Understanding our children, their strengths and their next steps is at the heart of all decisions taken regarding the curriculum. We chose to write our own curriculum for the children in order for them to flourish. We want children to love and know that they are loved. This includes developing a love of learning.

In what ways does the theologically rooted Christian vision shape the curriculum, including the extracurricular offer?

A theologically rooted Christian vision shapes the curriculum, including ensuring that our school remains inclusive and respectful of pupils from different religious backgrounds or those with no religious affiliation. Our aim is to create a supportive and nurturing environment that reflects Christian values while embracing diversity.

Staff training and development play an important role, with staff at Eastnor having access to high-quality CPD opportunities such as working with the National Centre for Excellence in the Teaching of Mathematics (NCETM). We carefully plan our enrichment activities linking them directly to learning and life skills, for example Bikeability. These, again, are chosen by our staff and are tailored to each curriculum plan. 

The teaching of Christianity is a core component of the RE curriculum. This includes studying Bible stories, exploring Christian beliefs, and understanding the practices and rituals associated with Christianity.

We encourage a sense of service and community engagement. Extracurricular activities may include community service projects, charitable initiatives, and partnerships with local church.

How does our curriculum reflect our values of Love?

Pupils are encouraged to show love in all they do, it is certainly evident that they have a love for school as they race into school each morning, chatting and laughing.

Inclusive and supportive environment: Lessons are designed to promote empathy, kindness, and respect for all cultures, backgrounds, and abilities.

Pastoral care integrated into learning: Teachers show genuine care for pupils’ well-being, relationships, and community involvement.

Collaborative learning: Group activities and cooperative learning strategies encourage students to support one another.

Discussions: Reading texts or historical examples that highlight compassion, justice, and care for others.

How do we know that the curriculum is having the intended effect for pupils?

• The most important in-school factors in improving outcomes are effective teaching, including from teaching assistants, teachers and early years practitioners, and strong leadership of SEND, from the SENCO, the senior leadership team, lab members and trust leaders.
• Continuing, or continuous, professional development and learning (CPDL), is undertaken which increases knowledge, understanding and experiences of subject areas and role.  CPD is an ongoing and planned learning and development process at Eastnor, part of an innovative monitoring and CPDL cycle. 
• Subject leaders regularly monitor, review and develop the curriculum through use of book scrutiny, pupil, staff and parent voice, open lessons, and pupil attainment. In addition to regular teacher assessments, there are statutory teacher assessments in core subjects at the end of each key stage. These assessments provide a more comprehensive view of a pupil's academic achievements and are reported to parents.
• We collect and analyse data on pupil performance to identify trends and areas for improvement. This may include looking at the performance of specific groups of pupils, such as those with special educational needs or those from disadvantaged backgrounds.
• Continuous formative assessment helps teachers understand how well students are grasping concepts in real-time. This can inform instructional decisions and interventions to support students who may be struggling. We have designed our own 'flashbacks' to support retrieval practice across the curriculum subjects and use "have a go" and "show what you know"  tasks to help assess pupil depth of understanding of concepts taught.
• Networks across the trust enable staff and pupils to share their love for the curriculum and pass on knowledge gained through working with the pupils.
• Teachers and school leaders engage in ongoing reflection and feedback sessions to evaluate the effectiveness of the curriculum. This can lead to adjustments in teaching strategies, resources, or curriculum content.
• We hold regular meetings with parents to discuss individual pupil progress. These meetings provide an opportunity to share information on a child's development and address any concerns.

How is spiritual development an intrinsic part of the curriculum?

At Eastnor CE Primary, spiritual development is not a standalone aspect but is interwoven into the fabric of the school's ethos, curriculum, and daily life, creating a holistic approach to education that nurtures the spiritual well-being of students. We foster a Christian ethos and values. Spiritual development is integrated into the school's culture and daily life, impacting interactions, decision-making, and relationships.

Collective worship experiences provide opportunities for reflection, prayer, and exploration of spiritual themes alongside discussions linked to moral choices, courageous advocacy and current local and world news events. History, geography, PSHE and Philosophy sessions provide pupils with opportunities for reflection and contemplation. This may involve exploring moral and ethical issues, discussing personal beliefs, and engaging in activities that encourage introspection. 

Religious Education plays a central role in spiritual development within the curriculum. It provides pupils with opportunities to explore faith, beliefs, and values, fostering an understanding of different religions and worldviews. 

How does the Christian vision shape the learning experience for pupils who are deemed to be vulnerable and/or disadvantaged?

At Eastnor we aim to create a learning environment that reflects Christian values and principles. When it comes to pupils deemed to be vulnerable and/or disadvantaged, the Christian vision helps influence the learning experience in several ways:

Inclusivity and Compassion: We foster a sense of community where all pupils, including those who are vulnerable or disadvantaged, feel accepted and valued. 

Pastoral Care: We prioritise pastoral care offering additional support to students facing challenges. This can include emotional, social, and academic support to address the specific needs of vulnerable or disadvantaged pupils. 

Values Education: Our Christian vision includes teaching moral and ethical values. This helps to positively influence the behaviour and character development of all students, helping vulnerable or disadvantaged pupils build resilience and a strong moral foundation. 

Social Justice and Service: At Eastnor we are committed to social justice and community service. Pupils are encouraged to engage in projects which make a difference. For example, making packed lunches for people using the Worcester Street Café and working with Bircham’s Grange Nursing home and Dementia UK. These projects help foster a sense of responsibility and empathy for others, which can be particularly beneficial for those facing challenges. 

Inclusive Teaching Practices: We employ teaching strategies that cater to diverse learning needs. This involves different levels of scaffolding, modelling and instruction, personalised learning plans or additional resources and provisions to support pupils who are deemed vulnerable or disadvantaged. 

Partnerships with families and communities: Promoting strong partnerships with families is key to success at Eastnor. This collaborative approach can provide additional support systems for vulnerable or disadvantaged pupils, ensuring that there is an holistic network of care around the pupil. 

How does being part of the trust enhance the school’s curriculum?

Working with love as part of our family of trust schools we continue to develop and reflect on the curriculum offer we provide for our pupils.  We actively participate in the collaborative opportunities provided by the trust to maximize the benefits of being part of a broader educational community. This helps to enhance our Christian character. 

Shared Resources and Expertise: Being part of a trust allows Eastnor to share resources and expertise. This results in a broader range of teaching materials, access to specialists, and collaborative professional development opportunities for teachers. This sharing helps enrich the curriculum and provide students with a more diverse and comprehensive educational experience enhancing the overall quality of education.

Consistent Values: The DHMAT values of Family, Grace and Service, teamed with its principles, guide all member schools and align with each school's individual values. This consistency in values contributes to the development of a strong, shared ethos across DHMAT schools. At Eastnor, a Church of England school, this reinforces our Christian character and ethos, aligning with our focus on the spiritual, moral, social, and cultural development of pupils.

Professional Development: The trust facilitates professional development programs that help teachers integrate the Christian ethos into their teaching practices. At Eastnor this enhances the delivery of Religious Education (RE) and collective worship.

Collaborative Planning: The DHMAT encourages collaborative planning amongst schools. This has led to the creation of cross-curricular projects that incorporate Christian values and themes into various subjects, promoting a holistic and integrated approach to education at Eastnor.

Monitoring and Evaluation: The trust involves a level of oversight and support. This includes monitoring the implementation of the Christian ethos and evaluating its impact on students. Regular reviews and assessments help Eastnor identify areas for improvement and ensure that the Christian character of the school remains central to its mission.