Curriculum Mission Statement
The TTPA curriculum is delivered within relevant and purposeful contexts, is built upon prior learning, and is designed to be challenging, interesting and motivational to all pupils. We aim to create inquiring, lifelong learners who respect and care for the world they live in and all those who live in it. TTPA learners will understand how they are connected to the world in order to take action to improve their own lives, and the lives of local and global communities.
Our curriculum offer promotes children’s independence, resilience and confidence, by building on our Academy Values and immersing children in high quality learning experiences.
To achieve this, we will:
The Foundation Stage
When children begin either Nursery or school in the Reception Year they follow the Foundation Curriculum. This will build on their many rich experiences at home.
There are 7 areas of learning and development that shape The Foundation Stage Curriculum. All areas of learning are important and inter-connected.
These are the PRIME AREAS:-
These areas are crucial for igniting the children’s curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive.
We also support the children with four further areas of learning through which the prime areas are strengthened and applied. These are the SPECIFIC AREAS:-
The Curriculum in Years 1 and 2
In Key Stage 1 and Key Stage 2 children follow the National Curriculum.
All children are individuals and have different ways of learning – teachers continually assess your child’s progress in all aspects of our rich curriculum and share new targets with the children. Enjoying learning is the key to success!
The Primary Years Programme (PYP)
The Primary Years Programme (PYP) is designed for pupils aged 3 to 12 is one of four programmes offered by the International Baccalaureate Organisation (IBO).
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The PYP focuses on the development of whole child as an inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary theme of global significance, explored using knowledge and skills derived from six subject areas, as well as transdisciplinary skills, with a powerful emphasis on inquiry.
The PYP is flexible enough to accommodate the demands of the National Curriculum as this is the curriculum that all LAT primary academies follow. The PYP
For more information on this please download our Curriculum Plans:
"The pupil premium funding and sports premium funding are used to good effect." Ofsted 2017
"Pupils who have special educational needs and/or disabilities are supported well and make good progress." Ofsted 2017
"Safeguarding is effective. Systems to keep pupils safe are robust" Ofsted 2017
"The curriculum provides good opportunities for pupils to learn across a range of subjects. British values are promoted effectively." Ofsted 2017
"Good teaching in Year 5 and Year 6 ensures that most pupils catch up and make expected progress in a range of subjects by the end of key stage 2." Ofsted 2017
"Pupils’ personal development, behaviour and welfare are good. Pupils behave well and have good manners. They demonstrate a strong understanding of tolerance and respect." Ofsted 2017
"Leaders, governors and the trust have a strong understanding of the school’s effectiveness. Their recent actions are ensuring that the school is improving quickly." Ofsted 2017
“Pupils speak highly about the quality of education they receive. They are very loyal to the Academy, each other and the staff. They appreciate the support they receive to do their best. Pupils’ conduct around the Academy and in class is excellent.”
“Teachers provide highly detailed and effective feedback on a regular basis so that pupils know what they need to do to improve. Pupils regularly respond to marking to ensure they improve upon their understanding. Pupils are now given more opportunities to complete their work fluently and at greater length. Good progress is strongly evident across the books surveyed.”
“Books are well presented and demonstrate that pupils take pride in their work. They contain a varied number of tasks and activities for pupils.”
“Systems to keep pupils safe are rigorous. They feel safer because behaviour has improved and there are good opportunities to learn how to keep themselves safe in different situations.”
“As a result of the senior leaders’ determination and attention to detail, the quality of education has improved, aspirations have been raised and staff morale is high.”