Curriculum

Federation Curriculum

Please find below the Roselands and Staffiord term dates

Curriculum Ambition: National

Our curriculum is designed with the intent and ambition to meet and exceed the requirements of the National Curriculum and ensure that pupil progress is strong. Our vibrant and exciting curriculum ensures that results for the school are consistently above national average for key performance measures.

Curriculum Ambition: Federation

We are very proud of our Connected Curriculum. We firmly believe that children need to be inspired by the curriculum and engaged in their learning if they are to make good progress and reach their full potential.

Roselands and Stafford pupils receive a broad, balanced and creative curriculum that specifically recognises the importance of reading to enable pupils to progressively build and deepen their knowledge, understanding and skills across all subjects. The curriculum includes a defined entitlement to enrichment experiences through the taught curriculum and all other planned activities.

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Roselands & Stafford

Curriculum Intent

Our Learners and Values

Our values of Responsibility, Resilience and Respect underpin our curriculum. Understanding our place in the world drives our appreciation of communities, whether these are at home, in school or on a local, national or global scale. By delving deep into the past and the present and imagining future opportunities, our children gain a sense of awe and wonder for their world.

We want our pupils to know themselves as learners, to understand their strengths, address their weaknesses and strive to ‘ Be the Best we can Be’. Pupils who are confident to take risks, are able to keep themselves safe and are prepared for life and its challenges both as individuals and as team players.

Our Context

At the Roselands and Stafford Federation, we recognise the importance of tailoring our curriculum to the needs of the pupils and families in our school community.

In particular, our learners need:

  • To access an inclusive curriculum that meets the needs of all learners
  • To make rapid progress in Literacy, oracy and numeracy
  • To demonstrate pro-learning and pro-social attitudes to learning
  • Opportunities to learn beyond the classroom
  • An understanding of how to stay safe

Federation Pedagogy

Our curriculum is aspirational, driven by high expectations and delivered by teachers who are passionate about teaching and subject content. Adults create a positive climate for learning, resulting in lessons where pupils are highly motivated and engage in high levels of interaction and practical paired/group work. An ethos where no child is left out. All children are valued for their contributions, achievements, gifts and talents.

English Curriculum Ambition: National

At the Roselands & Stafford Federation it is our intent and ambition for English to broadly follow th

e National Curriculum, whilst using our status as a Federation to adapt the curriculum to reflect our local context. Our intention is that pupils make rapid progress, so that English results for the school are consistently above national averages in all phases for key performance measures.

 

English Curriculum Ambition: Federation

Roselands and Stafford pupils receive a broad, balanced and creative English curriculum which fosters a lifelong love of reading to enable pupils to progressively build and deepen their knowledge, understanding and skills across all subjects. Our varied and creative English curriculum progresses through EYFS to Year 6, providing children with the acquired skills at each key stage to secure an effective transition. The role of English in the curriculum is to develop imaginative and inspired writers who are ambitious and fluent readers, who enjoy reading for pleasure, resulting in confident and considered communicators. English is an immersive cross-curricular subject that is developed in all areas of the school, with literacy at the heart of all planned activities and experiences.

Our Learners and Values

We want every pupil to develop a sense of curiosity which enables them to ask pertinent questions; develop enquiring minds and, most importantly, enjoy their English lessons. We want our pupils to know themselves as learners; to understand their strengths; address their weaknesses and strive to be the best they can be through taking responsibility to develop their own passion for language and the written word. We want pupils to demonstrate resilience by taking risks; learning from their mistakes; to show respect by being active listeners and excel as communicators. English plays a key role in enabling our pupils to engage with and demonstrate our values and develop as global citizens.

 

Federation Pedagogy

In planning the aspirational English curriculum, we aim to provide a positive climate for learning which embodies high expectations of all pupils, enabling them to have quality, wholesome learning experiences. We challenge our pupils through ambitious reading, writing, speaking and listening opportunities. We engage pupils through rich texts and creative schemes that immerse their imaginations and ignites their interests. We provide feedback through a variety of effective strategies to develop pupils’ understanding which are delivered by both teacher and pupil. Independent learning is achieved through appropriate differentiation, modelling and support to enable pupils to reach their full potential without dependence on the teacher. All children are valued for their contributions, achievements, gifts and talents.

