Our Curriculum


Implementation of Our Curriculum

Through a broad and balanced curriculum, it is our intention to develop confident, happy, articulate learners who make a positive contribution to society, and who are prepared for the next stage in their education.


Vision – Learn, Challenge, Play, Succeed

Values – Ready, Respectful, Safe


Language development, vocabulary, phonics and reading are at the heart of the curriculum. Children's knowledge and skills, along with a deeper understanding of concepts, are developed through the use of quality texts.


  • Provide a curriculum which is underpinned by aims, values and purpose; develops the whole person; develops knowledge, skills, understanding and attitudes; has clear progression in subject knowledge and skills. 
  • Teaching across all phases and subjects is at least good, consistent with policy and best practice.
  • Subject leaders are instrumental in designing the progression of knowledge and skills across their subjects. 
  • Provide CPD so that Subject Leaders understand their subject, keep up to date with the latest education policy and practice, and disseminate best practice across school.
  • Subject Leaders monitor attainment and progress for all cohort and specific groups and report to Assessment Lead. 
  • Keep updated with latest education research and education policies and inform practice.
  • Develop local subject networks to share best practice and ideas.
  • Instil love of learning and resilience.
  • Understand and celebrate the diversity of communities.
  • Equip children to have a positive impacted on their community and understand local, national and global issues. 
  • Develop outdoor areas that are purposeful and easy to access. 
  • Build an annual enrichment timetable, which is relevant and gives first hand experiences.
  • Use the local environment and links to Children's Parliament to address issues of our time.
  • Children achieve 


Outcomes/ Impact

  • Children achieve good outcomes.
  • Progress in all subjects, across all phases is at least good.
  • The gap is narrowed for PP children.
  • All children know their value and worth.
  • Children show resilience and love of learning.
  • Children know a range of leadership skills and strategies and take responsibility for their own learning. 
  • Transition is carefully planned to ensure children thrive in the next stage of education.
  • Children understand and celebrate diversity.
  • Children understand that they can impact on local, national and global issues and make a difference. 



We believe that all children learn best with the rest of the class. Our aim is for all children to be working independently in class to aim for 'everyday excellence'. Children with SEN and disabilities are entitled to be taught by their teacher, not always by a teaching assistant. Teachers aim to spend time each day working with all children with SEN, individually or as part of a group. When allocating additional TA support to children, our focus is on outcomes, not hours: we aim to put in sufficient support to enable the child to reach their challenging targets, but without developing a learned dependence on an adult. 




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