
areaandtheroleplay.
Teacher-led-Buildingontheirideas
fromthismorning.Childrenexperiment
withexpressingtheirideasthrough
dance
3:00pmLiteracyWorkshoparea-
engagingwithplannedphonics
activities(30mins)
Guidedreadingofinformationtext
withTA
MathsWorkshoparea-engaging
withplannednumberactivitiesand
games
Childrensplitbetweentheartstudio
involvedinindependentcreative
learning,theconstructionareaand
outside.
LiteracyWorkshoparea-engaging
withplannedphonicsactivity
Reading
Independentmodificationoftheir
constructionkitridesbasedon
discussionwiththeteacherin
themorning
Group1,ExampleofWeekOneProjectPlanReceptionandYear1Children.

33
Enrichment Activities
We will run enrichment programmes across the different levels of the school.
Through our Enquiry-Based Learning
As described each project planning week will begin with an inspiration event. Although these
events may take different forms, from school trips to the children sharing their own ideas, each
will broaden the children’s experience.
Further to this, in each project plan every opportunity will be taken to enhance the children’s
learning. This could take the form of trips to visit Community Cloud partners, cultural centres
which relate to the context, environmental settings etc. We would also invite relevant experts or
groups into the school to enhance the project’s content.
The school will work to share with parents’ experiences that may be of interest to the children,
but would fall more into the home-life experience. We believe in this way our curriculum will make
connections across the whole of a child’s life and community.
Additionally to our Academic Curriculum
Each day the children will have access to school-based enrichment activities. As described in
our daily timetable, these opportunities will occur twice a day to ensure that all children have equal
access. These activities will include both free school run clubs, as well as externally staffed courses
that would come at an additional cost to parents.
During these times, the school-based enrichment activities will cover a range of areas, from sport to
the arts and coding. During these slots, we would look to run both a school news service and radio
show, which would support our children in developing the skills identified through our aspirations.
The children would have the opportunity to submit ideas for clubs and approach members of staff
to support them in the running of it. We would aim to reflect our school community by offering
opportunities to experience the languages spoken, giving those children for whom English is not
their home language (likely to be a significant proportion of our cohort) the chance to be the experts
and feel valued.
Through the open nature of our school, we will encourage family members/carers and community
members to volunteer their time to support all areas of the curriculum, including running a club
alongside a member of staff.
At a school community level, the children will have the opportunity to sit on a school council.
During a child’s term on the council, they will be involved in the assessment practices of the school
– sitting on assessment panels for student and teacher presentations - and supporting behaviour
management practices.
A Teaching Assistant will have the role of Learning Facilitator, and will be responsible for organising
the range of clubs. This will be a rolling programme responding to the needs and interests of the
particular cohort. We would look to utilise the interests and expertise of our staff, our Community
Cloud and local organisations to ensure we offer an extremely broad range of experiences.
Any external adult supporting these clubs would be given an introduction to the school and be able
to feed into the assessment of the children they work with. This is to ensure that these experiences
are valued by the entire school community. The termly timetables will be published in advance to
allow families to select their preferred clubs.
The experiences would mainly be optional for the children to select themselves, although some
specific opportunities would be recommended to certain children or may be organised in response
to an observed need or interest.

