At Crampton Primary School we believe that our children are individuals who deserve the highest standards of care and attention. We are a friendly and happy school that offers each child a breadth and depth of experience in every aspect of their education.
We encourage pupils to be considerate, generous, and tolerant of others, to do well in their academic work and other pursuits. We feel that it is important for our pupils to grow as individuals and to take responsibility for their actions.
Crampton is a community, where we believe 'happy children become happy learners'. We offer a safe, positive, stimulating, and welcoming environment that promotes a sense of belonging. At Crampton, your child will:
- Be cared for and nurtured
- Be inspired to achieve their potential
- Grow with confidence and self-esteem
- Be encouraged to become independent thinkers
We aim to provide children with an enjoyable experience of learning so that they leave here as happy, confident, inspired, and motivated lifelong learners equipped with the skills needed to be successful in the future.
Success can be found anywhere and is all around us. Completing a painting, learning a new song at singing assembly, playing a new instrument, or having the courage to climb to the top of the ropes during P.E. We believe that success is not always big and showy, but that it happens every day in every classroom and we are rightly proud of every one of our children here at Crampton.
Crampton School is proud to be a fully inclusive school. We all learn through working with children with a variety of needs, and know that inclusion of children with Special Educational Needs and Disabilities (SEND) in mainstream school is possible and can be successful.
Early Years Principles and Aims:
- To provide a welcoming environment for children and their families
- To ensure that all children feel included, secure, and valued
- To build on what children already know and can do and to celebrate achievement
- To help children make links in their learning
- To stimulate positive attitudes and dispositions to learn
- To value children's interests, providing a balance of direct teaching and child-initiated activities
- To provide a solid foundation in the Prime areas of Learning (Personal, Social and Emotional Development, Physical Development) and specific areas of learning
- To make careful observations to support and extend children's learning appropriately
- To ensure that child with special educational needs and identified and receive appropriate support
We deliver the majority of our subjects through our cross-curricular 'learning journey' curriculum.
Pupils study a broad topic with a specific title such as 'Save our Planet', 'War and Peace' or 'Explorers' and we aim to link as many curriculum areas to this topic as possible. This allows pupils to understand the links between different subject areas and to develop learning and thinking skills. We aim to begin our learning journey with an interesting hook, mystery, or ignitor event to spark the children's love for learning.
We actively seek out opportunities to build on pupils' specific interests and to further develop the subject areas that pupils have most enjoyed during the learning journey.
'Learning Journey' includes history, geography, art, design and technology, computing, science, PSHCE, RE, and some Modern Foreign Language (MFL). At times, some of these subjects are also taught discretely.
The children in KS1 take part in a tailored phonics program designed to meet the needs of the individual. Following the principles of the Read Write Inc program, the children are streamed across five specific phonics groups within Reception, Year One, and Year Two.
Each group provides a structured and systematic approach to teaching phonics and is designed to create fluent readers, confident speakers, and willing writers. Each group will be revising all letters of the alphabet and the sounds which they most commonly represent as well as constant digraphs and the sounds that they represent.
This is supplemented by the reading of specific banned books as well as incomprehension activities designed to increase the children’s reading and writing knowledge.
