Curriculum Intent

The curriculum is designed around what we intend the children to learn, and the skills we intend the children to develop. The focus is on planning an ambitious, coherently planned and sequenced, broad and balanced, and inclusive curriculum.

Ambitious

• Children are inspired and excited through creative topics, experiential and outdoor opportunities, all based on a clear sense of purpose for their learning.
• A love of learning is developed, encouraging enquiring and curious minds in order to set the children on the path of becoming ‘life-long learners’.

Coherently planned and sequenced

• The youngest children in the school develop a clear sense of themselves in relation to others and the immediate world around them.   In each successive year, children are taught through a range of creative topics that build a solid foundation while also expanding their awareness of themselves, others and their place in the world.
• Key knowledge and skills are progressively developed ensuring a depth of understanding.

Broad and balanced

• All areas of the National Curriculum are taught with additional enrichment activities designed to inspire and extend the children’s cultural experiences.
• There is a strong focus on oracy and vocabulary development in all subject areas.

Inclusive

• Children from all backgrounds, nationalities and needs are welcomed and opportunities are provided for all to excel.
• The teaching of PSHE (Personal, Social and Health Education) RSE (Relationships and Sex Education) and RE (Relisgious Education) ensures that the school is compliant with it's duties as set out in the Equality Act 2010. 
• The curriculum is sdesigned to allow all children including those with SEND to access the learning. More information about this can be found in the SEND section of the website.
• The diversity within the school and wider community provide enrichment experiences and an appreciation of difference.

Curriculum Implementation

We take a cross curricular approach which means that we maximise links between subjects and help the children see how interrelated their learning is. Some subjects such as Maths, RE and PE are taught as discrete subjects.

• Each topic is introduced through an engaging ‘launch’ activity to stimulate the children’s interest and motivation to find out more.
• Teachers identify the children’s prior learning and starting point in each subject and work is set to teach the next steps.
• Children are supported to be able to articulate what they are learning and what they can do to improve and move their learning forward.
• Lessons follow a review, teach, practise, apply and recap approach to teaching and learning.
• Lessons begin with a short review activity to recap what has been taught so far and to support children to develop fluency and to secure long-term understanding.
• Teachers explicitly model new skills and learning to demonstrate the learning journey and steps to success.
• The classroom environment plays an integral part in curriculum implementation with working walls for Maths and English, vocabulary displays and resources readily available to support learning.
• Children are supported to be ‘active learners’. They are helped to build independence, to be active listeners and to use their natural curiosity to develop knowledge and expertise.
• We use a growth mindset approach that teaches the importance of learning from our mistakes, persevering and embracing challenge.

Curriculum Impact

Throughout lessons, teachers assess children’s understanding through the skilful use of questioning and observation. This helps the teacher to plan the next steps that need to be taught and to quickly address any misunderstanding. We use some standardised tests in KS1 and KS2 to measure progress and attainment in Literacy and Maths.

• We set high expectations and hold regular reviews to provide opportunities for the teachers, TAs, SENCo, phase leaders and headteacher to meet to discuss each child and identify any individual support that may be needed.
• Subject leaders play an important part in monitoring the impact of the curriculum. They identify and celebrate good practice; plan CPD opportunities for staff; keep up to date with developments and research in their subject area and lead on school improvement.