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Curriculum Statement

Leaders must consider the knowledge and skills that pupils will gain at each stage through the school’s curriculum (this is ‘intent’).’

‘Leaders must consider how the curriculum developed or adopted by the school is taught and assessed in order to support pupils to build their knowledge and to apply that knowledge as skills (this is ‘implementation’).’

Our curriculum is ambitious and designed to give our pupils, particularly disadvantaged pupils (including pupils with special educational needs & disability (SEND), the knowledge they need to take advantage of opportunities, responsibilities and experiences in later life.

The curriculum is clearly planned and sequenced. We have a Key Stage 1 (KS1) curriculum overview covering every subject to ensure coverage and progression from the national curriculum. We also have a progression in learning document based upon development matters to ensure clear progression through the early years into KS1.

The KS1 curriculum overview is collated by the DH alongside subject leaders and year leaders. It identifies specific, clear, small steps, sequenced in a logical progression, so that all pupils acquire the intended knowledge and skills.  Learning is sequenced, so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points.

Leaders ensure quality first teaching of every curriculum area, with all subjects being clearly taught by teachers. This helps our pupils to understand key concepts, and then be able to transfer key knowledge to long-term memory. Following quality first teaching, pupils practice knowledge and skills in the inside and outside environments, either on their own or with an adult.  Busy learning allows pupils to practice throughout the curriculum.

Teachers are expected to use formative assessment to check their pupils’ understanding of what our curriculum intent says they should know. This will include teachers using questioning and class discussion to check understanding. Teachers must identify and correct misunderstandings. These should also be discussed during planning, preparation and assessment (PPA) to inform future teaching.

We use subject leaders, alongside an SLT mentor, to ensure all teachers have expert knowledge of the subjects they teach. For example, there has been continual professional development (CPD) in Little Wandle reading and phonics, calculations in mathematics and dance in physical education (PE).