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  • Our personalised curriculum intent is at the forefront of our decisions made about teaching and learning.
  • In EYFS, Development Matters objectives are used as endpoints.
  • In KS1 and 2, National Curriculum objectives have been split and allocated to particular year groups.
  • Teachers fit the objectives into topics chosen because they reflect our school's personalised intent.
  • Key skills have been personalised to suit our children and to help us achieve our curriculum intent. To do this, subject leadership teams adapted two published schemes, and staff worked together to personalise these and add to them.
  • Key skills build on each other, and children are given the opportunity to revisit and develop these skills in different contexts.
  • The development of the key skills act as a vehicle to allow our children to move towards the final destination – the endpoints defined by the National Curriculum/Development Matters and the key skills.

  • Key skills and knowledge are revised and used in real-life contexts to help children to make links, following our intent.

  • Development of subject-specific vocabulary is integrated into each topic, with clear progression.

  • Our curriculum intent equally prioritises My Place in the World and Enrichment along with the National Curriculum objectives. Within each subject, these three areas work together to provide the learning opportunities and development of cultural capital for our children.

  • When planning, teachers structure and sequence their lessons with the endpoints in mind. Activities are carefully planned to enable pupils to develop their key skills and knowledge.



Behind the scenes

  • Subject development teams take responsibility for a curriculum area. Their job is to:
    • Raise the profile of the subject in the school.
    • Know about the standards in their subject throughout the school in terms of pupil attainment and quality of teaching and learning.
    • Use their knowledge of standards to recognise how the subject fits into the bigger picture of school improvement.
    • Moderate teachers' judgements regarding attainment.
    • Use the above to plan for and implement subject improvement.
    • Take and provide CPD opportunities.
    • Support teachers who feel less confident in delivering their subject.
  • Pupils' attainment in foundation subjects is reported at the end of each year.
  • Teachers' attainment judgements are based on:
    • Understanding of the National Curriculum/Development Matters objectives.
    • Ability to demonstrate the key skills.
    • knowledge and understanding shown in books.
    • The teacher's professional judgement and knowledge of each child.



In a typical lesson, you will see:

  • Activities designed to help children remember and reactivate previous learning as part of a sequence.
  • Development of vocabulary.
  • Aspects of our personalised curriculum intent.
  • Development of cultural capital.
  • Working from or towards enrichment activities (e.g. trips, visitors, special days, etc.)
  • My Place in the World – development of the whole child.
  • Development of subject-specific skills and acquisition of knowledge about a theme, working towards an endpoint.