At Purford Green Primary School we are committed to providing inspirational teaching that challenges and guide pupils so they feel valued, supported and safe. We aim to equip our whole school community with resilience and perseverance so that all pupils are able to become independent thinkers and learners for life.

Mission

We are part of Passmores Cooperative Learning Community which has created a group of academies with a reputation for delivering a great education to all our young people, whilst ensuring a sense of family and belonging for all members of our community.

All our young people:

• are highly valued and expected to achieve their full potential, no matter what their socio-economic background;
• benefit from an inclusive ethos, excellent teaching and a broad and balanced curriculum underpinned by strong leadership, in a local school;
• are supported and encouraged to lead healthy and active lives making sensible choices, whilst respecting the views and attitudes of others.

 

Vision

Our Vision is ambitious and wide ranging for the whole community. It is characterised by our commitment to providing a rounded educational experience so that we:

 

All PCLC schools have an approach that is based on the following key principles:

• Our unconditional positive regard ensures that every young person is highly valued and expected to achieve their potential;
• every young person has the right to be successful and has ability to achieve, no matter what their socio-economic background;
• there is no limit to achievement – intelligence can be developed;
• each student must know what to do in order to improve and how to do it, high expectations on their own are not enough;
• consistency of experience is fundamental; each school is a team and consistency makes us greater than the sum of our parts;
• employment opportunities in PCLC schools should allow all colleagues to inspire a love for learning; not simply process and record what we find.

 

Trust Board Priorities

To achieve our Vision:

How does the school know that pupils' oracy is improving?
• What does progression in oracy look like between Yr R and Yr 6 or Yr 7 and Yr 11.
• How does the school deliberately teach oracy within a subject such as science or
history?
• Which pupils are currently least confident speakers and what are we doing about
this?
• How are we ensuring that disadvantaged pupils and pupils with SEND have the
same opportunities to develop their spoken language?
• How is talk used to improve pupils' thinking and learning, rather than simply
increasing the amount of classroom discussion?
• What does pupil voice tell the school about their confidence as speakers?