Our Curriculum: An Overview

Please click here to find out more about the intent, implementation and impact statements for each individual subject of our curriculum. 

Intent

Our curriculum leads to confident, independent learners, who have a passion for learning and are adaptable to the needs of the world once they leave our school. Through our curriculum, we will ensure that pupils are aware of their strengths and see success regularly, whilst also ensuring they are resilient, well rounded people who possess the necessary attributes to cope when they face challenges. Developing children who can learn for themselves and who want to find out more is an essential part in the work we do, and that positive behaviour for learning is fundamental.

At Haslingfield Endowed Primary School we will:

• Promote positivity, happiness and self-esteem amongst the children that we teach.
• Meet the needs of every child in our school. 
• Provide a caring and supportive environment in which children will flourish.
• Provide a broad, engaging and relevant curriculum.
• Be a prominent and active part of our local community.

Our curriculum will ensure that children reflect positively on their primary school years. Learning should be deep and meaningful and experiences and knowledge that the children gain in lessons will be fully embedded. We expect the children to recognise the importance of taking pride in presentation and in developing personal standards.

At Haslingfield, we want the children to learn confidence and be aware of what the local community has to offer and understanding their position in its future success. For this reason, drawing on the expertise, knowledge and industry which surrounds the school also plays an important part in the planning of activities and opportunities we are offering our children.

Implementation

At Haslingfield Endowed Primary school, we have used the National Curriculum alongside specific year group topics to allow our children to gain the necessary knowledge and skills to succeed. We recognise that the curriculum encompasses all areas of learning and we provide learning which makes links across all subjects to give children a clear rationale for completing their work. Our topics are planned on a two-year rolling programme and are carefully planned to ensure progression. 

In order to allow children to remember key skills, children revisit them over the course of a key stage. Wherever possible, reading, writing and Maths activities are linked across lessons and reading is used continuously to discover and explore. The same quality of work is expected across all subjects which leads to higher standards and outcomes.

For some subjects, RE and PSHE, outcomes are recorded through large floor books, for the other subjects the children’s work is recorded in their English, maths, science or topic books. Classroom displays celebrate our children’s work and are used as a resource to aid the children’s learning. 

We believe that our children’s voices should be heard and we regularly ensure that pupil voice is taken and acted on where possible. Children are asked about what they enjoy in different subjects and any further support or changes that they would like to make if they were to do the topic/unit again. This ensures that we are continually evaluating and improving our curriculum all of the time to suit the needs and interests of our children and to ensure that we keep the magic of learning alive. Children’s voices are also heard through our school council, eco council, sports councils and wellbeing warriors. The children’s voices are shared on a display in our main corridor and the children from these groups are encouraged to gather ideas and feedback what has been shared in their meetings with the rest of their peers. 

At the end of a block of work, opportunities for assessment are taken through the use of referring to the “big questions” which demonstrate what has been learnt. In some subjects, the children are assessed through assessments or diagnostic tests. Children do not move on until misconceptions have been addressed, so that learning is embedded.

Trips booked for the children will be of high quality. The intention of such trips is to provide the children with cultural capital and to give them experiences that enhance their learning.

Impact

The impact of our school’s curriculum can be seen in the work in their books that they produce and the outcomes for all groups of pupils within the school. Everything we do is with the child at mind, and strong relationships are built between pupils and staff which create an atmosphere for learning which is conducive to success. High quality learning can be seen across the displays in the school, where there is a combination of working walls and children’s completed work. 

Pupil progress through ongoing assessment and through three key assessment points during the year. Work is planned to address misconceptions and gaps in learning identified through assessments to ensure that the curriculum effectively meets the needs of all pupils.