The Framework for Excellence represents our agreed view of our distinctive approach to education, which leads to excellence when exemplified in the right way.
The Five Principles
‘The best from everyone’
Our aim is to bring out the best in everyone. So, we must expect the best from everyone, all the time. Every child is a unique individual, capable of extraordinary things. Who can know the limits of any child’s potential? Therefore, we constantly set high standards to challenge children to do what they think they cannot, to persist, to work hard, to be at their best.
From every adult we expect the same: that they are at their best, are determined and resilient and pass those expectations on to the children in all that they do. We act with the utmost love, care and good faith – the highest standards come with the greatest attention to the wellbeing of all.
‘Powerful knowledge’
Our purpose is to teach children things they would not learn outside school, which encourages them to think and act more powerfully in their lives. Words and numbers are our most powerful ways of representing the world. Mastery of English and fluent mathematical skills are therefore our top priority. We aim to give children opportunities and prepare them to make a success of their lives: a core entitlement to subject-based learning; the development of talents; an understanding of work and society.
‘Education with character’
Academic success is very important. Succeeding in tests are an important aspect of that but there is more to a good education. We aim to develop character, compassion and the service of community. Pupils are expected to contribute to the school and to society; to try things that they find challenging; to persist in the face of difficulty; to become resilient in overcoming obstacles; to manage themselves; to work independently on things which challenge them; to work with others and in teams; to be courageous and caring; to lead.
We want pupils to look back on a joyful schooling, which has inspired and challenged them, given them wide opportunity, cared for them and prepared them for the ups and downs of life.
‘Leadership in every role’
Our children are leaders of the future. We expect them to start today – taking advantage of structured opportunities to lead and taking responsibility for themselves and others. Every adult in the school is a leader. In every word, tone and gesture, they set direction and expectation. We expect every adult to take responsibility and the initiative to do what is right for the children.
We all work together to create the climate in which others work. Our leaders demand the highest standards of others, build a performance culture, develop teams and create the space for others to lead. They listen, grow relationships, act with integrity and care and expect the best from themselves and others in building a happy, confident school.
‘Continuous improvement’
We expect our children to be courageous and resilient, to take risks in their learning and learn from their mistakes and we expect that of ourselves too. However good we are, we can be better. We constantly look for improvements, and implement them with pace. We look for ideas for improvement throughout the school; we observe one another; we adopt good ideas with pride and look to make them better; we work together to improve.
We always look at the evidence, and are rigorous in evaluating impact. We stop or change things, which are not working and we improve things that are.