Learning at Big Life Schools
We follow the requirements of the National Curriculum, using a mixture of trusted schemes and our own bespoke Big Life Curriculum Plans to deliver well-structured and coherent content that meets or exceeds National Curriculum expectations.
We believe that learning is a change to long-term memory. Our curriculum is structured to revisit and reinforce key concepts and knowledge throughout their time with us. Children experience a wide breadth of study and achieve long-term memory of an ambitious body of procedural and semantic knowledge that will inspire them for future learning.
We support our teachers to develop their subject knowledge and teaching skills through high quality training, coaching and supervision processes. We work across both schools to share good practice and our subject leads work together to ensure high standards, reduce workload and build strong teacher subject knowledge for each subject. The schemes we use are chosen for their high quality resources, consistent structured approach, and in particular, for the support they offer non specialist teachers to enhance their subject knowledge and deliver high quality teaching.
Our schools help parents to support their child’s learning in the home. We employ family support and community engagement staff to support families to overcome barriers and take opportunities to improve their, and their children’s, lives.
Big Life Schools caters for children aged 0-11. Our schools are Gold UNICEF Rights Respecting schools, welcoming and supporting pupils irrespective of ability, race, gender or need and are respected as individuals.
We recognise that pupils may require additional support for the following needs
- Cognition and Learning – e.g. Moderate learning difficulties
- Specific learning difficulties – e.g. dyslexia (SPLD), dyspraxia
- Sensory, Medical and Physical – e.g. visual impairments, hearing impairment, sensory processing difficulties
- Communication and Interaction – e.g. autistic spectrum condition (autism), speech and language difficulties, developmental language delays (DLD)
- Social, Emotional and Mental Health – e.g. attention deficit hyperactivity disorder (ADHD), attachment difficulties, mental health difficulties
Our Special Education Needs co-ordinator (SENDCO) is Anna Vickers, who works collaboratively with teachers and support staff to identify need, liaising with a range of statutory professionals to ensure pupils receive the correct diagnosis and support, following the 3-wave model, detailed in our SEND report.
Our school SEND policy, accessibility plans and SEND report provides further details on our approach and offer.