Vision and Values

To nurture curiosity and thirst to learn, whilst embedding learning behaviours and values that equip us all for an ever-changing world.

There is little more fascinating than watching young children begin to make sense of the world around them.  From the moment they are born, links in the brain are being made at a phenomenal rate.  As soon as they are able, babies will continually explore their environment whether its through rolling around or putting all sorts of things into their mouths.  Even without speech, toddlers are experimenting and asking questions in their everyday play - stacking bricks, climbing, babbling and flicking through board books.  Young children are naturally curious, constantly wanting to find out more and are always keen to ask 'why?'!  At Sussex Road, this is exactly what we want to develop even further.  

Our curriculum is designed around the ethos of QUESTION - CHALLENGE - EXPLORE.  This is fundamental in everything we do.  Each term, our children follow a different line of enquiry, encouraging them to ask questions to further their understanding.  Lessons ensure there are a range of different opportunities for children to explore and challenge themselves.  Our children understand that effective learners display the following behaviours:  Resourcefulness, Reciprocity, Reflectiveness and Resilience.  

We believe this curriculum approach gives our children the best chance of being prepared for the world beyond primary school.  

Constantly striving to provide the very best learning opportunities for every child, our School Improvement Plan sets our priorities for the year ahead, supporting us in achieving longer term plans, working towards our Vision.  During the 2025 - 2026 school year, our priorities are:

• To develop a progression in Foundational Skills in English, mathematics and oracy, ensuring our children secure the essential knowledge to make good progress throughout their time at Sussex Road Primary School;
• To further empower our pupils with strong meta-cognitive and self-regulation skills, equipping them with effective learning behaviours, leading to high levels of wellbeing and good progress across the curriculum;
• To develop pupils' digital literacy skills, focussing on evaluating the source, integrity and impact on the reader of the information they are accessing;
• To increase financial income to support maintaining the staffing structure and resources available to support the curriculum. 

To support Senior Leaders and the Governing Board in making decisions regarding school development, they use a STEEPLE analysis tool which identifies key priorities.  Along with DFE publications, reports and new research, this information ensures we are responsive and strategic.