Every Child Achieving mean every child at Milton Abbot School. We are unswerving in our commitment to identify the strengths of every child before making a clear plan on how best we can move their learning forward. We continually monitor and reshape the path for each individual according to their needs.
Our Values
‘Bringing Learning to Life’ at Milton Abbot School means we constantly strive to deliver an engaging curriculum that will inspire every child to aim for their potential and beyond. Our curriculum gives opportunities for active enquiry based learning, where children use transferable skills to become resourceful, independent learners for life. It also means that we recognise how education never stays the same; it is constantly changing and evolving, to meet the needs of the world in which we live, and so it is essential that we prepare our children for the future in which they will enter as adults. Therefore, our teaching and learning goes beyond the National Curriculum requirements to develop life skills through our teaching of Ethical knowledge, Self-knowledge and Artificial Intelligence and more. Consequently, life at Milton Abbot School continues to be extremely dynamic, busy and purposeful as we build on our successes and make plans for the future.
‘A Place of Happiness and Learning for All’ at Milton Abbot School reflects how well we know our children as unique individuals. We know their talents and passions, their dislikes and their anxieties, so that we can be their champions and their co-adventurers as they learn and grow. We have high expectations that allow our children to strive for excellence in everything they do, whilst ensuring they develop resilience and determination to struggle purposefully through the tough times. We deliberately put Challenge into everything the pupils do to build a culture of confidence where children rise to overcome times when life and learning is tricky.
‘Making Memories’ at Milton Abbot School represents our aim to build a cultural capital for our pupils that enables long-term recall of learning and rapid fluency of key facts. This requires a thoughtful balance of activities or ‘episodic memories’ to enrich and provoke debate, a schema that is sequenced to build and form links between different areas of knowledge and teaching that enables the ‘semantic memory’ to store information, facts and concepts. This is done through repetition, revision and retrieval, which is all systematically planned into our plan, teach, assess and review model – we call this ‘The Primary Climb’.
