Curriculum – If you require a subject specific curriculum, please do not hesitate to contact the school.


  • At Dowson we have 3 rights

    1. To feel and be safe
    2. To learn
    3. To be treated with respect

    How do we ensure this happens?

    1. To feel and be safe

    We work hard to help our children to feel and be safe. Our Learning Mentors are very important in this are; they ensure that barriers to learning are removed.

    They train Playground Friends and Peer Mentors who help all children to enjoy playtime and lunchtimes. They work with children and families to ensure that all children can access the opportunities our school has to offer.

    1. To Learn

    All the Teachers and Teaching Assistance are committed to making sure that all our children make as much progress as possible. We have focussed carefully over the last few years to make sure that our tracking and monitoring systems are robust and accurate. We provide our children with a rich and varied curriculum. We really DO want our children to be the best they can be.

    1. To be treated with respect

    All adult and children in school know that everyone is equal. We endeavour to ensure that our inclusion and Anti-Bullying Policies are effective. We have an enthusiastic School Council and Peer Supporters through School. We have assemblies each week which focus on SEALS (Social and Emotional Aspect of Learning).

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    THE DOWSON PROMISE

    By the end of their Primary School experience, we promise that the following experiences and opportunities will be afforded to our children as a complement to their curriculum in order to develop a ‘well rounded’ child:

    By the end of the Early Years children will have:

    • Visited a farm
    • Explored the outdoor environment and aspects of nature and wildlife
    • Visited places of worship
    • Met ‘people who help us’
    • Taken care of an animal
    • Sang or spoke for an audience

    By the end of Lower School children will have:

    • Visited the seaside
    • Watched a pantomime
    • Put on a staged production
    • Experienced an aspect of charity work
    • Experienced competition
    • Grown their own plants and / or vegetables
    • Searched for a talent they have
    • Had basic first aid training and know what to do in an emergency

    By the end of Upper School children will have:

    • Learned to play a musical instrument
    • Listened to an inspirational speaker
    • Mentored another child
    • Transferred a skill to someone else
    • Taken part in some community or charity work
    • Collaborated with children from another school
    • Stayed on a residential adventure weekend
    • Developed a talent of theirs
    • Seen a theatre production
    • Presented a display at the RHS Tatton Flower Show
    • Made props and costumes for a production
    • Considered and investigated future careers and the educational implications of these

    In addition, there will be ongoing experiences and opportunities across the primary phases which will happen more frequently, be delivered and accessed at age-appropriate levels and therefore progressive in skill and outcome.

    Children will:

    • Have a responsibility in school
    • Contribute opinions to school policies and procedures – influencing and informing strategic decisions of the Leadership
    • Celebrate success
    • Study an author / novel
    • Contribute to a website blog and share their work with the wider world
    • Communicate with a child in another part of the world – pen friend – study similarities and differences in lives.
    • Take part in some kind of enterprise
    • Take part in forest school activities
    • Represent school in some way
    • Communicate with someone famous / a professional/ someone who has overcome a barrier
    • Take trips and visits to museums / galleries / sporting events / live performances
    • Keep up to date with world news and events of significance
    • Plan and cook a meal ‘from scratch’
    • Experience everything their local environment has to offer – chance to take part in local walks to the countryside / nature spots; visit local places of significance and understand its history.
    • Develop a sense of pride in their community and their country
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