 

Our Context

In English, to ensure rapid progress, we have developed an inclusive curriculum which meets the needs and abilities of all learners. We recognise the importance of tailoring our curriculum to reflect the needs and diversity of the local community. We develop literacy through a wealth of planned learning opportunities beyond the classroom and captivating cross-curricular projects. Through exploring a range of age appropriate materials, we delve into political, human and moral scenarios. Pupils use these to form their own sense of being; learn vital skills needed to be effective learners and know how to stay safe in the local community and the wider world.

 

Curriculum Ambition: National

Our intent is to meet the requirements of the National Curriculum through a consistent and progressive approach to mathematical learning. It aims to ensure all pupils become fluent in the fundamentals of mathematics, so they have a conceptual understanding and can recall and apply their knowledge rapidly and accurately to problems; reason mathematically by following a line of enquiry and justify using mathematical language; solve problems by applying their mathematics by breaking down problems into a series of simpler steps and persevering in seeking solutions. It is our ambition that pupils make strong progress and achieve in line with national standards at the end of each phase.

 

Curriculum Ambition: School

Pupils will be taught using a ‘Maths Mastery’ philosophy, which is broadly based on a progressive Concrete, Pictorial and Abstract approach (CPA). This is a highly effective approach that develops a deep and sustainable understanding of maths in pupils. Concrete is the ‘doing’ stage, pictorial is the ‘seeing’ stage and abstract is the ‘symbolic’ stage, where children use abstract symbols to model problems. By systematically varying the apparatus and methods used to solve a problem, children can craft powerful mental connections between the CPA phases. When taught to master maths, children develop their mathematical fluency and are able to solve a variety of problems without having to memorise procedures. These highly valuable, transferable skills can be applied throughout the curriculum and enhance life-long learning.

 

Our Learners and Values

 We believe that our children’s chances of succeeding in education and life, will be maximised if they develop a deep and lasting procedural and conceptual mathematical understanding. A high quality mathematical education provides a foundation for understanding the world, an ability to reason and a sense of enjoyment and curiosity. Children are taught to recognise and embrace the concept that there may be more than one method and possible solution to a problem. Pupils develop resilience and the ability to reason by being encouraged to discuss their learning, adapt their thinking and approach mathematical problems with the knowledge and confidence that they have a range of methods to apply. Our children’s learning in mathematics is underpinned by our fundamental values of Respect, Responsibility and Resilience, which are embedded throughout our Federation ethos.

 

Pedagogical Thinking

We challenge our mathematicians to sustain their deeper thinking and apply their skills in a variety of problem solving and reasoning scenarios. Our Calculations Policy ensures consistency and progression in the methods and approaches taught across the Federation. Additionally, it enables teachers to recognise the mental and written strategies that pupils are taught within each stage, and supports them in identifying appropriate pictorial representations and concrete apparatus to help develop understanding. Children’s engagement is fostered through a range of teaching techniques, including independent, paired and small group work, which draws upon each child’s preferred learning style. Children are given written and verbal feedback throughout lessons to ensure that they are aware of their next steps. Literacy and oracy are developed through high order questioning, discussions, regular feedback and peer assessment.

 

Community/Contextual Factors

Mathematics is a creative and highly inter-connected subject which is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. By following the National Curriculum and adapting this to the developments of Maths, we reflect the needs of our pupils as both individuals and members of society. Children are further supported through our links with the local community, education providers and the use of online Maths websites.

 

In particular, our learners need:

  • To access an inclusive curriculum that meets the needs of all learners
  • To make rapid progress in numeracy
  • To learn to apply their numeracy skills through other subject like Science & Geography.
  • To demonstrate pro-learning and pro-social attitudes to learning when working in pairs or groups
  • Opportunities to apply and use their numeracy skills beyond the classroom

Curriculum Ambition: Federation

The Connected Curriculum enables us to develop our children’s curiosity about our world and promotes respect for both the living and non-living. Our programme of study ensures children will acquire and develop skills through a well-planned, engaging and practical science curriculum. Clear progression from EYFS through to Year 6 ensures children have the confidence to work scientifically.

 

Our Learners and Values

Science plays a key role in developing pupils as Responsible, Resilient and Respectful. We believe that understanding our place in the world must start with an exploration of the natural phenomena in the community, taking the local as our starting point to understand the universal scientific concepts. We strive to give the children opportunities to gain a sense of awe and wonder for their world.

