Robsack Wood Primary Academy is a unique setting: children may join our nursery from the age of three months, and continue their journey with us right through to age eleven. As we are part of the University of Brighton Academy Trust family of schools, many of our pupils choose to remain within the Trust for the next phase of their education and some progress to study for undergraduate or post-graduate degrees at the University of Brighton. We build on this link to raise pupils’ aspirations and engage both pupils and their families with the potential of higher education.
Robsack Wood aims to provide opportunities for pupils to develop as independent, confident, successful learners with high aspirations who know how to make a positive contribution to their community and the wider society. There is a high focus on developing pupils’ moral, spiritual, social and cultural understanding. Robsack Wood ensures that pupils are well prepared for the next phase of their education and for life in modern Britain.
Robsack Wood prides itself on being a highly inclusive academy. We believe that all pupils can be supported to develop the executive functioning skills they need to succeed, and to succeed in the future. In order to support all pupils to develop these skills, we offer highly personalised and alternative provision as well as a full range of scaffolds, which are used to support some pupils on their journey to becoming successful independent learners.
We ensure that all pupils develop good character by explicitly teaching them about the brain and about pro-social and pro-learning skills. We believe that when pupils do not meet expectations, it is because they do not yet have the skills to manage within the environment they have been placed or with the demands that have been placed on them. We explicitly teach pupils about their executive function skills, as well as tools to manage their stressors so that pupils develop their emotional intelligence. Across the academy, we are able to develop and maintain a safe and happy environment where all pupils can learn at their best.
We believe in delivering parity through our curriculum, and that every pupil should have access to the best of what has been thought and said. In order to achieve this, our curriculum is carefully mapped to ensure that it is coherently sequenced and progressive, and all Learning Journeys are linked with a thoughtfully selected high quality text. Learning sequences across year groups have been designed to ensure alteration in pupils’ long term memory. We achieve this through building on prior knowledge, supporting pupils to make connections in their learning and helping pupils to develop and understand transferrable skills that they are able to apply across the curriculum. We strive to ensure that pupils are well prepared, not only for the next phase of their education, but to be the successful citizens of the future.
We believe that reading is the key that unlocks all other learning for pupils, and for this reason we place reading at the heart of our curriculum. We ensure that early reading skills are systematically developed through high quality phonics to support pupils to develop the decoding skills they need, alongside systematic opportunities to develop their language comprehension through their engagement with quality texts. We believe in the importance of investing in inspiring texts for pupils to enjoy. At key stage two, we use high quality fiction and non-fiction texts – linked to subjects across the curriculum – to further enrich our broad and balanced wider curriculum and to ensure that pupils have access to the powerful they need to thrive as learners.