The cornerstone of our curriculum, how we teach and how our pupils succeed is what we call assessment proficiency.  This is an approach developed from our own work and the thinking of a number of education academics.

This approach supports pupils to develop the ability to understand what they have done well and what they now know, how their current learning links to previous learning and what their next steps are. We see this as the best way to create highly engaged and increasingly independent learners.

Supported by our child-centred pedagogy, these learning behaviours then underpin a detailed sequential curriculum model. Through the shared application of strategies for foundation subjects, pathways for the progression of learning and quality frameworks, we ensure a framework for excellence in learning that is reflected in every class, consistently across our school. This practice, expertise and proven outcomes over many years is encapsulated in our South Bank Curriculum.

Our curriculum is rooted firmly in our belief that education is the most empowering force in the world and a right for all children, whoever they are:

Article 28 of the United Nations convention on the rights of a child says that:

'Children and young people have the right to education no matter who they are: regardless of race, gender or disability; if they're in detention, or if they're a refugee'

• We have used assessment proficiency – the commitment to ensure that all pupils know why they’re learning, how they’re doing and where they are heading – as a core design principle.
• There is a consistent, school wide pedagogical model. Learning is delivered in the same way in every class.
• Instead of reinventing the wheel for each lesson, teachers can spend their time personalising the learning content for every pupil.
• We have mapped curriculum content through every half term right up to Year 6, so that teachers and leaders know precisely what pupils should be learning at every stage.
• Learning always goes deeper and broader than the National Curriculum. We know that a sense of aspiration and ambition in the classroom inspires independent learning and a readiness to move to the next level of education.
• Language is always important. To be confident, independent and assessment-proficient learners, our pupils need to be able to reflect on what they do and share their views with their peers and teachers.
• Every lesson has consistent features and activities that support children to engage with their learning and make rapid gains as a result.
• And – finally – because our pupils are assessment-proficient, we can have regular and meaningful discussions with them about their progress. Evaluation of the children’s ability to know more and do more is in our DNA.