34
Assessing and Meeting the Needs of all Pupils
Our curriculum approach allows us to ensure that each child’s needs are met in a very individual
and specific way. By ensuring our curriculum and planning is child-led, we will create carefully
tailored experiences for each child. We believe that by focusing on each individual child, carefully
tracking their attainment and choosing their next steps, we will ensure the best outcomes for the
entire cohort.
Our approach will offer the appropriate support for the range of our students. For example, the
practical approach will create an immersive environment with high levels of adult interaction, which
will scaffold the developing language skills of our EAL children (Predicted to be c.40% of the school
population).
As the children will have such a high input into the curriculum, it will therefore accurately reflect
the cultures of the school. For the gifted and talented children within our cohort, the open-ended
opportunities will allow them to be continually stretched and challenged. For our lower attainers,
by having the ability to progress at their own rate and set individual goals without feeling they are
constantly lagging behind their class, we will avoid disenchantment and them opting out.
All targets set will be done by the teachers in conversation with the children. We will focus on each
child’s path ensuring they are making good progress, meeting their goals and encouraging them to
strive to reach their own potential rather than compare themselves with others.
The flexible and personalised nature that allows such targeted support for each child, of course
also leads to challenges on tracking the attainment. In order to address this we are building on and
adapting an existing Information Management System, such as the one developed by Arbor, and
already used in many schools, both in the UK internationally including School 21. The existing
systems already cover all statutory reporting.
Our Learning Management System (LMS) will then underpin all the day-to-day running of the
school, from attendance, to planning and assessment. It allows for all the information to be held
centrally and therefore be available to the entire school community at different levels.
On entry to the school the teachers will observe the children over their first 5 weeks at school
and complete a baseline assessment against the WFP criteria. The starting point for these
judgements will be information gathered from the families and previous settings. The staff will
use their expertise and observations to confirm this information. We will carry out the baseline
assessment over 5 weeks to ensure the children have settled in and so accurate judgments
are made.
Each project will be planned as a course, which the specific children will be enrolled on and will be
assigned the appropriate learning goals. Teachers will be able to update all the children’s records
and learning blogs instantly via a smart phone, tablet or computer. This will allow real time updates
of the assessment grids, and provide easy overviews of attainment.
Each child will have their own home page, which will provide information about their current
project. Using a colour coded system, it will clearly show if they are on track with their specific
project goals, as well as giving them an understanding of their progress across the entire
curriculum.
Additionally to tracking of the curriculum content, as a school we will have developed progression
maps for our aspirations, these will be separately monitored using specifically designed matrices.
The children will also have the ability to add their own ratings about their levels of engagement,
interest and happiness at school via an online pupil voice questionnaire, which will in turn feed into
the school’s development plan. These questionnaires will be available to be filled out at any time
but the children will be actively encouraged to fill one out per project.

35
Their home page will also link them directly to their personal learning blog and the adaptive games
based system. This online learning environment will be accessible both in school and outside, via
password-protected access. All the information the children receive via their home page will be
personal to them, providing them with feedback on their achievement related to their goals. This
approach keeps each child at the heart of their learning and attainment. It will show clearly the
progress each child makes relative to their starting point and clearly illustrates their individual
progress across all subjects over their time in school.
Another key feature that is incorporated within the LMS is that of keeping the families at the heart
of the school. Each family will have access to their child’s information, allowing them to read their
project plan, blogs, daily timetables and assessment graphs. Parents will be able to add their own
assessment as well as monitor their child’s progress. Such an open and transparent portal to the
school allows for frequent informal contact between home and school, and underlines that they are
both vital to a child’s educational success.
Assessing Pupils’ Needs
At the beginning of each project, careful consideration will be given to where each child currently
is and their targets selected as appropriate. These targets, as mentioned, will not only cover
the curriculum content, but also our specific aspirations; love of learning, character, positive
relationships and future proofing. We will be able to build on the identified learning goals from
the IPC to support these areas. One example would be incorporating their goals on adaptability
to support our future proof aspiration:
• Be able to approach tasks with confidence
• Be able to suggest and explore new roles, ideas, and strategies
• Be able to move between conventional and more fluid forms of thinking
• Be able to be at ease with themselves in a variety of situations
As such, all aspects of the child as a member of the learning community will be addressed.
This will enable all pupils, including SEN and Gifted and Talented Children, to be set personally
challenging targets and maintain the school’s high expectations that all children will make good
progress. This personal approach creates an extremely inclusive environment, with all children
getting the equivalent of an Individual Education Plan. These highly personalised plans can then
be further tailored for those children with additional needs.
Approaches to Meeting Different Needs
Our flexible approach to learning will enable the needs of all children to be accommodated within
the day-to-day running of the school. As mentioned previously, we will learn from the existing
successful model of Ridgeway Primary School in supporting all children within our learning
environment.
In their most recent Ofsted Report it was mentioned that “Pupils with special educational needs
and/or disabilities receive well-targeted, effective support. Consequently, they make outstanding
progress in acquiring reading, writing and numeracy skills in line with their different abilities. Pupils
speaking English as an additional language receive excellent support too and they make the same
progress as their peers. There are no significant differences between the achievements of different
ethnic or ability groups.” (http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provid-
er/ELS/130915)
We will offer the additional adult and/or technological support to ensure all children can access
the curriculum alongside their peers. Working with Ridgeway to support and train our Teaching
Assistants to develop their repertoire and confidence in intervening. With our expected cohort,
we do not anticipate to receive significant funding via the Pupil Premium, but any funding would
be put towards additional staffing or specific technology. This would ensure we can support the
children in accessing the learning as independently as possible and work closely with the families
to build positive relationships, so that they feel able to enter the school and access our support.

