At Combs Infants School, we are a “School with a View”.
A view to promote positivity, happiness and self-esteem enabling each and every one of our children to become confident, independent learners who believe in themselves and discover their endless potential. Our infant school is nestled within the hills of Combs village, enabling our children to learn on natures doorstep whilst being surrounded by a positive, calming, picturesque environment.
Our curriculum is designed around our belief that every child is unique and should be empowered to be a resilient, inspired and a self-motivated lifelong learner. We are constantly searching for new and innovative ways to make learning exciting, to ensure everyone enjoys the sense of adventure that learning brings.
The curriculum has been designed around a core set of progressive knowledge and skills. The context in which these are delivered is tailored to each cohort of children dependent on their needs and interests. Each individual area of the curriculum is planned so the sequencing of knowledge and skills are explored and embedded. This provides the opportunity for children to develop a deeper understanding as they progress throughout their learning journey. Opportunities and sequences of learning are carefully and skillfully designed to ensure that pupils’ personal, social and emotional development takes priority as they smoothly transition between year groups.
It is our intention that opportunities are endless for each pupil. Any barriers to success are overcome for disadvantaged or vulnerable pupils. We aim to provide equality and excellence for all in order to promote the highest possible standards of attainment and success. It is important to us that in our school we meet the needs of all pupils to ensure inclusion in a diverse society that is multi-ethnic and inclusive.
As a close, supportive, friendly team at Combs, we ensure that we constantly offer the highest quality of education for our children. We continuously reflect upon and develop the pedagogy unpinning our curriculum. Care for each other is an overarching value which underpins all we believe. Inclusion applies to all members of the school community: pupils, staff, governors, parents/carers and wider community. We recognise that equal opportunities for pupils are inextricably linked with equal opportunities for staff. We believe that it is of utmost importance that parents are supported, engaged and are aware of what their children are learning at school.
Our curriculum is implemented through our intent, which is at the heart of all we do.
Through careful planning we can help the children to progress and extend their knowledge, skills and understanding. By regular review and adaptation, we can ensure that children’s learning builds effectively over time to help them meet their yearly expectations.
All our units are underpinned by high quality texts and carefully selected enrichment opportunities, and an understanding of the fundamental British values is filtered throughout. We introduce these units with an entry based ‘hook’ to excite and engage the children and a ‘purpose’ for study so learning is meaningful and relevant for them.
Educational trips and visitors to our school are planned throughout the year to help deepen our pupil’s knowledge and enhance their learning. We participate in special themed weeks throughout the year which have a clear focus, for example ‘Friendship week’, ‘Anti-bullying week’, ‘Science week’, ‘RE week’ and ‘Walk to school week’
Our teaching practice is deep rooted in evidence- based research. Our teachers are self-reflective and enhance their teaching skills and strategies to raise standards across the full breadth of the curriculum.
We continuously reflect on the impact of our curriculum. Everything we do is centred around the child to ensure strong relationships are built between pupils, their families and staff to create an atmosphere for learning which is conducive to success.
Our impact is evident through observations, questioning, the children’s work and our ongoing assessments of their learning.
The impact of our curriculum is evaluated through key point and end of year assessments and Government tests; through governor meetings; moderations, book scrutinies, learning walks, visits and through our own monitoring of teaching, learning and from our pupil’s voice.
From individual starting points, all our children will make progress academically, emotionally, creatively, socially and physically and all children with SEND achieve the best possible outcomes, by being supported closely in school. Their progress is fed back and monitored by our governors.
Work is planned to address misconceptions and gaps in learning. This is identified through assessments to ensure that the curriculum effectively meets the needs of all pupils. Knowledge, understanding and skills are deep rooted and secured to ensure our children have the confidence to apply their knowledge in different contexts and to achieve their highest potential.
Our children will acquire strong communication skills, both written and verbal and listen respectfully and with tolerance to the views of others. They develop a sense of self-awareness and become confident in their own abilities. Our children are kind, respectful and honest, demonstrate inclusive attitudes and have a sense of their role in our wider society which we reinforce through our Combs Promises.
Children leave Combs Infant School prepared for the next stage in their learning. They will take pride in all that they do, always striving to do their best. They will demonstrate emotional resilience and the ability to persevere when they encounter challenge. They will have a good understanding of the importance of being kind, respectful, independent and ready to contribute positively in the next chapter of their learning journey.
If you would like further information on the curriculum we teach, please feel free to contact the school directly either by email email@example.com or phone 01298 813120.
Please click on the links below for our SEN and Accessibility Plan and class pages.