Enrichment Strategy

 

Our Strategic Impact Statement

“Enrichment is an integrated element of our provision, where we work to ensure that every child at Raleigh and Admirals experiences a rich entitlement that broadens horizons, strengthens belonging, develops character and prepares them to navigate life and learning together with Aspiration, Respect and Kindness.”

At Raleigh Infant and Admirals Academies, enrichment is an integral part of how we ‘Navigate Life and Learning Together’. For the past 4 years, our curriculum has taken children beyond the confines of their everyday lives by broadening horizons and helping them develop the knowledge, confidence and experiences that prepare them for the future. Our curriculum is deliberately underpinned by Aspiration, Respect and Kindness, alongside a strong commitment to pastoral care, nurture and inclusion.

Our ARK Values places the whole child at the centre. Aspiration, Respect and Kindness are not separate initiatives but interconnected layers which shape pupils’ experience of school: wellbeing enables belonging; belonging enables engagement; and engagement enables achievement. Enrichment provides an important means through which children can experience these values beyond their everyday classroom learning.

Kindness provides the foundation. Children are more able to participate, explore and take appropriate risks when they feel safe, known and supported. Our wider inclusion approach therefore seeks to identify and remove barriers to participation, recognising regulation, positive relationships, wellbeing and belonging as fundamental to successful learning. Enrichment is part of this inclusive offer rather than something reserved for those already able to access it. We actively consider SEND, disadvantage, EAL and vulnerability, making reasonable adjustments and addressing financial or access barriers so that every child has the opportunity to participate.

Respect develops belonging and connection. Through enrichment, children learn alongside others, encounter different people and perspectives, contribute to their community and discover that their own interests, talents and voices matter. Visits, visitors, cultural experiences, sport, the arts, outdoor learning and pupil leadership extend learning into the wider world and provide authentic opportunities to practise cooperation, responsibility and citizenship. Our strategy therefore deliberately connects enrichment with pupil voice, participation and wider partnerships.

Aspiration builds upon these foundations. Enrichment should enable children to discover possibilities they may not otherwise encounter: a new sport, an artistic talent, an outdoor challenge, a leadership role, a cultural experience or an interest that may stay with them beyond primary school. Through these opportunities we seek to develop confidence, resilience, motivation, self-belief and independence, complementing the knowledge-rich curriculum described in our curriculum intent. These qualities are explicitly recognised through our celebration programme, where achievement sits alongside character development and pupils are encouraged to persevere, believe in themselves and increasingly take responsibility for their learning and actions. See our Celebration Assembly page on the website.

 

Our Enrichment Map

Our Enrichment map is a collection of opportunities to a planned entitlement for every child from EYFS to Year 6. Navigating this journey, pupils will experience opportunities across civic engagement, arts and culture, outdoor learning, sport and life skills, with enrichment increasingly embedded within curriculum planning as well as clubs, visits, events and wider academy life.

Ultimately, enrichment at Raleigh and Admirals is about more than what children do; it is about who they become. By deliberately connecting experiences to Kindness, Respect and Aspiration, we aim to broaden horizons, remove barriers, strengthen belonging and enable every child to discover interests, develop character and recognise their own potential. In doing so, enrichment becomes a fundamental part of our whole-child approach and our commitment to preparing children to navigate life and learning together with confidence.

2028/29 Outcome Measures

Participation

• 95%+ participate in at least one enrichment activity annually.
• 90%+ participate in two or more enrichment activities annually.
• 100% of pupils access all five enrichment categories during their primary journey.

Inclusion

• SEND participation rate within 5 percentage points of whole-school participation.
• Disadvantaged participation rate within 5 percentage points of whole-school participation.
• No enrichment activity inaccessible because of financial hardship.

Personal Development

• 98%+ pupils report they enjoy school.
• 98%+ pupils report feeling part of the school community.
• 95%+ pupils can identify how enrichment has helped them develop new skills or interests.

Attendance & Engagement

• Whole-school attendance sustained above 96%.
• Persistent absence continues to reduce.
• Enrichment participation becomes a tracked intervention for pupils at risk of disengagement.

Leadership & Community

• Every pupil undertakes at least one leadership, citizenship or community contribution activity by Year 6.
• Every year group participates in at least one cultural, arts, sporting and outdoor experience annually.