GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

Our Schools

Banbury Region

Banstead Region

Berkshire & Hampshire Region

Caterham Region

Crawley Region

Didcot Region

Epsom Region

London Boroughs

Redhill Region

Sunbury & Camberley Region

A Cordwalles Pupil


A Cordwalles Pupil

During their time at Cordwalles Junior School, the curriculum is designed to effectively enable a pupil to develop a range of qualities and skills. Upon leaving CJS all children should demonstrate the following qualities and skills:

Art and DT


1. Evaluate and analyse creative works using the language of art, craft and design.

2. Be able to communicate their thoughts about existing creative works and explain ideas for their own.

3. Plan the order of their work, choosing appropriate materials, tools and techniques.

4. Be proficient in in art and design techniques and independently apply these.

5. Think critically about their own and others’ work.

6. Be able to self-reflect in order to justify their choices and improve when possible.


Pupils have a good understanding of how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. They have a positive attitude towards art/design and are curious to learn more. They have a clear ability to plan their work and possess control over different art/design techniques. They think critically about their own and others’ work, justifying their choices and reflecting on how to improve.



1. To learn strategies and habits that enable children to approach challenges positively.

2. To develop an individual’s knowledge of their strengths; to build on them, understanding how they will help development in all areas of the curriculum and indeed wider life. Also, being able acknowledge and celebrate the strengths of others and use them to build their skill base via positive learning interactions and team work.

3. Appropriate questioning skills and listening skills.

4. Resilience and bounce- back- ability

5. Independence and interdependence.

6. Effective communication skills.


A child who relishes challenge, is enthusiastic to learn and has a ‘can do’ attitude. They can verbalise their strengths and can, with help, identify challenges and strategies to work on them. They communicate with confidence and are able to listen to others with empathy. They are ready to meet the world and embrace the transition to Year 7 with confidence



1. Resilience

2. Team work

3. Analytical

4. Creative

5. Digitally Literate

6. Critical thinking


Pupils show a true understanding of the three different strands within the computing curriculum and show resilience when solving problems. They are respectful towards others and show they can use a variety of software and hardware appropriately. They are able to apply their creative skills in computing and can choose and evaluate the best devices to use. They show a positive attitude towards others, working well in both pairs, teams and independently.



1. High standard of correct English throughout all books

2. Correct grammar to be referred to wherever possible – e.g. Reading and MFL but for correct use of grammar and punctuation to be evident within all books that the children use.

3. Spellings rules and national curriculum spellings should be correctly applied in all subjects.

4. Vocabulary and ORACY – children to use their new and exciting vocabulary in other lessons, not just within their English lessons. We would like the children to become confident enough to use this vocabulary within their everyday conversation.

5. Developing the children’s imagination – creative thinking (E.g. Art/DT, music)

6. Reading comprehension– (R.E, reasoning and justifying, maths reasoning)


Someone who is a confident writer and is able to write effectively in a range of genres with a sound understanding of purpose and audience to equip them for real life situations later in life. They would write in proper English with a secure understanding of grammatical features in writing. We would expect them independently be able to reflect on their writing and show the ability to edit and improve their writing with resilience. It is also important that children leave our school with a flair for English; showing a creative flair that they can apply to other subjects too



1. To have a chronological understanding which also demonstrates depth and breadth of historical knowledge.

2. To be able to interpret different sources and evaluate effectiveness and usefulness of historical evidence

3. Historical enquiry, using sources to build knowledge, developing research and asking questions.

4. Compass and map skills as well as partaking in fieldwork.

5. To identify and describe aspects of human and physical geography.

6. Locational knowledge in terms of the world.


A good learner will have an understanding of the make-up of the world, locating countries and discussing other cultures while also identifying human and physical geography and developing map skills. With regards to History, children will have an understanding of different historical periods, the ability to discuss sources and conduct independent research, forming their own supported opinion of an event.



1. Problem solving and reasoning

2. Independence

3. Listening

4. Resilience

5. Number sense

6. Team work


Someone who is able to approach any problem and use multiple methods to solve or find a solution. They would also be able to explain to a friend, how they came up with the method, through use of resources and mathematical vocabulary. It is also important that they have the resilience needed to overcome multiple step problems that require them to use different operations and processes.



1. To understand and respond to spoken and written language from a variety of authentic sources.

2. To speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say.

3. To write at varying length, for different purposes.

4. To understand basic grammar appropriate to the language being studied.

5. To broaden vocabulary and develop their ability to understand new words by using a dictionary.

6. To develop accurate pronunciation and intonation through study of phonics.


Pupils experiment and take risks and are not afraid to make and learn from mistakes. They try to understand language systems by looking for patterns and developing techniques to improve pronunciation and vocabulary. Pupils know that learning a language means learning about and appreciating other cultures.



1. Use and understand music notation.

2. Play and perform solo and in ensembles.

3. Improvise and compose music.

4. Listen with attention to detail.

5. Develop an understanding of the history of music.

6. Appreciate and understand recorded and live music, different traditions, great composers and musicians.


A good learner is able to apply reading staff notation to learning new instruments and apply their listening skills to new genres and pieces of music. Most importantly a good learner is enthusiastic and wants to learn more.

Outdoor Learning


1.Environmental awareness

2. Leadership

3. Confidence

4. Responsibility

5. Imaginative and creative when coming up with solutions.

6. Wellbeing and motivation


A good learner will be someone who has a good understanding of a range of environmental issues and have begun to develop an understanding of how they as individuals can help tackle issues and make a difference.



1. Fundamental movement skills.

2. Development of agility, balance and co-ordination.

3. Gross and fine motor control.

4. Decision making.

5. Working collaboratively with others.

6. Tactical thinking and problem solving.


Pupils will be confident in their ability to compete in physical challenges whether as an individual or part of a team. They will have a variety of experiences covering a wide spectrum of sporting disciplines. They will have in depth understanding of game play and apply good decision making and tactical thinking in a range of situations. They will be able cooperate as part of a team and solve a range of problems and challenges. Pupils will be able to demonstrate a range of core values recognising the importance of fair play, honesty and respect for players. They will be confident to create, organise and lead physical activities for others.



1. Recognise that my actions have consequences on others and myself.

2. Understand that we are all different and be able to celebrate those differences.

3. Demonstrate resilience when faced with adversity.

4. Identify feelings of anxiety and fear associated with peer pressure and know how to manage these feelings.

5. Know how to make and maintain healthy relationships.

6. Be able to manage change effectively.


Pupils will be resilient, display positive body language and tolerance towards others, have excellent listening skills and show empathy towards others. They will be able to regulate their own emotions, make and maintain relationships effectively and be keen learners with a positive attitude.



1. Reflection

2. Empathy

3. Investigation

4. Interpretation

5. Evaluation

6. Analysis

7. Synthesis

8. Application

9. Expression


A good learner of RE is someone who is able to reflect and analyse, to discuss and debate, to explore and discover and thus becoming a tolerant and respectful member of society.



1. Scientific knowledge.

2. Investigative skills.

3. Thinking skills.

4. Understanding and explaining the world.

5. Developing a sense of natural curiosity.

6. Open up the possibility of careers in STEM in later life.


Pupils will be curious to learn more and be excited about science in secondary school. They will be aware of the way science can impact and change the world and possess scientific capability (knowledge and skills) that will enable them to continue their studies effectively.