Curriculum

Implementation

Our curriculum is designed to ignite the imagination of our pupils. Most plans originate from a stimulus that is child-oriented such as a text, a period of history or a theme that the children are currently engaged in. We plan our curriculum to ensure that we meet all requirements of the National Curriculum and the Early Years Foundation Stage Statutory Framework by ensuring that:

Progression maps in each subject show clear a clear development of knowledge and skills

Long term plans are developed collaboratively between subject leaders and year group colleagues to ensure coverage for the academic year

Medium term plans are written creatively and collaboratively, drawing on ideas from CPD (training) opportunities

Short term plans are used by teaching staff to specifically tailor learning for all abilities, where appropriate

Each subject has a bespoke annual overview for each year group. A whole school curriculum overview is available at the bottom of this page.

Teaching and learning is designed help pupils to know more and remember more of the curriculum content and to apply their knowledge in different contexts. Children are regularly recapping prior learning to support this.

There is a sharp focus on younger pupils developing essential phonic, reading, language and communication skills. The school recognises the importance of reading attainment for accessing the rest of the curriculum.

Values, including respect, responsibility, tolerance and compassion are taught on their own and through other areas of the curriculum, including assemblies. The spiritual, moral, social and cultural development of our pupils and their understanding of the core values of our society are woven through the curriculum.

The mathematics curriculum is taught through the ‘Power Maths’ scheme of work.

Phonics is taught through the ‘Little Wandle’ scheme.

In all year groups there are small group interventions to support pupils in gaining the key skills to become successful readers, writers and mathematicians.

Specialist teachers support the teaching of physical education.

All subject leaders are given training and opportunity to keep developing their own subject knowledge, skills and understanding so they can support curriculum development, progress and their colleagues throughout the school.

Theme days/weeks, educational including residential visits, whole school activities and opportunities within and outside school all enrich and develop the children’s learning. After school clubs and events extend these opportunities further.

The outdoor environment and the local community are considered an opportunity for active learning for all our pupils. The school grounds have been developed so they can enrich different curriculum areas and children experience ‘Forest Schools’.

Pupils have regular opportunities to share their learning with each other, their parents and carers and other learners through school-based performance and exhibition, for example ‘stay and play’’ and ‘stay and get arty’.

As well as ongoing, daily teacher assessment, formal assessment is designed to be proportionate and sustainable for staff. There are two periods throughout the year whereby the children are formally assessed to inform next steps for teaching, including clear actions for improving progress and for intervention.

Impact

The school is determined to:

achieve good results through a well-constructed, well-taught curriculum

support children in knowing more and remembering more in all areas of the curriculum

ensure that all pupils, including the most disadvantaged pupils and pupils with SEND are given the knowledge and cultural capital they need to succeed in life

assess the standard of pupils work through triangulation of work scrutiny, pupil conversations and test data to ensure that pupils are prepared for the next stage of their education

Please visit the school policies on the link below for more information about our curriculum in our curriculum policy and our accessibility plan.