What does learning look like at Holy Brook School?

The Holy Brook School (HBS) curriculum prioritises the key knowledge, skills and understanding we believe are essential for our pupils to have secured by the time they leave their school.  The HBS curriculum starting point is the assessed level of each individual pupil when they are admitted to HBS.

What skills and knowledge do they have?

What do they already know about themselves?

What do they know about their world and their environment?

What connections can they make?

The HBS curriculum end point is the knowledge, skills and understanding we want each pupil to have thoroughly secured by the time they leave HBS.

Our child centered curriculum is designed to assess and then build on what a pupil already knows through well sequenced and carefully modelled and scaffolded small steps. Pupils are encouraged to make connections and see patterns. They are provided with a range of practical opportunities to develop understanding, practice and rehearse skills, respond to questions and, importantly, learn through making mistakes. Pupil progression is built on secure knowledge; the next small step in learning will not be introduced until it is clear that knowledge and understanding has been firmly embedded.

Learning through Scaffolds & Modelling

As pupils’ learning develops what they can achieve independently increases. However, this process requires planning and support. Before learning has occurred, pupils will need scaffolds to guide and cue their learning. Scaffolding provides specific help, or support structures, that assists pupils move towards new concepts, skills, or understanding. Scaffolding will take the form of writing or mathematical frameworks and access to displays which model the learning.

At HBS all learning is modelled. Learning occurs through purposeful, meaningful interactions with others. Teachers model or demonstrate how to solve a problem or use a strategy, and then step back, providing support as required.

Learning through play

At HBS, we understand the importance of providing all children with a rich, meaningful and accessible environment that promotes learning through play. Our class bases promote learning through play by allowing the children to;

• show curiosity about objects, events and people
• use their senses to explore the world around them
• engage in open-ended activities
• show particular interests
• take an active role in their play
• act out experiences with other people
• seek challenge
• develop a 'can do' attitude
• take risks, engage in new experiences and learn by trial & error.

It is the adults role within the class bases and across the school to play with the children, model what good play and learning looks like and encourage children to participate in new learning experiences. Staff at HBS pay close attention to how the children engage in activities and tailor provision accordingly. As the children journey through the school, children are encouraged to play more independently, participate in team games and engage in more challenging activities. 

Learning Environments 

At HBS we understand that a high quality well organised learning environment has a direct impact on the standards and attitudes of the pupils in our school. The classroom should
facilitate learning and support teaching. Good or outstanding teaching cannot happen without a well organised, planned and maintained environment.

We aim to create a learning environment that will:

• Encourage pupils’ pride and confidence in their achievements
• Reduce pupils’ anxiety
• Promote collaboration and co-operation
• Stimulate curiosity
• Encourage respect for the school environment 
• Encourage burgeoning independence
• Support and develop pupils’ presentation and personal organisation
• Support a calm but purposeful learning atmosphere
• Assist in the delivery of effective learning experiences