36
Our strong emphasis on positive relationships and seeing each child as an individual will in turn
make sure that the children receive sensitive, appropriate and tailored interaction.
The Role of the SENCO
“High quality teaching, differentiated for individual pupils, is the first step in responding to pupils
who have or may have SEN.” Draft SEN Code of Practice 2013
As all children at our school will receive highly personalised education plans, we feel we will be
able to seamlessly blend any additional provision required by individual pupils. The SENCO will
have an important role to play with the Headteacher and governing body, in determining the
strategic development of SEN policy and provision in the school. They will be a member of the
Senior Leadership Team, along with the Headteacher and Phase Leaders.
We predict from Borough figures that we will have a maximum of 6% of our students with an
Education, Health and Care plan, and a further 13% requiring additional support, (currently
broken down as 6% with a statement or on School Action+ and a further 13% on School action).
The SENCO will have day-to-day responsibility for the operation of SEN policy and coordination
of specific provision made to support individual children with SEN, including those who have
EHC plans.
The key responsibilities of the SENCO will be:
• Overseeing the day-to-day operation of the school’s SEN policy;
• Coordinating provision for children with SEN;
• Liaising with the relevant project and family group teachers where a looked after pupil has SEN;
• Advising on a graduated approach to providing SEN Support;
• Advising on the deployment of the school’s delegated budget and other resources to meet
pupils’ needs effectively;
• Liaising with parents of children with SEN;
• Liaising with early years providers, other schools, educational psychologists, health and social
care professionals, and independent or voluntary bodies;
• Being a key point of contact with external agencies, especially the LA and LA support services;
• Liaising with potential next providers of education to ensure a young person and their parents
are informed about options and a smooth transition is planned;
• Working with the Headteacher and school governors to ensure that the school meets its
responsibilities under the Equality Act (2010) with regard to reasonable adjustments and
access arrangements;
• Ensuring that the school keeps the records of all children with SEN up to date;
• Identifying areas of development within the staff team and organizing staff training accordingly.
The Role of the Staff
All staff members at our school will respond to each child as an individual, with high emphasis
placed on building strong relationships with them. The SENCO will ensure that all staff working with
a child with additional needs are aware of the strategies and approaches that work best for that
child. The staff will then respond accordingly and make use of the flexible environment to manage
the smoothest day possible for each of these children.
Each teacher will take a high level of responsibility during project planning to ensure that any
SEN children’s plans are specifically tailored to their strengths and needs. Where the teacher
feels the child needs additional support, they would be able to liaise closely with the SENCO
and where appropriate the families, to ensure this is delivered.
Other Agencies
The school will follow Borough guidelines and access the range of support available, the expected
cohort of our school is not likely to show high numbers of SEN or Looked After children. But we will
actively work to form good relationships across all additional services.

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