A 'Phased' Approach To Learning

At St Paul's, it is our aim to design a modern day curriculum that prepares our pupils for the lives ahead of them, provides them with opportunities to develop both personally and professionally and systematically builds upon what they know, understand and can do. 

During their time with us, our pupils progress though a phased 'pathway' of learning that enables them to access and apply a deeper understanding of all curriculum subjects and inspires them to become ambitious for their future lives.  Each child's 'pathway' will be unique and tailored to meet their needs. 

What is a 'Phased ' approach?

We group our children in 3 distinct phases within the school, combining groups of pupils from specific year groups. Each 'phase' has a Phase Leader that is an integral part of the leadership team. The Phase Leaders are very experienced professionals within their phase and take responsibility for the operational management and strategic direction of the phase.

Phase 1 (Emma Brown): Combines pupils from Reception and Year 1. A particular emphasis is placed upon developing the communication and language needed to access learning across the curriculum, as well as developing the social skills to develop and maintain positive relationships. For detailed information about Phase 1, click here.

Phase 2 (Phase Leader: Miss Kirsty Morrison): Combines pupils from Year 2, Year 3 and Year 4. This phase is crucial in developing the pupils' independent learning skills so that they can build upon their learning to deepen and apply their knowledge and understanding across all subjects. For detailed information about Phase 2, click here.

Phase 3 (Phase Leader: Miss Ashleigh Taylor): Combines pupils from Year 5 and Year 6 and is the pinnacle of all learning at St Paul's.  In this phase, pupils are prepared for transition to their next steps in education and beyond, taking increased responsibility for the application of their learning and challenging themselves to achieve their very best. We aim for these pupils to be self-driven, reflective and act as role-models for the younger phases in readiness to become responsible and active members of a wider society.

 What are the benefits of a phased approach to teaching and learning?

Since the introduction of a phased model through the development of Phase 1 in 2017-2018 and the expansion of Phases 2 and 3 in 2020, we have seen evidence of the following:

• Pupils make better development in personal, social and emotional development, particularly in areas of self-confidence, making relationships, speaking and listening and attention)
• Improved pupil outcomes and deeper thinking as pupils are exposed to a wider range of experiences, opportunities and a wider society
• There is a more cohesive whole school community where pupils know and work with others from other year groups (like a family) and therefore develop a pupil-driven pastoral system (responsibility from older pupils towards others)

• Our pupils are better prepared for future transitions, more resilient and better able to adapt to change in later life

• There is greater ability to deploy staff to target pupils' specific needs more readily. We invest heavily in staffing to ensure that our teaching groups remain smaller than the primary school average., particularly in core subjects.