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02/12/20

Roydon Primary Academy Retweeted
BMAT

BMAT have a vacancy for an IT Technician based in Harlow with frequent travel to Harlow and Epping schools. For more information visit - https://t.co/S8JKVKTrRg https://t.co/4QQU3Ess2r

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02/12/20

A children’s author is turning to pupils in Roydon to approve her books before publishing. Pupils get a first glimpse of books by before they go to print. https://t.co/cD8aAU9SUT https://t.co/bKEorpaeDT

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20/11/20

Roydon Primary Academy Retweeted
BMAT

Due to the current postholder taking up a wider role within the trust, Magna Carta Primary Academy in Stansted Mountfitchet, Essex, have a vacancy for a Head of School/Headteacher. For more information visit - https://t.co/lkYgzc1sjg https://t.co/pIWASstmK6

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20/11/20

Roydon Primary Academy Retweeted
BMAT

BMAT have a vacancy for an IT Technician based in (Harlow) with frequent travel to Harlow and Epping schools. For more information visit - https://t.co/NRnG3NguSl https://t.co/bSepWad4dx

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20/11/20

The quality of applications for children to lead our school was so high that extra posts have been created. All four pupils at Roydon Primary Academy who were shortlisted and interviewed for the head boy and head girl positions have been recruited. https://t.co/EstaMNOHWM https://t.co/mHSrEHneYX

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12/11/20

Our headteacher has praised her community as she settles into the new leadership role during the pandemic. Anna Myatt took on her first primary school headship in September at Roydon Primary Academy. https://t.co/514UiJakqO https://t.co/sq26fxEyFu

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11/11/20

Roydon Primary Academy Retweeted
BMAT

"Mark Hall Academy looks forward to the next phase of its development." in Harlow will be joining BMAT to oversee and steer the next phase of its development. https://t.co/5ZPUBnI3TY https://t.co/tA1ZeoPngc

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02/11/20

Halloween was not cancelled at Roydon Primary Academy. To ensure pupils in Reception got to experience some of the festivities, they were given their own pumpkin to carve. https://t.co/QsPMXeC8HC https://t.co/hkMyekgVSm

23/10/20

Shocking video of Roydon staff being ‘happy’! https://t.co/UHWDdGGc0U Happy half term all!

21/10/20

As we're currently unable to welcome you in to our school for tours, we'd like to invite you to watch our school overview video. You'll see Roydon Primary Academy in action and hear from our reception teacher, Mr Vullo. Contact us: https://t.co/EhRhioPEb1 https://t.co/wCtpTjer7t

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19/10/20

Roydon Primary Academy Retweeted
Epping St John's Sch

TOMORROW! Join us for out Virtual Open Evening - Student Take Over! Click the link in the post to join us live at 6pm & 7pm! https://t.co/jr8bPjxjHe https://t.co/x0Clf6Zujg

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16/10/20

Roydon Primary Academy Retweeted
BMAT

Primary school children are working on their health & fitness thanks to an investment in gym equipment. (Harlow) (Stansted) each had an investment of £3k in outdoor facilities. https://t.co/pmuujHUYHC https://t.co/eWxBCny307

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06/10/20

Roydon Primary Academy Retweeted
BMAT

Out Now! The new issue of Latitude - The magazine for BMAT Schools, Parents and Communities. Read it online here - https://t.co/aqc2Xy6VVz https://t.co/yyC20xOlAN

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01/10/20

Roydon Primary Academy Retweeted
Burnt Mill Academy

Our Virtual Open Evening video is now available to watch again. View the video and find out more about Burnt Mill Academy here - https://t.co/0OTlly46I7 https://t.co/fLvo4rQoh5

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30/09/20

Roydon Primary Academy Retweeted
Burnt Mill Academy

OUR ONLINE OPEN EVENT IS TONIGHT! We'll be live from 7pm. To join the event, and to find out more about Burnt Mill Academy, please visit https://t.co/0OTlly46I7 https://t.co/vUG9fVKrNv

