Our Grimes Dyke vision is to create a primary school that encourages children to Aspire, Enjoy and Achieve. We aim to help each child become caring, confident and curious young people, who are well equipped academically and socially to transition smoothly into their next stage of learning. We support, guide and inspire our children through excellent teaching practices and exciting learning opportunities, which have their foundations in the National Curriculum. By working with the families in our local community, we hope to create a thriving school community, in which everyone involved is celebrated and valued. 

The National Curriculum content is our foundation, but our unique curriculum offer is adapted contextually to meet the needs and interests of the children and families in our community. It is coherently planned and sequenced to ensure breadth of learning is developed over time, with repetitive progression, building both knowledge and skills starting in the Early Years. The Grimes Dyke curriculum is successfully adapted, designed and developed for pupils to ensure a wealth of first-hand experiences and opportunities, given that we recognise the financial and cultural poverty facing our children. This is following research and training into Eric Jensen’s understanding of ‘Teaching with Poverty in Mind.’ Finally, it is a curriculum with ambition for all pupils regardless of background or special educational needs and or disabilities. A curriculum to promote the knowledge and skills to improve the cultural capital for all children.

The following aims and staff expectations are quality assured through regular professional development training, meetings with staff, the senior leadership team, governors and local authority advisors.

School Staff Expectations:

 Staff have high expectations of themselves and all children.

• We expect children to be challenged and to experience ‘struggle’ so they can learn.
• We expect teachers to use assessment for learning strategies to check understanding, intervening in a timely manner when needed.
• We expect children to make accelerated and sustained progress in lessons.
• We expect staff to support children in developing independence ready for secondary school.
• We expect teachers to regularly provide constructive feedback to children