Religion & World Views – curriculum information

The Religion and World Views Vision

At Dorchester our vision is that children will develop skills of enquiry, reasoned argument and reflection. They will learn to respect and ask questions about different religions, traditions and cultures around the world. The school ethos is to encourage children enquire and ask questions in order to impact on their
spiritual, moral, social and cultural development, children are challenged to explore their skills, beliefs and ideas; to think about their own school and personal values and to develop their critical thinking, self-belief and self-confidence.

“One pupil told inspectors that ‘teachers are really caring, we know if we ask for help, we will get it’.”

Ofsted

“Pupils feel that they are being listened to and that their views help leaders to improve the school.”

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“The help that leaders provide for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.”

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“As soon as children start school, leaders check their speech and language needs so that extra help can be provided, where it is required.”

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“Leaders use assessment well to ensure that the books pupils read match the sounds they already know.”

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“In the early years, mathematics is a high priority. Daily ‘carpet time’ is used to teach children
mathematical concepts”

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“Knowledgeable and highly trained leaders ensure that pupils get the support they need to achieve.”

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“Leaders ensure that opportunities for pupils to apply their mathematical understanding are provided in the activities pupils
complete.”

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“In subjects such as history, teachers use assessment skilfully to find out what pupils know before they start to teach a new unit of work.”

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“Teachers provide lots of opportunities for pupils to rehearse and say the sounds they are learning aloud, which helps them to remember them.”

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“Leaders have continued to prioritise the teaching of phonics and reading.”

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“Democratically elected roles, such as house captains and school councillors, enable pupils to contribute purposefully to school life.”

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“Leaders have created an ambitious curriculum that sets out clearly what pupils should
learn and when.”

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“Leaders have established ‘hive’ provision for pupils who need it. These well-resourced, intimate settings provide the intense support that a significant minority of pupils need.”

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“Strong, cross-curricular links with subjects, such as science, give pupils the opportunity to apply their skills and
knowledge when making products.”

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“Leaders have ensured that pupils have plenty of opportunities
to design, make and evaluate projects using different materials.”

Ofsted

“Leaders have rightly reorganised their curriculum to make up for learning that has been
lost during the COVID-19”

Ofsted

“In other curriculum
areas, such as design technology (DT), the curriculum is improving rapidly.”

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“Pupils now use mathematical vocabulary with accuracy.”

Ofsted

“Leaders’ subject monitoring has led to a consistent and successful approach to the teaching of phonics across the early years and key stage 1.”

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“Pupils spoke with enthusiasm about the school garden they are developing and of their plans for the fruit and vegetables they will grow.”

Ofsted

“School council representatives attend School Stakeholder Group (SSG) meetings to share their views.”

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“Leaders provide ‘chatterpacks’ to parents so that they have the age-appropriate resources they need to support their child’s
reading.”

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“Leaders ensure there is a focus on developing pupils’ mathematical vocabulary.”

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“The mathematics curriculum is clearly sequenced. Teachers provide opportunities for pupils to continually revisit and review previous learning.”

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“Pupils are clear about the school rules.”

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“Children are
taught to read as soon as they start in the early years.”

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“In the short term, leaders have placed a greater focus on subjects such as
English and mathematics.”

Ofsted