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29/09/20

Roydon Primary Academy Retweeted
Burnt Mill Academy

OUR ONLINE OPEN EVENT IS TOMORROW! We'll be holding a virtual open evening for 2021 admissions on Wednesday 30th September. For more information, to register your interest and to find out more about Burnt Mill Academy please visit https://t.co/0OTlly46I7 https://t.co/FeyTXc87Zq

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23/09/20

Roydon Primary Academy Retweeted
Burnt Mill Academy

ONLINE OPEN EVENT - We'll be holding a virtual open evening for 2021 admissions on Wednesday 30th September. For more information, to register your interest and to find out more about Burnt Mill Academy please visit https://t.co/0OTlly46I7 https://t.co/cStT8yK1Yq

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15/09/20

Roydon Primary Academy Retweeted
Forest Hall School

Our virtual open evening is tonight! You can access our live event at 5pm and find more information on Forest Hall School via https://t.co/jAXGCkZX8f https://t.co/TJManWsOYe

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12/09/20

He also visited in Hoddesdon where he found some more! Thank you for helping! https://t.co/OiiS3pyeqm

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12/09/20

Mr Vullo has been on a very successful number hunt this morning! Big thank you to in Hoddesdon for helping out https://t.co/yfkIa7dzQn

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Outstanding Education

Supporting primary and secondary schools across Essex and North & East London, BMAT is a growing multi-academy trust with a singular vision: schools, teachers and pupils freed to succeed.

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Curriculum

Curriculum Intent  

Our curriculum is driven by the need to prepare our children for lifelong learning.  At Roydon Academy, we offer a rich and vibrant curriculum which is ambitious for all learners.  Through our curriculum, we develop the essential knowledge, skills and understanding which are the building blocks for later life.  Our curriculum encompasses not only the formal requirements of the National Curriculum, but goes beyond the experiences of the classroom to ensure that our children are exposed to the richest and most varied opportunities that we can provide.   

The curriculum enables us to respond to national and world events, enabling the children to see different perspectives and develop their own opinions within an ever changing world. The curriculum is enhanced by our commitment to Values-based Education (including British Values) and, through this, we provide learning experiences which promote confident, self-motivated children, eager for lifelong learning. 

Our curriculum is designed to enable children to make deep connections between learning and understanding the world that they live in, leading to children connecting taught knowledge and skills with agency and purpose. It promotes thinking as a global citizen and develops character so that our children can make meaningful contributions to society.  

The curriculum enables children to form meaningful relationships with their learning, see patterns and apply skills into a context where learning can make a difference. They understand that their global learning is relevant to future decisions and the active contribution they can make to the world. 

Learning at Roydon Academy is ‘deep’ rather than shallow. Deep learning requires planning for and modelling behaviours and actions associated with:  

• deeper thinking  

• deeper purpose  

• active and collaborative engagement  

It is our underlying belief that every child should feel valued and experience the feeling of success in a wide range of curriculum areas. We have designed, organised and planned our curriculum to ensure every child receives an appropriate mix of academic and personal development, which means in practice our curriculum places equal importance on core and foundation subjects. 

We place priority on ensuring children’s physical and mental well-being are met. We understand that children will not be successful learners unless they are emotionally secure, therefore we designed our curriculum and adopted a flexible approach to timetabling to ensure we can meet and respond to any issues that arise. 

 Curriculum Implementation  

At Roydon Academy, we have used the National Curriculum alongside specific year group topics to allow our children to gain the necessary knowledge and skills to succeed. We recognise that the curriculum encompasses all areas of learning and we provide learning which makes links across all subjects to give children a clear rationale for completing their work. 

Planning focuses on different themes in each year to enable children to achieve depth of thinking and learning. Each year group is exposed to a number of high quality core texts. These are used to bring the themes to life for our children and to promote a connectedness with the learning.  