We want our pupils to learn science through hands on, practical lessons with ‘working scientifically’ at its core. Pupils who are confident will ask thoughtful questions to develop their understanding, motivate learners and become the best they can be.

Federation Pedagogy

Our curriculum is delivered by teachers who have a passion for science and encourage children’s inquisitive nature. We use first-hand practical experiences to engage the learners. Pupils’ ideas are heard and incorporated into planning. Every child is supported to develop their skills, interests and love of learning, both as an independent learner and as a member of a group. The teaching of science across the Federation is underpinned by a focus on the embedding of scientific vocabulary. Through challenging pupils, we ensure high expectations and allow discussion and open dialogue to be at the heart of every lesson.

 

KS1-Science-Overview

KS2-Science-Overview

Our Context

At the Roselands and Stafford Federation, we recognise the importance of tailoring our curriculum to the needs of the pupils and families in our school community.

In particular, our learners need:

  • Science lessons which help to embed maths skills
  • Scientific concepts explained using appropriate vocabulary
  • To ask questions and be curious about their surroundings
  • High expectations for recording to allow them to develop their Literacy skills
  • To understand the safety rules of science and develop the confidence needed to use scientific equipment
  • To understand the importance of listening in a lesson and within a team
  • Opportunities to learn beyond the classroom
  • To develop their understanding of how to become responsible citizens
  • To understand what it means to be a scientist and the contribution that profession makes to the wider community
  • To explore creatively and challenge their imaginations

Curriculum Ambition: National

At Roselands & Stafford Federation it is our intent to reflect the place of Computing in the National Curriculum by following the National Curriculum. Our ambition is that pupils will make strong progress and become computational thinkers in a digital world.

 

Curriculum Ambition: Federation

A key role of Computing is to enable our pupils to be able to express themselves digitally; develop their ideas and thinking through the use of Information and Communication Technology. At the centre of our Computing curriculum pupils will develop their knowledge and understanding of the aspects of computational thinking. In computing, we ensure our pupils understand the workings of digital systems, become digitally literate and be safe and responsible users of Information Technology.

Our Learners and Values

Pupils will strive to ‘be the best they can be’ by being resilient learners who are able to generate, develop and improve their digital outcomes. They will use prior knowledge and skills of information technology and computational thinking whilst ingraining new learning. Pupils will develop a respect for their own work – and the work of their pee

rs – through evaluation and analysis. Pupils will also expand their knowledge and demonstrate responsibility towards technology and online safety with the understanding that their actions have consequences within the digital and real world.

 

Federation Pedagogy

Our pupils will have aspirational expectations; creating motivation and engagement in their understanding and application of computational thinking and use of information technology. This will create an atmosphere of challenge and promote a depth of knowledge in the digital world.
Strong progress will be insured, in Computing, by valuing pupils’ contributions and achievements which will enables development in confidence and constructive ongoing dialogues between pupils and teachers for further improvements.

 

Our Context

By following the National Curriculum we reflect all the needs of our pupils to become a responsible member of the digital community. Computing supports the development of oracy and literacy skills through critically evaluating and explaining their work whilst using and understanding precise computing vocabulary. Computing also helps developing numeracy through computational thinking, problem skills and reasoning. Through a range of learning opportunities, we plan to meet the needs of all pupils and create a positive attitude to learning as well as further developing pupils’ understanding of computing within their own work. Pupils will have an awareness of the importance of e-safety, their responsibility in being a member of the digital community whilst knowing how to report and respond appropriately to content and contacts.

Curriculum Ambition: National

Our intent and ambition for our PE curriculum is designed to be in line with the National Curriculum and that pupil progress is strong. We inspire all pupils to achieve and excel in their own physical and mental wellbeing through being physically active.

 

Curriculum Ambition: Federation

The PE curriculum has been developed to ensure key fundamental skills are embedded in our lessons and that pupils develop a lifelong enjoyment for sport and physical activity as well as having an understanding of how to lead an active and healthy lifestyle. We aim to ensure that they are active, engaged and challenged in their learning, showing progression, as well as developing leadership qualities and coaching skills.

