Our curriculum vision supports and underpins all our teaching and learning for pupils from how we plan and organise what pupils at Palatine will learn, to how we organise pupils to learn and the tools we use to teach them, to how we consider what pupils have learnt and how well they have made progress as a result of what we have taught them.
At Palatine, I am
to achieve in all areas of my development as I am supported to be an independent learner who is confident, competent, compassionate and can contribute to my community.
to achieve by highly skilled staff who understand the neuro diverse community of me and my peers and meet our barriers to learning with innovation and personalisation.
to achieve through safe relationships and environments that challenge, inspire curiosity, are creative, fun and allow me to succeed.
as I achieve and develop my confidence, self-regulation, physical wellbeing and sensory awareness, my communication to express myself and understand the world around me, and my key skills that support me in preparing for adulthood.
At Palatine Primary we believe that our children learn best when;
Learning activities are well planned and individualised to pupils’ level of need and ability informed by regular, accurate assessment that guides teaching and enables pupils to be challenged, stimulated and motivated in their learning.
Teaching and learning is delivered by staff who are enthusiastic, energetic and knowledgeable and create a learning culture where mistakes and success are celebrated equally as part of pupils learning experiences.
There is a learning environment where there is a culture of mutual respect between all members of the school community who feel valued as individuals and happy and safe.
Pupils’ learning is promoted through of their school day and all aspects of their development are valued i.e. social, emotional, cognitive, personal and learning behaviours.
Regular communication between all members of the school community (i.e. parents/ carers/ support staff and multi professionals) lead to effective, individualised learning plans and constructive feedback conversations for pupils that enable best practice to continually be evaluated and adapted as necessary.