The curriculum consists of twelve subjects; Maths, English, Science, Computing, Design and Technology (D&T), Art, Physical Education (PE), Personal Social Health Education (PSHE) including Relationship and Sex Education (RSE), Religious Education (RE), Modern Foreign Languages (MFL), History and Geography.

Intent – Why are we teaching, what are we are teaching, when we are teaching it?

The knowledge, skills and understanding we want our pupils to gain is clearly laid out in our long-term plans. Our knowledge, skills and understanding are clearly laid out in each class teachers medium term planning. We have made clear choices about what we teach, outlined in our long-term plan, grouped together in a topic-based approach. Each topic has a clearly defined ‘big concept.’ However, we have flexibility within these topics to vary our texts, for example. Our subject-specific skills are clearly laid out in our progression grids and identified in medium term planning.

We want our curriculum to be deep, broad and balanced, cognitively challenging, aligned with the NC, enjoyable and engaging and ambitious for all. Our units of work are fully representative of the knowledge, skills and understanding required by the NC. Pupils can build links between elements of learning e.g. If we are teaching persuasive writing in English, we could write a letter from Josiah Wedgewood persuading Darwin’s father to let him sail on the Beagle. Our pupils are given opportunities to read around their topic, have first-hand experiences where possible, study topics from various angles and develop a range of skills.

We have a good understanding of and access to whole school planning so that we can take pupils’ prior knowledge and understanding into account. We include a variety of activities in each unit to ensure it is deep and cognitively challenging. We have shared belief that through our collective action, we can positively influence pupil outcomes, including those who are disengaged and/or disadvantaged (collective teacher efficacy). Pupils are given time to draft, fail and build skills. We strive to develop our pupil’s cultural capital, taking into account our local and national current context.

Our units of work are clearly aligned with our vision and values:

Flourishing Together: Preparing for life in all its fullness.


A passion for the pursuit of true wisdom; by developing confidence, delight and discipline in seeking it.


In God’s future for the world.


In the importance of relationships of love, compassion, generosity, truth-telling, forgiveness and gathering together as a community; across all barriers.


Through safeguarding and anti-bullying, through valuing all our children and through excellent SEN provision. Ensuring that children not do feel humiliated or lack in self-worth.

We strive to develop:


  • The belief that each person is blessed and is a blessing.
  • The importance of creativity; art, design, music, drama, dance, poetry, fiction and film.
  • A joy for our world through play and playfulness, wonder, amazement, fascination and delight.
  • A method of reconciliation; encouraging discussion of sensitive matters, providing strategies through which problems can be resolved.
  • A sense of glory and awe in God’s wonder and his image.

Our Aims


  • We will ensure that every learner experiences success.
  • We will provide an inclusive environment in which all learners needs are recognised.
  • We will strive for excellence and ensure that teaching inspires, excites and celebrates the achievements and efforts of every child.
  • We will provide a broad and balanced curriculum that gives the children opportunities to make links, to make choices and take responsibility for their own learning.
  • Our Christian values and beliefs will encompass every member of our school community.

Marking and Assessment feeds into short term planning and we adapt accordingly to offer the right pitch and challenge for each class. Staff are able to articulate end of year expectations and learning builds towards this. Assessment is meaningful without being excessive or onerous.

Our topic sequencing helps pupils learn new knowledge and skills. Teaching concepts are taught in a logical order, with opportunities to revisit and reinforce existing learning, knowledge and skills. Our sequencing of concepts enables more cognitively challenging activities, based on previous learning to be included. Through our curriculum design, we aim to promote deeper pupil learning by making links across subjects. We allocate recommended allowances in terms of time per subject, however, we allow class teachers to use their professional judgement e.g. activities may be ‘blocked’ and classes may enjoy a DT week rather than weekly sessions if deemed appropriate.



Big concept Core concepts, principles, theories, and processes that serve as the focal point of curricula, instruction, and assessment
Deep and cognitively challenging Decision-making, problem-solving, experimental-inquiry, investigation, and invention tasks which require pupils to generate and defend conclusions
Collective teacher efficacy (CTE) A shared belief that collective action, can positively influence pupil outcomes, including those who are disengaged and/or disadvantaged. Noted as the largest influencer (J. Hattie 2017)
Cultural capital The skills, education, norms, and behaviours acquired by members of a social group that can give them economic and other advantages: The accumulation of cultural capital is one route to upward mobility.

Parents Guide Complete

EYFS Parents Guide


Development Matters in the Early Years Foundation Stage


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