At DAAP we have three core values;  Mastery, Self-Determination and Industry.

We aim to ensure that every learning opportunity is meaningful, interesting, exciting and joyful. We also understand that every learning opportunity must be challenging for our children and support them in achieving.

Early Years

Like many Early Years Settings, our Nursery and Reception learning is planned for using Development Matters as a guide.

Development Matters


At DAAP we value the importance of attitudes to learning including children being resilient, resourceful and independent. We also lead learning that supports children in being self aware and self confident. In order to support staff in delivering this curriuclum plan, we have written guidance that supports teachers in knowing what this learning looks like and how best to support this learning. By creating a progression of skills over year groups, we can ensure that children's independent work is always of the highest quality. 

Provision Guidance supports the development of skills within key areas of classroom provision. 

Planning Guidance gives an overview of curriculum coverage and key skills and objectives for Reading, Writing and Maths across each year group. 

 In the Planning Guidance, you will notice specific areas of learning have an end of year learning goal. Where appropriate, these learning goals are based on the National Curriculum expectations. We expect all children to achieve at least a 'secure' judgement against these learning goals by the end of the school year. Some children will achieve 'mastery'.


During daily lessons, opportunites are planned to introduce and develop the key skills of reading and writing. 

 English Guidance gives more detail about the expectations of the English curriculum at DAAP. 

Reading by 6 (Ofsted)


At DAAP, children in from Reception to Year 4 study 'Mathematics Mastery'. Please see below for the curriculum coverage for each year group.


Year 1

Year 2

Year 3

Year 4

At DAAP we have very high expectations of all staff and children. We have a collection of non-negotiables that we expect all staff and children to consider. These non-negotiables include managing behaviour, how classrooms look and how work is displayed, peer critique and marking and feedback among others. This document is unfinished at the moment.

 Non Negotiables Guidance