Our Shared Purpose

At Tweseldown Infant School, we want every child to have the very best start to their educational journey.

Our school vision, “Growing Together, Learning Together,” captures something fundamental about our community: children do not learn and develop in isolation. They grow through relationships, through experiences, through challenge, through being part of a community and through knowing that they are valued and loved for who they are.

At Tweseldown we develop children who are happy, enthusiastic, confident and independent lifelong learners. We have an importance on fun and engaging learning, individual starting points, positive relationships, wellbeing, inclusion, independence and the celebration of achievement.

What sets us apart from other schools is our commitment to relationships. We know every child as an individual and ensure they are ready for their next stage of education. We develop the whole child, not just academics.

This document brings those existing strengths together through three simple, connected ideas:

1. ACHIEVING

Every child can and does succeed. We believe in every child.

2. BELONGING

Every child matters and has a place within our community

3. THRIVING

Every child develops the confidence and wellbeing to flourish

These three areas are deliberately interconnected.

Children achieve when they feel that they belong.
Children belong when they feel safe, valued and known.
Children thrive when they are supported to achieve, develop relationships and experience success.

Together, they describe the child that we develop at Tweseldown.

1. ACHIEVING

Every child can and does succeed

At Tweseldown, achievement is much broader than academic attainment.

We want every child to experience the feeling:

“I can do this.”

Achievement means developing knowledge, skills, confidence, independence, resilience, curiosity and a willingness to have a go.

Our school's curriculum is designed around children's starting points and aims to provide appropriately challenging learning experiences.

Achievement therefore means:

• making progress from one's own starting point;
• developing secure knowledge and understanding;
• becoming increasingly independent;
• developing the confidence to attempt something difficult;
• learning from mistakes;
• persevering when something does not work first time;
• being proud of effort as well as outcome;
• discovering interests and talents;
• developing the foundations for lifelong learning.

What achieving looks like at Tweseldown

It is…

• High expectations for every child
• believing that every child is capable of learning, developing and achieving.
• Having high expectations of each child, knowing each child as an individual and understanding what their next steps should be and then providing the support, challenge and encouragement required to get there.

Our school's curriculum describes the importance of planning from individual starting points, providing appropriate challenge, encouraging independence and using assessment to support children's progress.

A curriculum that inspires

Children should not simply acquire knowledge; they should develop a desire to know more.

At Tweseldown, this is supported through a broad curriculum encompassing subjects including art, computing, design technology, geography, history, music, PE, RE, relationships and health education, science and mathematics.

Learning is enhanced through real-life experiences, outdoor learning, Forest School (Beyond the Gate), music, performance, trips, visitors and opportunities beyond the classroom.

We believe reading is a foundation for achievement, It gives children access to the curriculum, their imagination, great knowledge and independence.

Tweseldown aims to develop confident, fluent and enthusiastic readers through systematic phonics, carefully matched reading materials, high-quality texts, story times and regular opportunities to read at school and at home.

Mathematical confidence

Mathematics is presented as a tool for everyday life and as a way of understanding the world.

The school aims to develop mathematical confidence, reasoning, problem solving, communication and independence, with opportunities for practical activities, games, investigations, discussion and outdoor learning.

Independence

A successful Tweseldown child should increasingly be able to say:

“I know what to do.”
“I can have a go.”
“I can solve a problem.”
“I know when I need help.”
“I can try again.”

Independence is therefore not simply a behaviour expectation. It is an important educational outcome.

Celebrating achievement

Children need to know that their progress is noticed.

We celebrate academic, creative, physical, social and personal achievements.

Achievement is visible in the culture of our school without creating unhealthy competition.

We celebrate:

• progress;
• perseverance;
• creativity;
• kindness;
• independence;
• courage;
• curiosity;
• teamwork;
• personal improvement;
• contribution to the school community.

2. BELONGING

Every child matters and has a place.

Belonging is at the heart of Tweseldown.

We are a “school family” who is warm, friendly and place a strong emphasis on the importance of children being happy, confident and secure. Mental health and wellbeing approaches ensure that every child and adult feels that they belong at Tweseldown.

Belonging means:

“I am known.”
“I am safe.”
“I am valued.”
“I have friends.”
“My voice matters.”
“I have something to contribute.”
“This is my school.”

What belonging looks like at Tweseldown

Relationships come first. By wearing our uniform, each pupil belongs at Tweseldown.

Children learn best when they have secure, positive relationships with the adults around them.