Learning journeys are active, engaging and inspiring leading to a deeper understanding of the curriculum areas. Carefully planned sequences promote the affective and cognitive domain whilst allowing children the opportunity to develop skills such as research, collaboration, innovation, presentation, evaluation and reflection.   

In order to allow children to remember key skills, children revisit them over the course of a key stage. Wherever possible, reading, writing and Maths activities are linked across lessons and reading is used continuously to discover and explore. The same quality of work is expected across all subjects which leads to higher standards and outcomes. 

For some subjects, outcomes are recorded through large topic presentation books. These represent the children’s best work but also demonstrate the independence of learning which we expect from our children 

Lesson may take various formats. These may include: 

–       Independent research, information gathering and summarising 

–       Direct teacher led lessons, teaching new skills and knowledge 

–       Presentation lessons, where children apply their basic skills 

–       Challenge and deepening activities which add depth to learning.  

We require the children to work in these ways so that they build their resilience and can then independently apply their skills and knowledge once a topic is complete. 

At the end of a block of work, opportunities for assessment are taken through the use of “big questions” which demonstrate what has been learnt and can be applied. Teachers use the responses to these questions to address misconceptions or to extend learning further. Children do not move on until misconceptions have been addressed, so that learning is embedded. 

On the first day of a new topic, each class has a “Launch” day. These act as a hook for the children and invigorate the curiosity about what is to come. 

Towards the end of a topic, staff plan “publishing” days for the children which engage the parents and local community. These are an opportunity for the children to show pride in what they have achieved and to reflect and consolidate on their learning through discussion of what they have learnt and achieved. 

Trips booked for the children will be of high quality. The intention of such trips is to provide the children with cultural capital and to give them experiences that enhance their learning. 

Through deeper thinking and reflection our children are able to make links between topics so they are learning to think systematically. Teaching our children how to reflect, explain, justify, question is key to lesson design. Feedback is integrated into the curriculum design and sequencing. A wide range of feedback is used throughout the curriculum. 

The learning environment is planned for in fine detail because this is space where learning is completed. The learning environment is intertwined with the curriculum, planning, teaching and learning.  The learning environment gives us the opportunity to blend content and pedagogy so that an understanding of how learning is organised, represented and adapted is made visible.    

Curriculum Impact  

We pride ourselves in constantly improving our school and value feedback from all stakeholders. We give our parents and the Local Governing Board many opportunities to share and celebrate the outcomes of our curriculum.  

All classes invite parents to a termly celebration of topics where children will showcase their outcomes. Each class will also celebrate their work through a class performance. Year group pages on the school website will also inform parents of the termly topic for their class.  

An important aspect of our curriculum is inspiring children from the very first week of the term. Our staff plan exciting educational visits/visitors or tasks which ‘hook’ and inspire children into their learning for the coming term. In all of this we will ask for feedback from all stakeholders and senior leaders will monitor and evaluate the impact that our curriculum has on learning. 

Regular and robust triangulated monitoring is used across the BMAT. It is used to gauge the impact of our curriculum design. Leaders at all levels review learning, talk with our children and provide feedback to move practice forward.  

We ensure that our pupils’ attainment and progress are in line or exceeding their potential. This is measured using national data (where appropriate), our curriculum maps, KPI documents and monitoring evidence.  

 Our curriculum develops well-rounded citizens with a clear understanding of values such as love, responsibility and friendship. The curriculum addresses negative stereotyping through investigating similarities and differences, and promoting acceptance, diversity, citizenship and human rights.   

Our children will be motivated by a strong personal sense of morality.  They will be able to make sense of an increasingly globalised, complex and rapidly changing world. They will make decisions for the right reasons and in the best interests of our community.  

Our pupils will be able to decide what is right and what is wrong and will be resilient to the influence of others. Our pupils develop an awareness of how their own actions can impact others and the wider community. Our pupils will step out into the world with the skills to make a difference in their own life and to others.  

 

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