Enrichment

Primary Enrichment Programme

Our Enrichment Promise: Belong. Participate. Aspire. Achieve.

At Corngreaves Academy, we believe that every child deserves the opportunity to discover their talents, develop confidence, build meaningful relationships, experience success and understand the wider world beyond the classroom. We are committed to ensuring that every child feels they belong, has opportunities to participate, is inspired and is supported to thrive in learning and become the very best version of themselves.

Our enrichment programme is an essential part of the Corngreaves Academy curriculum and reflects our unwavering commitment that no child is left behind and no child is left out. It complements the National Curriculum and contributes to pupils' academic, personal, social, cultural, physical, emotional and spiritual development, providing experiences that broaden horizons, develop character, raise aspirations and create lasting memories.

The National Curriculum states that schools should promote pupils' spiritual, moral, cultural, mental and physical development and prepare them for the opportunities, responsibilities and experiences of later life. At Corngreaves Academy, we embrace this responsibility by ensuring that every child has access to a rich and diverse range of experiences that strengthen belonging, build confidence, develop skills and open doors to future opportunities.

Through our enrichment offer, children will:

Belong

Feel valued, included and connected to their school, community and the wider world, developing a strong sense of identity, respect and responsibility.

Participate

Take part in a wide range of cultural, sporting, creative, leadership and community experiences, regardless of their background, starting point or circumstance.

Aspire

Develop ambitions for their future through encounters, experiences and opportunities that broaden their understanding of the possibilities available to them.

Achieve

Build the knowledge, skills, confidence and resilience needed to flourish both within and beyond school, enabling them to make a positive contribution to society.
At Corngreaves Academy, enrichment is not an opportunity for a select few; it is an entitlement for every child. We actively remove barriers to participation and ensure equality of access so that every pupil can benefit from experiences that inspire, challenge and empower them.
Our enrichment programme will ensure that children leave Corngreaves Academy with a wealth of memories, experiences, skills, confidence, cultural awareness, aspirations and a strong sense of belonging that they can carry with them into secondary school and beyond.

 

Corngreaves Academy Enrichment Benchmark

Strategic and Curriculum-Aligned Benchmark:

Enrichment is deliberately planned as part of the wider Corngreaves Academy curriculum rather than being an additional or optional extra.

By the end of primary school, every pupil should have experienced enrichment that develops:

  • Cultural awareness
  • Creativity
  • Physical health and wellbeing
  • Confidence and resilience
  • Leadership and teamwork
  • Communication and oracy
  • Independence
  • Community awareness
  • Life skills
  • Understanding of the wider world
  • Aspirations for the future

Enrichment should strengthen the school's curriculum intent and support priorities such as attendance, behaviour, personal development, wellbeing and attainment.

Expected standard:
Every year group has a planned enrichment entitlement mapped across the academic year.

Broad and Well-Rounded

Every pupil should experience a wide variety of enrichment opportunities.

Corngreaves Academy will ensure that the programme covers, as a minimum, the five DfE enrichment categories:

Civic engagement

  • School council
  • Pupil voice
  • Charity work
  • Volunteering
  • Community projects
  • Local community involvement
  • Leadership opportunities

Arts and culture

  • Music
  • Art
  • Dance
  • Drama
  • Theatre
  • Museums and galleries
  • Cultural celebrations
  • Live performances
  • Opportunities to perform

Nature, outdoors and adventure

  • Outdoor learning
  • Gardening
  • Environmental projects
  • Forest/outdoor activities
  • Local area exploration
  • Sustainability
  • Residential or camping experiences where appropriate

Sport and physical activity

  • Competitive sport
  • Team sports
  • Individual sports
  • Dance
  • Fitness
  • Outdoor activities
  • Inter-school competitions
  • Opportunities to represent Corngreaves Academy

Wider enrichment and life skills

  • Cooking
  • Financial awareness
  • First aid
  • Road safety
  • Digital safety
  • Careers and aspirations
  • Enterprise
  • Public speaking
  • Practical life skills
Equality of Opportunity

No child should miss out because of disadvantage, SEND, financial circumstances or personal circumstances. Corngreaves Academy will monitor participation to ensure that:

  • disadvantaged pupils participate fully
  • pupils with SEND have appropriate adaptations
  • vulnerable pupils are actively encouraged to participate
  • financial barriers are minimised
  • transport is considered
  • clubs and activities are accessible
  • quieter or less-confident children are given opportunities to participate
  • enrichment is not dependent upon parents being able to fund or facilitate it
Progression Across the Primary Years

Enrichment should become progressively more challenging.

EYFS

Children will develop:

  • curiosity
  • creativity
  • confidence
  • independence
  • exploration
  • communication
  • physical development

Key Stage 1

Children will develop:

  • confidence to participate
  • teamwork
  • creative expression
  • awareness of their local community
  • participation in sport and cultural experiences

Lower Key Stage 2

Children will develop:

  • independence
  • leadership
  • wider cultural understanding
  • resilience
  • responsibility
  • new skills and hobbies

Upper Key Stage 2

Children will develop:

  • leadership
  • decision-making
  • public speaking
  • citizenship
  • independence
  • life skills
  • aspirations
  • preparation for secondary school and later life

Benchmark:
By the end of Year 6, every pupil should be able to identify a range of experiences, achievements, talents and interests that they have developed through their time at Corngreaves Academy.

By the end of each academic year, every pupil should have experienced:

Cultural experience
A visit, performance, exhibition, cultural event or equivalent.