Our Learners and Values

PE plays a key role in our values of Responsibility, Resilience and Respect. The PE Curriculum develops resilience through children adopting a positive mind-set and believing that anything can be achieved. ‘Be the Best You Can Be’ applies to both adults and pupils whilst teachers aim to deliver high-quality and engaging lessons. Respect is shown through children giving and receiving feedback during lessons.

Our PE curriculum aims to develop a lifelong enjoyment for sport and physical activity which is the children’s responsibility to foster. Each child has the opportunity to develop leadership roles, within a variety of sports, which supports them in developing their responsibility.

 

Federation Pedagogy

Through delivering an engaging curriculum, children are provided with limitless learning opportunities. Pupils develop fundamental movement skills, become increasingly competent, confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. There is clear planned progression throughout the federation, ensuring the children develop and progress their skills as they move through the school.

 

Our Context

Every child should have the opportunity to access an inclusive PE curriculum that meets the needs of all learners, promotes a good attitude to learning as well as knowing how to stay safe. Children have the chance to compete both personally and against others beyond the classroom. Literacy and oracy are developed through high order questioning, discussions and regular feedback.

Curriculum Intent: National

At the Roselands-Stafford Federation, we fulfil national expectations by ensuring that our teaching reflects the National Curriculum for History whilst encouraging our curriculum to reflect our local context. We expect all children to meet or exceed the national expectation for achievement and we support all children in doing so.

 

Curriculum Intent: Federation

As a Federation, we promote curiosity and a fascination of the past through enabling children to engage in exciting learning experiences. The role of History, in the National Curriculum, is to increase children’s knowledge of local, British and Global History; encouraging them to understand past events, appreciating their impact upon the current world we live in.

Through teaching a Connected Curriculum, children are encouraged to apply transferrable skills such as analysing and investigating in all subject areas. It is our intention to promote active learning through children exploring historical sources which encourage them to question their importance in providing vital clues about past events.

 

Our Learners and Values

Resilience is encouraged through identifying mistakes that key historical figures may have made and overcome. Children are also encouraged to Respect the challenges that others have faced. Consequently, History helps them to recognise that they are active citizens who are Responsible for making key changes that help to make the world a better place. With child-led learning as a foundation for the teaching of History, we ensure all children’s voices are heard, and ‘Be the Best You Can Be’ is reflected in the attitudes of all staff and pupils.

 

Federation Pedagogy

In the History curriculum, pupils are provided with opportunities to challenge their own perspectives, by asking questions about the significance of historical events and people, causes of events and changes in the past. Through the use of activities, pupils are required to think about and investigate the past independently, and to justify their opinions.

KS1-History-Overview

KS2-History-Overview

Our Context

We follow the National Curriculum, reflecting the needs and diversity of our local community and making the most of our rich surroundings. This ensures that there is progression in History throughout the Federation, enabling children to build on their skills and knowledge. We develop literacy through reading historical narratives, engaging with written resources and teaching pupils how to write well structures answers to questions. Children have the opportunity to develop their oracy skills through contributing their ideas in discussion work.

Pupils’ understanding of key events and their own history is enhanced by enriched activities which take them beyond the classroom.

Curriculum Ambition: National

Our Relationships, Sex & Health Education (RSHE) curriculum is designed with the intent and ambition to meet the requirements of the National Curriculum and ensure that pupils leave the federation with a secure knowledge of themselves and the world around them. Pupils will leave with a good understanding of relationships and how their decisions will affect their future in society. At the Federation, we use the Jigsaw scheme of work to ensure the children have full coverage of this subject and current National Curriculum content

 

Curriculum Ambition: Federation

The aim of our RSHE curriculum is to deliver a broad, balanced and creative curriculum which is accessible to all and engages the children with their learning in the Connected Curriculum across both schools.

Through this curriculum, children will gain self-confidence and motivation to achieve their full potential. This will be done by developing their understanding of the world through tackling the moral, social and cultural issues that are part of growing older in society. Children will also have a good understanding of what a relationship is and what these look like in their communities.

