At Walkington Primary School in Design and Technology we aim to broaden individual creativity and encourage the children to become innovative thinkers. We provide a developmental range of activities to create an interest and spark enthusiasm for designing and making in children of all abilities and ages. With constant advances in technology across the world, it is increasingly important for children to have a good understanding of design and the processes involved in producing a quality product in a range of relevant contexts.

We study a varied curriculum which is carefully planned to build on knowledge year by year and allows the children to learn, practise and master practical skills across the main areas: Food, Materials, Textiles, Electronics, Mechanics and Construction. The Design and Technology curriculum follows a four-step process: design, make, evaluate and improve. This concept encourages children to carry out thorough research, show initiative, ask questions and take risks and provides opportunities for children to gain a thorough knowledge of which tools, equipment and materials to use to make their products. It also enables children to be self-critical, to evaluate and seek to improve their work and solve problems. The children are exposed to these steps from the beginning of their time at Walkington Primary School which supports them in becoming resourceful and enterprising individuals and designers.

The school recognises that each pupil will be at a different point in terms of their understanding and mastering of the practical skills by the time they transition to KS3; however, we are committed to providing a learning pathway which enables progression for all children across all areas of the Design and Technology curriculum.

This intention also aligns closely with our aim of promoting the “Global Competencies” outlined by the OECD.

“Teachers use their good subject knowledge to plan interesting tasks that engage
pupils.”

Ofsted comments

“The passionate and effective leadership of senior leaders and the commitment of the staff have sustained the good quality of education at the school.”

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“Teachers plan interesting activities that motivate the pupils. Staff ensure that all pupils are valued and included in learning.”

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“In mathematics lessons, resources are used well to enable pupils to visualise abstract ideas and to get a more secure understanding of number.”

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“The school is a calm, orderly and purposeful place for pupils to make the most of their learning.”

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“Effective safeguarding procedures are in place. All staff have a clear understanding of how to keep pupils safe.”

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“Good teaching through early years and in key stage 1 ensures that the proportion of pupils passing the Year 1 phonics screening check is consistently above average.”

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“The profile of sport has been raised and more pupils now compete in sporting
activities.”

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“Learning in early years gets off to a good start. As a result of effective teaching and provision, children progress well from their starting points.”

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“In all key stages, pupils are now making good progress from their starting points in reading, writing and mathematics.”

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“Improvements in the teaching of mathematics have helped to increase pupils’ progress and improve pupils’ ability to solve mathematical
problems.”

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“The quality of teaching at Walkington Primary is underpinned by warm and caring
relationships between staff and pupils.”

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“Exciting activities, such as visits to places of worship, generate high levels of
interest and curiosity about the themes that pupils are studying.”

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“Governors have a good understanding of the school’s strengths and weaknesses and
are clear about priorities and plans for improvement.”

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“Staff welcome the professional development they receive and say that this makes a real difference to the quality of their teaching.”

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“The teaching of reading is good. There is a consistent approach to the teaching of
phonics.”

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“Adults give pupils
opportunities to share ideas and challenge their own thinking and this helps them to articulate their opinions with confidence.”

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“Pupils behave well and are polite, articulate and respectful.”

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“The school’s welcoming and caring ethos is central to its work in raising standards for
pupils.”

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“The broad curriculum provides a wide range of enriching experiences for pupils.”

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“Older pupils develop a good understanding of what they read. Leaders promote a love of reading and pupils say the school provides them with high-quality texts.”

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“Staff encourage pupils to be resilient and take risks. Pupils know it is all right to get things wrong and that this is part of the process of learning.”

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“Governors are ambitious for the school. They challenge and support leaders effectively.”

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“Parents and carers who offered their views to inspectors were overwhelmingly positive about the experiences of their children.”

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“Pupils listen to the opinions of others and are keen to offer their views considerately and respectfully.”

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“From the moment pupils enter the school each day, they are greeted with respect and a genuine sense of care from the adults in the building.”

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“By the end of Year 6, outcomes are high in reading and writing. In reading, they are
particularly high.”

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“The school’s work to promote pupils’ personal development and welfare is outstanding.”

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“Leaders are well trained and use their knowledge of special educational needs to identify specific requirements at an early stage and provide timely support.”

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