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Kingsclere CE Primary School

Happy, confident, successful, responsible children with a lifelong love of learning
"Let us be concerned for one another, to help one another to show love and to do good" (Hebrews 10:24)

As a Church of England school we welcome families of all faiths
Headteacher Mr Steve Wells
"A Good School with Outstanding features" - Ofsted

Challenge For All

We believe that all children attending Kingsclere CE Primary School should have access to an engaging and challenging curriculum where they are encouraged to achieve their very best whatever their starting points. Children will develop as resilient, confident and flexible learners.

Leaders expect all children to achieve better than expected progress and a high proportion of our learners to achieve a greater depth to their learning; including those pupils who are disadvantaged. To ensure this happens, teachers have high expectations for all children within their class and will plan for challenging, stimulating and enriching opportunities for all pupils regardless of their cultural, socio-economic backgrounds or disabilities.

We recognise that there will be some children, in every year group, that are working above the expectations for their age. Teachers will specifically plan for these ‘more able’ pupils so their knowledge and understanding of concepts is routinely broadened and deepened. They will learn to expect challenge, develop resilience and be in the ‘pit of uncertainty’ for some periods in their learning journey.

More Able pupils

More able pupils are typically those children who rapidly grasp new concepts and have one or more abilities developed to a greater depth within their year group expectations (or with the potential to develop those abilities). This refers to the upper end of the ability range in most classes.

Our identification strategy (using observations, ongoing assessments, pupil tracking including Pupil Progress Meetings) will ensure that pupils are identified who have the potential to achieve at a greater depth compared with their peers. Those with English as an additional language and pupils with disabilities and or special educational needs will be given equal access to identification.

Partnerships with pupils and parents

Parents are welcome to come into school at any time to discuss with teachers the development of pupils’ gifts and talents. Pupils who are identified as being more able will be informed through usual target setting and class-based assessment procedures. They will be given challenging learning experiences and set targets that will support them in realising their potential. Parents will be informed about their child’s progress and attainment at parent evenings. Parents or pupils may nominate the pupil as part of the identification and assessment process. Parents will be kept fully informed of ways in which they can support their child to develop their gifts and talents.