Our  mutual and connecting imperatives that aim to bring about deep, lasting cultural and academic change within our school communities are:
  • Engaging and supporting the most vulnerable and marginalised members of our communities
  • Driving forward aspirations for every child and their family
  • Providing every child with an academic education that equips them for a successful transition into the next phase of their learning
  • Developing each child as a Rights Respecting citizen who will be an active and upstanding member of their local and future community 
These values are delivered by:


Dedicated and effective leadership at every level is essential for the success of the schools.
  • Leadership begins in the classroom – all teachers are leaders of learning within their own classroom and when working within their phase and within other areas of responsibility
  • School structures are based upon strong leadership and accountability at every level
  • Appraisal model that includes targets for pupil progress, narrowing the gap and leadership for every teacher
  • Opportunities are sought and offered to develop the leadership skills of Middle and Senior Leaders – phase or whole school projects
  • All leaders have autonomy to make judgements within their leadership area in a clear accountability and reporting framework
  • Leaders demonstrate highly positive relationships and attitudes towards their role in the context of the whole school, the local community and wider networks
  • Behaviours, attitudes and relationships around school and within the community are underpinned by the whole school charter, class charters and parents charter (based upon the United Nations Convention for the Rights of the Child.


Dedicated and innovative teaching/teaching support that responds to the needs of the individual and cohort.

  • Teaching is an interactive process with high engagement needed on both sides
  • The full impact of teaching can only be seen when parents are engaged in the purpose of school, embracing their role in supporting their child
  • Modelling the learning process is fundamental to creating a platform for learning
  • Strong and positive relationships create a classroom climate that promotes trust, learning and acceptance of the need to struggle
  • All teachers are continually learning, accepting that education is an organic and evolving inter-play between research, practice and evaluation. Teachers know that this learning journey is essential to survive in a constantly changing educational landscape and thrive in partnership working as well as peer work  
  • Reflection and evaluation are essential tools to effective teaching
  • Teaching develops both knowledge and skills; offering opportunities to master these through contextualised application
  • High emphasis given to developing core basic literacy and numeracy skills so that barriers that can often sit within this context are removed 
  • Teaching develops a sense of resilience and perseverance
  • Teaching is adapted to meet the needs of all children, using specific interventions and strategies that often go beyond the classrooms
  • Teaching develops the whole child – academically, socially, morally and emotionally


The curriculum ignites an interest in and need for learning; making learning tangible, purposeful and fun!

  • Four Cornerstones underpin our curriculum –

                                    Engage in Learning, 
                                    Develop Knowledge, 
                                    Innovate with that knowledge and 
                                    Express your learning to an audience  

  • Curriculum sits within but also extends beyond the classroom,  including the development of life-skills such as enterprise,  cookery,  gardening,  Rights Respecting citizenship and teamwork skills,

  • First-hand experiences are a vital tool for extending language, planting memories, creating connections in learning and opening eyes and senses to the world beyond Wythenshawe
  • The curriculum is underpinned by educational trips, memorable experiences and residential trips. The Rights Respecting agenda underpins the curriculum enabling exploration of a sense of moral justice within school, the local community and from a global perspective
  • Aims to prepare children for each phase of their learning
  • Grows each learner within their context – as a citizen of a local community, city, country and as part of the global world

Working hard to break the glass ceiling of attainment but rooted in success at every step for every child: no matter what that success looks like.

  • High aspirations for each cohort underpin target setting. Provision is evaluated to accelerate and sustain progress at every opportunity.
  • Resources focus on Narrowing the gaps that exist between key groups and their peers nationally.
  • Vulnerable Children’s Team focus on best use of resources, engaging parents and other services for support.
  • Place2Be unpicks emotional turbulence and complex issues and rebuilds self-belief and resilience in order to bring children closer to a place where they can learn.
  • Interventions focus on key basic skills; with a focus on Literacy, Maths and dispositions for learning.
  • High profile safeguarding work sits at the heart of working in partnership with parents to support education, parenting, attendance and welfare
  • Working with parents on supporting behaviour and growing esteem and confidence is essential for breaking down barriers to learning. Tough conversations need to take place where there is a lack of engagement.
  • All avenues will be explored, with all available resources and outside agencies before exclusion is considered – every child of primary age needs adults who believe in them.