FAIRFIELD PREPARATORY SCHOOL
Curriculum Policy
Fairfield provides a safe, nurturing and happy atmosphere where purposeful and structured lessons
guide and encourage our pupils to succeed. We aim to develop their confidence, courtesy and selfworth so that they grow stronger, not only as individuals, but also as members of the Loughborough
Endowed Schools’ Foundation and the wider community. We believe all children have a right to a
broad, balanced and relevant education which provides continuity and progression and takes
individual differences into account. We aim for every child in our care to fulfil their potential.
The curriculum is the planned activities that we organise in order to promote learning and personal
growth and development. It includes not only the formal requirements of the curriculum, but also the
range of extra-curricular activities that the school organises in order to enrich the children’s
experience. This also includes the “hidden curriculum”, or what the children learn from the way they
are treated and expected to behave. We want the children to grow into positive, responsible people,
who can work and cooperate with others while developing their knowledge, skills and understanding.
We provide a full-time supervised education for pupils of compulsory school age which gives pupils
experience in linguistic, mathematical, scientific, technological, human and social, physical and
aesthetic and creative education. The subject matter of this will be planned so that it is appropriate
to the ages and aptitudes of pupils, including those pupils with a statement or specific educational
needs.
Aims and Objectives
The School should:
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cater for the needs of individual children of both sexes from all ethnic and social groups,
including the most able and those who are experiencing learning difficulties.
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facilitate children’s acquisition of knowledge, skills and qualities which will help them to
develop intellectually, emotionally, physically, socially and aesthetically.
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create and maintain an exciting and stimulating learning environment.
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ensure that each child’s education has continuity and progression.
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build on pupils’ prior experiences, skills, knowledge and understanding.
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provide a curriculum which is dynamic and flexible.
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ensure there is a match between the child and the tasks he/she is asked to perform.
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recognise the crucial role which parents play in their child’s progression and encourage
parental involvement in the educational process.
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provide opportunities to celebrate success and achievement.
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help the children understand the importance of truth and fairness, so that they grow up
committed to equal opportunities for all.
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to enable the children to have respect for themselves and high self-esteem and to live and
work collectively with others.
The children should:
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learn to be adaptable; how to solve problems in a variety of situations, how to work
independently and as members of a team.
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develop the ability to make reasoned judgements.
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be enthusiastic and eager to put their best into all activities.
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continue to develop a set of moral values.
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behave in an acceptable way and take responsibility for their actions.
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care for and take pride in their school.
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develop tolerance, respect and appreciation for the feelings and capabilities of others.
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develop non-sexist and non-racist attitudes.
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develop an enquiring mind and have an opportunity to solve problems.
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be able to listen and read for a variety of purposes and be able to convey meaning accurately
and appropriately through speech and writing.
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use technological skills appropriately.
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be able to communicate through various art forms.
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know about geographical, historical and social aspects of the local environment and the world.
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have some knowledge of the beliefs of major world religions.
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develop agility, physical co-ordination and confidence through movement.
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know how to apply basic principles of health, hygiene and safety.
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have a basic understanding of public institutions and services in England.
EYFS
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The curriculum is planned under three Prime areas of learning: Personal, Social and Emotional
Development; Communication and Language and Physical Development. There areas are
fundamental, work together, and progressive to support development in all other areas. The Specific
areas of learning are: Literacy; Mathematics; Understanding the World; and Expressive Arts and
Design. These Specific areas include essential skills and knowledge. They grow out of the Prime
areas, and provide important contexts for learning. Three Characteristics of Effective Learning are
identified and these underpin learning and development across all areas and support the child to
remain an effective and motivated learner. These Characteristics of Effective Learning are: Playing
and Exploring; Active Learning and Creating and Thinking Critically.
The curriculum that we teach in the Reception classes meets the requirements set out in the revised
Early Years Foundation Stage Statutory Framework and the guidance, Development Matters,
produced in 2012. Our curriculum planning focuses on the Early Learning Goals, as set out in these
documents, and on developing children's needs, skills and experiences.
Our school fully supports the principle that young children learn through play, and by engaging in
well planned and structured activities. Teaching in the Reception classes builds on the experiences of
the children.
Key Stage 1 & 2:
The National Curriculum is taught from Years 1 – 6. The Schemes of Work are planned to meet the
needs of our children and the 11+ examination for which our children are prepared. As the children
progress through the school, more lessons will be taught by subject specialists.
Learning takes place in a stimulating environment supported by a variety of experiences. These include
the full use of the whole school environment, interactive technology, educational visits and expertise
and knowledge of the wider community including:
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After school clubs and activities.
Individual music tuition.
Visits.
Residential visits.
Themed curriculum days.
Inter House competitions.
Responsibility
The Head of Teaching and Learning, working with the Deputy Head, the Head of Pre-Prep, Head of
Learning Support and the EYFS coordinator and with the help and support from all staff aims to
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have a comprehensive overview of the curriculum.
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lead by example by the way they teach in their own classroom.
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oversee and collate curriculum planning to ensure that the delivery of the curriculum is in line
with the agreed aims of the school.
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lead a regular review of the curriculum with Department Heads of the School.
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be involved in the development of Schemes of Work.
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work with the Head of Learning to support to ensure the curriculum meets the needs of all
pupils.
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monitor and evaluate the quality of Teaching and Learning.
Monitoring and Evaluation
The curriculum is monitored by the Head of Teaching and Learning and the Heads of Department. This
is done by lessons observations, work scrutiny, pupil interviews and analysing assessment data.
Reference needs also to be made to the:
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Teaching and Learning policy.
Assessment and Marking policy.
Equal Opportunities policy.
EAL policy.
SEND policy.
Curriculum Subject policies.
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