 

Our Learners and Values

Our values of Responsibility, Resilience and Respect underpin our RSHE curriculum. As a federation, we want our children to make responsible choices and be responsible learners. Through RSHE, we intend to discuss and use real life scenarios to inform choices at school and at home such as being responsible for their own learning and behaviour. Across the two schools we want to develop the children’s sense of self-worth, address their strengths, weaknesses and strive to ‘Be the Best that We Can Be’. Respect is shown and encouraged by pupils that are confident to take risks, and know how to keep themselves safe. Pupils are prepared for life and relationships and how to contribute to school life as individuals and as team players. We hope that these skills that are learnt in RSHE are used throughout their lives to positively affect the community in which they live in.

 

Federation Pedagogy

In planning the RSHE curriculum, we aim to embed the ‘3 R’s’ that are Responsibility, Resilience and Respect. In each RSHE lesson, we aim to challenge pupils through questioning and discussions. The children are encouraged to reflect on their own perspectives and make comparisons to their own and other’s lives.

The children will begin each lesson with a few minutes of mindfulness and reflection. Pupils will take part in whole class and group activities which encourages active learning and a safe space to openly share their thoughts and opinions with the class. Teachers will challenge and develop the children’s thinking making them independent and reflective learners.

 

RSHE-Curriculum-Overview

RSHE-Assessment-Overview

Our Context

At the Roselands and Stafford Federation, we recognise the importance of tailoring our RHSE curriculum to the needs of the pupils and families in our school community.

In particular, our learners need:

  • To access an accessible and current curriculum that meets the needs of all learners.
  • To become confident individuals who feel safe and have an awareness of how they learn which will help them make secure progress in oracy, English and maths.
  • To demonstrate pro-learning and pro-social attitudes to learning.
  • To contribute to society by being part of groups outside of school using the skills they have been taught in RSHE lessons.
  • An understanding of how to stay safe in school and in the wider world.
  • To have a good understanding of what makes a good friend and what a healthy relationship looks like.

Curriculum Ambition: National

At Roselands and Stafford Federation it is our intent to follow the National Curriculum. It is our ambition that pupils make strong and steady progress to meet and exceed National Curriculum requirements and expectations.

 

Curriculum Ambition: Federation

The role of art and design in the curriculum is to inspire the children so that they are engaged in their learning and develop a strong foundation on which to build their skills and knowledge through enrichment experiences. The children will be encouraged on their creative journey; art and design will help pupils make their personal and collaborative expressions through projects of art, craft and design.

Our Learners and Values

Responsibility, resilience and respect underpin our curriculum as we strive to be the best that we can be. Pupils develop resilience through their ability to confidently generate and improve their artistic ideas. Respect is developed through their appreciation and evaluation of their own, their peers’ and all pupils’ work across the Federation, along with the work of other artists. Pupils develop responsibility by looking at art as a method of communication which informs and influences opinion. They also learn to take responsibility for art equipment and materials that they use.

 

Federation Pedagogy

In planning the art and design curriculum, we are aspirational with high expectations that enable pupils to rise to the challenges that the subject offers. This is achieved through creating a positive environment for learning, where pupils are motivated and engaged to use their creative ideas independently, collaboratively and inclusively. They are encouraged to develop their artistic skills as a form of visual communication.

 

KS1-Art & Design-Overview

KS2-Art & Design-Overview

 

Our Context

By following the national curriculum, we reflect the needs and diversity of the local community. This ensures progression in art and design throughout the federation. We support literacy and oracy through teaching pupils how to research, communicate, analyse, critically evaluate and review their work and the work of significant artists. We support numeracy through the links between art and mathematical concepts.
Opportunities to develop pro-learning and pro-social attitudes through working together are given by way of the defined entitlements to enrichment experiences. Pupils are taught how to work safely when using and experimenting with tools, equipment, materials and techniques appropriate to the tasks and with care for themselves and others. This will ensure a safe and steady development of skills.

Curriculum Intent: National

At the Roselands-Stafford Federation, we ensure to fulfil the national expectations by ensuring that our teaching reflects the aims of the National Curriculum for Design and Technology. Our goal is that all children are to meet or exceed the national expectation for learning and we will support all children in reaching this.

Curriculum Intent: Federation

At the Roselands-Stafford Federation, DT is an inspiring, rigorous and practical subject that develops learning and results in the acquisition of knowledge and skills. Due to its practical aspects, the children will ultimately know more, understand more and remember more. It will encourage children to reflect and intervene creatively to solve problems, both as individuals and as part of a team. Children are encouraged to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts. This will enable children to understand that their products need a purpose. We implement the Connected Curriculum with the aim that children apply the skills of designing, making and evaluating in all other subject areas. We aim to link work to other areas such as mathematics, science, computing and art, as well as STEM work with local businesses, wherever possible.

