We believe that how a child learns is as important as what a child learns. Our teaching techniques reflect the latest pedagogical research. We want children to develop research and presentational skills, to question and to justify what they hear and say. Pair work and partner talk are used extensively and higher-order thinking skills are developed with open-ended and ‘what if?’ questioning.
We teach from whole to parts, simple to complex and concrete to abstract. We offer our children an extensive and challenging education in breadth, depth and richness. Our children are well taught and thoroughly prepared for their next school and many achieve well above national expectations.
At the beginning of every academic year, baseline ability assessments are undertaken in reading, writing and maths. A cohort tracker (with information from the previous year) is also used as a starting point. This tracker contains a list of the outcomes (key assessment statements from the National Curriculum) that each child has achieved. These are the objectives that a child must have achieved to be ready to access the next year of study. This tracker equips teachers and leaders with an immediate overview of what the child has and has not learnt.
For new pupils that start within the academic year, the teacher will quickly establish what point these children have reached in their learning. Previous school records will be used to ascertain pupils’ respective starting points.
PGP’s curriculum has two special elements: the Creative Curriculum and our STEAM initiative (science, technology, engineering, the arts and maths).