Our vision is to provide Rosebrook children with the knowledge, skills and experiences to ensure they aspire to be successful, independent life-long learners who are best prepared for life in modern Britain and beyond.
We will achieve this by constantly evolving the curriculum to ensure it meets their interests and needs; and by providing a welcoming, enjoyable, safe and supportive learning environment in which everyone is treated equally.
In order for our children to be proud of their local area and to be ambassadors for Stockton-on-Tees and the North-East as a whole, our curriculum focuses on local industry rich in history, celebrates the successes of local people and encourages aspiration for all.
At the heart of our work is PSHCE: personal, social, health and citizenship education.
Our aim is to provide a curriculum which extends learning beyond the academic, technical or vocational, supporting our pupils to develop their character – including their resilience, confidence and independence – and help them know how to keep physically and mentally healthy and safe. We recognise that, children learn best when they feel safe, secure and all their basic needs are being met.
At each stage of education, we prepare pupils for future success through planned transition and careers education. By developing their understanding of Rosebrook’s core values as well as fundamental British values, we model how to be responsible, respectful, active citizens who contribute positively to an increasingly diverse society.
A key driver of our curriculum is vocabulary and language acquisition, taught and developed through our rich reading curriculum. By exposing pupils to high quality texts, both fact and fiction, we foster their love for reading, promote knowledge acquisition and develop understanding about the world.
Our curriculum meets the needs of all characteristics covered by the Equality Act 2010. We ensure equality, diversity and inclusion are embedded throughout the breadth of the curriculum in order to foster healthy relationships between different groups.
The curriculum is broad, balanced and ambitious for all pupils including those with Special Educational Needs and Disabilities. Our teachers and support staff work closely to children’s diverse needs and work with our SENDCo to overcome barriers and participation in all subjects.
Although we are an academy school, we still teach the statutory programmes of study from the National Curriculum, but with a “local” approach. Our aim is to ensure our pupils learn about their immediate locality in relation to other places and to be proud of where they come from: our overarching theme is “All Roads Lead to Rosebrook”. When teachers plan their projects, they take the approach of beginning locally and working outwards.
Starting in Early Years, we provide children with the prime and specific areas of learning and development implemented through adult led and child-initiated learning. Rosebrook adopts the Letters and Sounds phonics programme from the early years phase with supporting materials from Read, Write Inc.
Our curriculum overviews contain the knowledge that we have identified as essential to our school. These have been carefully crafted for each subject, identifying composite knowledge and skills and breaking them down into component parts to ensure sequential, layered knowledge acquisition. The outcome being children know more, remember more and are able to do more.
English and mathematics are taught daily at Rosebrook. Teachers use a document we call our “non-negotiables” which sets out the programmes of study for each year group. From these, they design tailor-made units of work to suit the needs and interests of their pupils at the appropriate level. Coverage is tracked by the teachers themselves using a term-by-term highlighting system.
Teachers use our subject content documents to develop a curriculum which is inspiring and relevant to their year group. We are constantly refining and improving our cross-curricular approach which is driven by reading: creating as many links between subjects as possible.
Teachers have the freedom to choose projects / topics to study within given parameters: as long as certain language, knowledge and skills are taught. We encourage pupils to be involved in constructing their curriculum whenever it is feasible to do so.
These projects are mapped out into long term plans then subsequent individual lessons are planned. Teachers endeavour to begin each new project with an engaging hook for learning. This could be an educational visit or a guest speaker. Projects are also designed to have a specific real-life purpose for learning when pupils are given the opportunity to express their learning. This could be through a class assembly where parents are invited in or the creation of a project over time. Teachers ensure each lesson is differentiated in order to meet the needs of all learners.
When developing the curriculum for Rosebrook pupils, we consider the following:
- What do they know already about this subject and what has gone before?
- How is it relevant to pupils?
- Which aspects of keeping safe can be included?
- How will it help them develop as readers and promote a love of reading?
- Does it promote equality?
- Does it encourage aspiration and ambition?
- Is it diverse and does it help pupils understand about other cultures and religions?
- Does it celebrate diversity?
- What new language and vocabulary will be taught?
- How can the new knowledge be demonstrated and applied to real-life contexts?
- How will pupils be supported to remember new knowledge?
- What will be assessed?
- How will pupils be encouraged to learn independently?
- Have pupils had their input in what to learn?
Formative assessment takes place in every lesson. Teachers and teaching assistants are very effective at observing and questioning children in order to find out their strengths and what needs teaching next. Assessments inform teachers’ planning.
Reading, writing and mathematics are assessed frequently using set criteria set out in year groups.
Science and foundation subjects are assessed termly using criteria based on Key Performance Indicators (KPIs) which were developed by each subject co-ordinator based on the requirements laid out in the National Curriculum. Formative assessment is done on a lesson-by-lesson basis, helping to form a judgement about a pupil’s achievement against the KPIs.
The School has an assessment schedule which sets out which assessments take place and when. Low stakes testing such as quizzes, “pop tests” and Time Tables Rock Stars are carried out frequently by teachers to help pupils practise, retrieve and revisit previously-taught knowledge.
Summative testing takes place termly (or half termly) in certain year groups. Information collected is used to inform teacher judgements. The outcomes of tests are used to identify pupils’ targets and next steps for learning; thus informing teachers’ planning.
Parents and carers are able to find out further information about our curriculum by clicking on the individual subjects, year groups or contact school directly.