Our curriculum offer promotes children’s independence, resilience and confidence, by building on our Academy Values and immersing children in high quality learning experiences.
To achieve this, we will:
The Foundation Stage
When children begin either Nursery or school in the Reception Year they follow the Foundation Curriculum. This will build on their many rich experiences at home.
There are 7 areas of learning and development that shape The Foundation Stage Curriculum. All areas of learning are important and inter-connected.
These are the PRIME AREAS:-
These areas are crucial for igniting the children’s curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive.
We also support the children with four further areas of learning through which the prime areas are strengthened and applied. These are the SPECIFIC AREAS:-
The Curriculum in Years 1 and 2
In Key Stage 1 and Key Stage 2 children follow the National Curriculum.
All children are individuals and have different ways of learning – teachers continually assess your child’s progress in all aspects of our rich curriculum and share new targets with the children. Enjoying learning is the key to success!
The International Primary Curriculum
The IPC is an exciting curriculum for Primary schools, currently used by 1600 schools in 87 Countries, including 1200 in the UK.
It is designed to help children:
What does the International Primary Curriculum (IPC) cover?
The IPC covers the following national curriculum subjects:
Music Design & Technology
Subjects are linked together within Units (topics) but taught discretely.
How is it structured?
The IPC is split into 3 phases which cover:
Milepost 1 – Years 1 & 2
Milepost 2 – Years 3 & 4
Milepost 3 – Years 5 & 6
During each phase pupils will study a variety of Units each usually lasting for a half term but occasionally a whole term. Each unit has a major subject focus e.g. History and covers other subjects to a lesser degree.
There is a focus on making international learning links and on the ability to develop mindfulness, independence and Interdependence through the IPC.
How does it work?
Pupils will be made aware of their new IPC Unit just prior to a holiday and invited to contribute ideas through open-ended home learning.
We supplement this with discrete teaching of science to ensure that we meet the National Curriculum Standards for science for Key Stage 1 and 2.
For more information on this please download our Curriculum Plans:
"The pupil premium funding and sports premium funding are used to good effect." Ofsted 2017
"Pupils who have special educational needs and/or disabilities are supported well and make good progress." Ofsted 2017
"Safeguarding is effective. Systems to keep pupils safe are robust" Ofsted 2017
"The curriculum provides good opportunities for pupils to learn across a range of subjects. British values are promoted effectively." Ofsted 2017
"Good teaching in Year 5 and Year 6 ensures that most pupils catch up and make expected progress in a range of subjects by the end of key stage 2." Ofsted 2017
"Pupils’ personal development, behaviour and welfare are good. Pupils behave well and have good manners. They demonstrate a strong understanding of tolerance and respect." Ofsted 2017
"Leaders, governors and the trust have a strong understanding of the school’s effectiveness. Their recent actions are ensuring that the school is improving quickly." Ofsted 2017
“Pupils speak highly about the quality of education they receive. They are very loyal to the Academy, each other and the staff. They appreciate the support they receive to do their best. Pupils’ conduct around the Academy and in class is excellent.”
“Teachers provide highly detailed and effective feedback on a regular basis so that pupils know what they need to do to improve. Pupils regularly respond to marking to ensure they improve upon their understanding. Pupils are now given more opportunities to complete their work fluently and at greater length. Good progress is strongly evident across the books surveyed.”
“Books are well presented and demonstrate that pupils take pride in their work. They contain a varied number of tasks and activities for pupils.”
“Systems to keep pupils safe are rigorous. They feel safer because behaviour has improved and there are good opportunities to learn how to keep themselves safe in different situations.”
“As a result of the senior leaders’ determination and attention to detail, the quality of education has improved, aspirations have been raised and staff morale is high.”