Our Learner and Values

Through the exploration of designers who have made significant contributions to the world of design, and those relevant to our school’s locality, the children will learn to Respect the process of DT. This includes generating, developing and improving their designs by learning about key historical figures and the challenges they faced and overcame. As designers, children will develop skills and attributes that they may use beyond school and into adulthood, including being Resourceful with the materials they select. There will be outstanding three-dimensional displays dedicated to DT throughout the school, to celebrate children’s learning and highlight their exceptional creativity. The learning environment in which they learn will be rooted with Respect and celebrating others’ individuality and developing a Resilience towards any challenges faced in their learning.

Federation Pedagogy

By delivering this exciting, engaging and motivating Curriculum, it is our hope that children are given endless opportunities and experiences for cross curricular learning. Lessons will be fueled by the questions posed by the children and each lesson will be of high quality. Children will be free to express their creativity in the classroom and will grow in confidence when sharing their ideas and helping others to achieve the same.

 

KS1-Design Technology-Overview

KS2-Design Technology-Overview

 

Our Context

Our Connected Curriculum ensures that DT is cross curricular and is intertwined in all other subjects, whilst teaching children the distinguishing features of what makes a DT lesson. One aspect children will be involved in is the Risk Assessments in order for them to learn how to be safe when using various tools. Through lessons, children will be exposed to technical language, which they will be able to use and understand confidently, enabling them to use them confidently in all aspects of DT. Mathematical skills will be transferred into DT lessons to enable children to successfully create their designs. We aim to make links to designs and designers throughout history and provide opportunities for children to critically reflect upon and evaluate their designs. The curriculum ensures the DT is taught so that it links and builds upon the Learning Units that each year group have experienced, while ensuring that children’s individuality and creativity is celebrated.

Curriculum Ambition: National

At Roselands and Stafford, our music intent is to meet and exceed the requirements of the National Curriculum. Pupil Progress will be strong and consistently above key performance measures.

 

Curriculum Ambition: School: Federation

At Roselands and Stafford, music is critical to our children’s development of intellectual, perceptual, physical, emotional and creative abilities. Through their musical studies, pupils will be engaged and inspired to expand their self-confidence and creativity. Children will develop a love of music as part of a broad and balanced curriculum including listening, reviewing and evaluating music across a range of historical periods, genres, styles and traditions. They will have opportunities to sing and play musical instruments.

Our Learners and Values

Music plays a key role in enabling our pupils to engage with and demonstrate our values and develop as global citizens. Pupils develop a sense of responsibility by playing and performing with an awareness of others and through their studies, pupils will learn to respect the musical tastes and cultures of others. Pupils will be encouraged to be resilient and strive to ‘Be the Best that we can Be’ when overcoming obstacles, and have the confidence to rise up to the challenge as an individual and as a team-player.

 

Federation Pedagogy

In planning the music curriculum, we aim to ensure pupils have high quality learning experiences. Through creative and practical tasks we provide stimulating activities which result in highly motivated and engaged learners with everybody’s contribution being of value.

KS1-Music-Overview

KS2-Music-Overview

 

Our Context

We have an inclusive curriculum which reflects the diversity of the local community and ensures that there is progression between each key stage.

Pupils are encouraged to have an ‘I can do this’ or ‘I can’t do this…yet’ attitude to their learning and know that we can learn from each other’s experience and grow. Teachers have high expectations of pupils’ behaviour.

Within all lessons, Literacy is developed through the use of key musical vocabulary and by pupils sharing their opinions and preferences by discussion to promote oracy skills. Numeracy is developed through an understanding of rhythm, duration and tempo.

There are planned opportunities which take children beyond the classroom including working with other schools in local productions and taking music into the nearby community.

Pupils will be shown how to use instruments sensibly and safely.

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Our vision

Our vision is a commitment to create an inclusive, safe and stimulating environment where we work and learn together. We help one another to overcome challenges with confidence and resilience having respect for ourselves and each other.

We celebrate hard work and effort and our successes are shared because we know that together we can achieve more.