Arts experience
Participation in music, art, drama, dance or another creative activity.

Sporting experience
Participation in physical activity and, where appropriate, competitive sport.

Outdoor/nature experience
Meaningful learning or activity outdoors.

 Community/civic experience
An opportunity to contribute to school or the wider community.

Life-skills experience
Practical learning which supports independence and preparation for later life.

Aspiration experience
Meeting or learning about people, organisations, careers or opportunities that broaden pupils' aspirations.

Leadership experience
An opportunity to take responsibility, lead others or contribute to decision-making.

Pupil Voice

Pupils will help shape the enrichment programme and will be asked:

  • What have you enjoyed?
  • What would you like to try?
  • What talents would you like to develop?
  • What clubs would you like?
  • What would you like to learn outside the classroom?
  • What experiences have you never had before?

Pupil voice will inform future enrichment planning.

This also supports the DfE's expectation that enrichment should be shaped by the school community.

Partnerships and Community

Corngreaves Academy will develop partnerships with:

  • local sports organisations
  • artists and musicians
  • theatres and cultural organisations
  • libraries and museums
  • community groups
  • charities
  • local businesses
  • secondary schools
  • universities and colleges
  • parents and members of the community

These partnerships should broaden children's experiences and provide opportunities that the school could not provide alone.

Impact and Evaluation

Enrichment should make a difference.

Leaders will monitor:

  • participation
  • pupil engagement
  • disadvantaged pupil participation
  • SEND participation
  • attendance at clubs
  • pupil voice
  • development of confidence
  • leadership opportunities
  • skills developed
  • behaviour and relationships
  • wellbeing
  • aspirations
  • progression of experiences from EYFS to Year 6

Evidence may include:

  • pupil voice
  • photographs
  • certificates
  • performances
  • competitions
  • portfolios
  • displays
  • pupil leadership
  • participation data
  • parent feedback
  • staff observations

 

Progression Statements
Arts & Culture Progression Statements

Year Group

Intended outcome

Reception

"I can explore different ways to express myself through art, music and stories. I can talk about what I enjoy and share my ideas with others."

Year 1

"I can participate in creative activities and talk about what I have seen, heard and enjoyed."

Year 2

"I can confidently share creative work and recognise how arts and culture help us understand different people and places."

Year 3

"I can compare different cultural experiences and communicate my ideas creatively and confidently."

Year 4

"I can appreciate a range of cultural experiences and use creative opportunities to develop my own talents."

Year 5

"I can reflect on cultural experiences, appreciate diversity and communicate my ideas through performance and creativity."

Year 6

"I can articulate how cultural and creative experiences have broadened my understanding of the world and helped me discover my interests and talents."

 

Nature & Adventure Progression Statements

Year Group

Intended outcome

Reception

"I can explore the natural world with curiosity, ask questions and talk about what I discover."

Year 1

"I can explore my local environment and describe how to care for nature."

Year 2

"I can work as part of a team, show resilience and improve my performance through practice."

Year 3

"I can take responsibility during outdoor activities and recognise my role in protecting the environment."

Year 4

"I can show resilience in unfamiliar situations and contribute positively to environmental projects."

Year 5

"I can demonstrate leadership and resilience during outdoor challenges and environmental projects."

Year 6

"I can demonstrate resilience, independence and responsibility in challenging and unfamiliar environments."

 

Sport & Physical Activity Progression Statements

Year Group

Intended outcome

Reception

"I can move confidently, try new physical activities and work safely with others."

Year 1

"I can take part in team activities, follow rules and show determination when learning new skills."

Year 2

"I can work as part of a team, show resilience and improve my performance through practice."

Year 3

"I can challenge myself physically, work collaboratively and demonstrate sportsmanship."

Year 4

"I can demonstrate commitment, teamwork and perseverance when participating in sport and competition."

Year 5

"I can lead by example, support others and strive for personal excellence in sport and physical activity."

Year 6

"I can demonstrate leadership, commitment and self-discipline and understand the value of an active lifestyle."

 

Civic & Community Progression Statements

Intended outcome

 

"I can take responsibility for simple tasks and show kindness and respect to others."

 

"I can contribute to my class and school community and understand how helping others makes a difference."

 

"I can contribute positively to community projects and understand how my actions affect others."

 

"I can take responsibility within my school community and contribute ideas to improve it."

 

"I can undertake leadership responsibilities and make a positive contribution to my community."

 

"I can influence positive change through leadership, debate, volunteering and community action."

 

"I can lead, serve and contribute positively to my community and understand my responsibilities as an active citizen."

 

 

Life & Future Skills Progression Statements

Intended outcome

 

"I can look after myself, follow routines and begin to solve simple problems independently."

 

"I can make safe choices and describe different jobs and roles in the community."

 

"I can apply simple life skills, manage small responsibilities and explain how these skills help me in everyday life."

 

"I can demonstrate independence, make sensible decisions and apply new practical skills."

 

"I can undertake leadership responsibilities and make a positive contribution to my community."

 

"I can solve problems, manage responsibilities and understand how current learning connects to future aspirations."

 

"I can apply practical life skills, make informed decisions and explain how my experiences have prepared me for secondary school and future success."

 

Character Curriculum Passports

Character Curriculum Passports RECEPTION
Character Curriculum Passports YEAR 1
Character Curriculum Passports YEAR 2
Character Curriculum Passports YEAR 3
Character Curriculum Passports YEAR 4
Character Curriculum Passports YEAR 5
Character Curriculum Passports YEAR 6
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