Tweseldown's Thrive approach places positive relationships at the centre of its work and seeks to understand the needs behind behaviour rather than simply responding to behaviour itself.

This creates a culture in which adults seek to understand:

• What is happening for this child?
• What is this child communicating?
• What does this child need?
• How can we help this child regulate?
• What relationship or connection might make the difference?

Kindness, respect and honesty

Our values are because each pupil SHINEs at Tweseldown:

• Sharing
• Honesty
• Independence
• New Experiences
• Enjoying Learning

These values provide a simple language through which children can understand how to contribute to their community.

Our school's behaviour principles further emphasise respect for all, safety, dignity, kindness, inclusion and positive relationships. Our approach is explicitly relational and restorative.

Every voice matters

Our school's mental health and wellbeing approach is that we seek to hear the voice of every child and act upon it.

Our pupils:

• express their feelings;
• share ideas;
• influence their own learning;
• talk about what helps them;
• ask for support;
• contribute to decisions;
• celebrate their identity and achievements.

Inclusion

Belonging means more than being physically present.

It means being able to participate, communicate, develop friendships, access learning and experience success.

Tweseldown's SEND approach provides individualised support through Individual Learning Plans, collaboration with families and professionals, and targeted interventions.

The opening of the Dragonfly autism resource provision in September 2026 further demonstrates the school's commitment to inclusion. Children accessing the provision are described as valued members of the wider Tweseldown community, with opportunities to learn, play and participate alongside mainstream peers where appropriate.

This embodies an important principle:

Difference should not be a barrier to belonging. Difference is celebrated. We’re all unique and brought together within our community.

Belonging for families

Children's sense of belonging is strengthened when their families feel that they belong too.

We are proud of our parent-facing provision, our PTFA, volunteering opportunities, coffee and conversation with the Headteacher and communication structures all contribute to a wider sense of community. The school's wellbeing approach explicitly describes genuinely working with families to make a difference for every child.

This is particularly important in a school community that includes families who may experience significant transition, including service families. The school has dedicated provision and information for Forces families.

3. THRIVING

Every child develops the confidence and wellbeing to flourish.

Thriving is the outcome of achieving and belonging working together.

A thriving child is not necessarily a child who is always happy or who never struggles.

A thriving child is developing the emotional resources to meet life's challenges.

They can:

• recognise and communicate feelings;
• seek help;
• build relationships;
• cope with setbacks;
• regulate their emotions;
• try new things;
• take appropriate risks;
• develop resilience;
• care for themselves and others;
• remain curious;
• enjoy learning;
• recover when things go wrong.

What thriving looks like at Tweseldown

Our whole-school wellbeing approach aims to ensure that children and adults feel they belong, that needs are identified quickly, that support is monitored and that children are taught about positive wellbeing, resilience and growth mindset.

This means wellbeing is not an additional programme. It is part of everyday school life.

Thrive

Thrive helps adults understand children's developmental and emotional needs and respond to behaviour through relationships, connection and appropriate support.

Our central message is: Behaviour is a means of communication, and connection is fundamental to learning.

ELSA and targeted emotional support

Our ELSA (and TALA)  provision gives children additional support with areas such as social skills, emotions, anxiety, loss, self-esteem, friendships, anger management and transitions.

Support can be individual or group-based and is delivered in a calm and safe environment.

This provides an important bridge between universal wellbeing provision and more targeted support.

Healthy minds and healthy bodies

Tweseldown's wellbeing work focuses on five areas:

• Take Notice
• Give
• Be Active
• Keep Learning
• Connect

The school uses these areas to help children build confidence, resilience and the foundations for a happy and healthy school experience.

Learning beyond the classroom

Thriving requires experiences that develop the whole child.

Forest School is a particularly strong example.

Through regular sessions, children explore nature, develop practical skills, engage in child-led learning, take supported risks and experience the outdoors across different seasons.

Outdoor Environmental learning ensures our children are growing up respecting and loving the outdoors and becoming sustainable citizens.

Music provides another route to flourishing, enabling children to perform, collaborate, express themselves and develop confidence and a sense of achievement.

4. THE THREE AREAS WORK TOGETHER

Achieving, Belonging and Thriving should never become three separate initiatives.

They are three parts of one culture.

ACHIEVING

“I can.”

Children develop knowledge, skills, independence, confidence and a love of learning.

BELONGING

“I matter.”

Children develop secure relationships, feel safe and valued, and know that they have a place within the school community.

THRIVING

“I can flourish.”

