Small School Vision and Values
Pupils begin their educational journey in the Infant School. From day one of nursery, we want every pupil at King Solomon Academy to feel safe, loved and excited about learning more and learning better. In EYFS, our focus is on developing our children's talk, self-confidence and social skills and to start them on their learning journey into reading, writing and maths by growing their abilities to play and learn at their best. As pupils move into Year 1 and Year 2, we place more focus on learning to be great readers, writers and mathematicians but we know the best learning can take place when pupils are also learning to develop their characters: learning to work together with their friends and their teachers and to support each other to develop the best possible learning environment for everyone.
We are driven by our REACH values: Respect, Excellence, Achievement, Collaboration and Hard Work.
The transition into Junior School marks the first big milestone on a KSA pupil's journey through the school. Here we maintain our focus on working hard and being nice and on our REACH values and sustain our relentless drive to become better readers, writers and mathematicians. We also start to explore other subject specialisms in more detail with more science and more humanities as well as more independent reading time in the form of DEAR (Drop Everything And Read). We are also very excited to begin French in Year 3 as well as begin our instrumental journey as we start strings sessions in music.
We are driven by the same REACH values: Respect, Excellence, Achievement, Collaboration and Hard Work.
Middle School marks the central point of a pupil's journey through KSA. It is where pupils develop their character, supported by a wide range of extra-curricular trips and activities, subject specialisms and rewards and incentives. Pupils are encouraged to work effectively in their class teams and develop their curiosity and confidence as they take part in activities such as:
- Shakespeare productions
- Wax museum
- Science fair
- Portfolio presentations
- Work shadowing
- Summer and Winter concerts
- Residential trips to Warwick University, Jamie's farm and Oxford University and Camping
Pupils have their lunch in family dining each day, take part in half an hour’s activity each lunch and spend half an hour doing DEAR at school each day followed by half an hour reading each night.
Rewards and incentives to support motivation include the payslip system which rewards attendance, punctuality, hard work and excellent homework. Pupils with high payslips earn enrichment each week, earn money to spend at the three auctions each year and earn trust and privileges through gold and silver wristbands.
Team rewards go to the classes with the highest half termly MAPP scores: the class being scored on their Mindfulness, Achieving, Prepared and Professionalism each lesson.
Success in Middle School is defined by: Pupils presenting proudly and confidently about their learning; Pupils communicating their ideas and challenging their perceptions through discussion and debate; Specific and character based shout outs; Stimulating, organised and tidy learning environments; Staff using growth mindset language to talk about pupils’ learning
We are driven by our MAPP values: Mindfulness, Achieving, Prepared and Professionalism
Upper School is the penultimate stepping stone on a KSA pupil's journey to university. While, of course, the GCSE grades pupils achieve in this stage of our school are important, ultimately our mission is to prepare our pupils for success at university and beyond, therefore our primary aim in Upper School is ensuring all pupils finish this part of the journey equipped with knowledge and skills which will allow them to be successful in KSA Sixth Form and beyond.
With this principle in mind, staff teaching in KSA Upper School should aim to support pupils to being more independent learners who are able to self-regulate their behaviour to be respectful of others and to be able to organise their own learning. In all we do in lessons and in all our conversations with Upper School pupils, we should be aiming to provide our pupils with the will-power and drive they will need to enter Sixth Form and to gain places at the very best universities.
We are driven by our PRIDE values: Professionalism, Reflection, Integrity, Determination, Enthusiasm
Sixth Form represents the final stage of the journey towards accessing an excellent university and entering the wider world on a pathway to success. It is the role of Sixth Form to ensure that students not only achieve the qualifications to allow them to access top universities and careers pathways but also to instil in them the skills, attitudes and values to succeed in the very different environment they will face at university and in the workplace. We aim to achieve this by providing exceptional and unique provision in five areas:
- Academic attainment – we expect all of our sixth form students to achieve the As, Bs and Distinction grades required to access selective, highly selective and super selective universities.
- Subject passion – we know that academic success at university is driven by a love of subject. We aim to give all students the opportunity to develop a deep interest in their subjects within and beyond the course syllabi.
- University readiness – we want our students to feel like they belong at any institution in the country and able to make the most of university life. This means that we need to ensure students feel like they are fully aware of university life, the application process and the range of courses and institutions available.
- Utilising London – we want to leverage the opportunity presented by our central London location. Students should be shown and feel empowered to take advantage of the range of lectures, museums, exhibitions and university links that come from our proximity to these opportunities.
- Community leadership – as the most senior students in the school, our sixth formers should develop into young adults who understand their power and responsibility towards society. This means that they should positively contribute to their school and local community and have a sense of global citizenship.