Children develop resilience, emotional wellbeing, curiosity and the confidence to embrace challenge and new experiences.

And the cycle continues.

A child who feels that they belong is more ready to learn.

A child who experiences success develops confidence.

A confident child is more willing to take a risk.

A child who can regulate and recover from setbacks is more able to persevere.

A child who feels valued is more likely to value others.

5. WHAT WE WANT A TWESELDOWN CHILD TO BECOME

By the end of their time at Tweseldown, we want children to be able to say:

I ACHIEVE

• I enjoy learning.
• I know that I can improve.
• I am proud of my progress.
• I can work independently.
• I can solve problems.
• I can persevere when something is difficult.
• I am confident in the things I know and can do.
• I am excited to learn something new.

I BELONG

• I feel safe in school.
• I know that adults care about me.
• I have people I can talk to.
• I am kind and respectful.
• I know how to be a good friend.
• I listen to other people's ideas.
• I know that everyone is different and that difference is valued.
• I know that my voice matters.
• I feel that Tweseldown is my school.

I THRIVE

• I understand my feelings.
• I know ways to look after my wellbeing.
• I can ask for help.
• I can cope when things do not go my way.
• I am willing to try new experiences.
• I can take appropriate risks.
• I am resilient.
• I am curious.
• I enjoy being active and spending time outdoors.
• I have interests that make me feel happy and proud.
• I am ready for the next stage of my learning journey.

6. THE ROLE OF ADULTS

Achieving, Belonging and Thriving begins with the adults.

Every adult at Tweseldown has a role in creating the culture we want children to experience.

Every Adult:

• Knows each child
• Knows their strengths, interests, needs, relationships and starting points.
• Builds relationships
• Prioritises connection, trust, kindness and consistency.
• Notices progress
• Recognises the small steps as well as the big achievements.
• Removes barriers
• Asks what is preventing a child from accessing learning or belonging and considers what can be changed.
• Provides challenge
• Does not confuse support with lowering expectations.
• Teaches independence
• Gives children the skills and confidence to do things for themselves.
• Models wellbeing
• Shows children what healthy relationships, emotional regulation, perseverance and kindness look like.
• Listens
• Takes children's views seriously and responds meaningfully.
• Works with families
• Sees parents and carers as partners in children's development.
• Celebrates difference
• Ensures every child can see themselves, their experiences and their identity reflected positively within the school.

7. THE ROLE OF THE CURRICULUM

The curriculum is one of the principal vehicles through which children achieve, belong and thrive.

At Tweseldown, the curriculum should therefore be understood as more than a collection of subjects.

It gives the children:

• Knowledge – what they need to know.
• Skills – what they need to be able to do.
• Experiences – what they need to encounter.
• Relationships – who they learn with.
• Confidence – what they believe they can do.
• Character – how they choose to behave.
• Curiosity – what they want to discover next.

8. ATTENDANCE AND BELONGING

Attendance is not simply about being present for lessons.

It is about being present for the whole experience of school.

Tweseldown's attendance information explicitly recognises that absence can affect learning, friendships, social experiences and children's ability to feel part of the school community. The school reported attendance of 97.2% for September 2025–July 2026, above the national average.

Where attendance is difficult, we combine our high expectations with curiosity, relationship and support.

9. WHAT SUCCESS LOOKS LIKE

We see

• strong progress from individual starting points;
• confident readers and mathematicians;
• increasing independence;
• positive attitudes towards learning;
• resilience when faced with challenge;
• strong friendships and relationships;
• respectful behaviour;
• children who can talk about feelings;
• children who know how to seek help;
• enthusiasm for new experiences;
• pride in their achievements;
• high levels of participation.

Families

• feel welcomed;
• feel listened to;
• understand how their child is progressing;
• know how to access support;
• feel part of the school community;
• have confidence in the school's care for their child.

Staff

• understand children's needs;
• feel confident supporting emotional wellbeing;
• use consistent relational approaches;
• celebrate progress;
• work collaboratively;
• feel valued and supported;
• continue to learn and develop.

The school

• has a calm, inclusive and purposeful culture;
• maintains high expectations;
• removes barriers to learning;
• provides rich experiences;
• celebrates diversity;
• listens to children;
• works closely with families;
• protects children's wellbeing;
• enables every child to make progress.

Our ambition is for every pupil to leave as confident, kind, independent, resilient and enthusiastic lifelong learners, ready for the next stage of their journey. This reflects our existing aspiration for children to become happy, enthusiastic and independent lifelong learners growing and learning together, every child, every day.