CURRICULUM POLICY STATEMENT
1. Introduction
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The curriculum is all the planned activities that we organise in order to promote learning,
personal growth and development. It includes not only the formal requirements of the
National Curriculum, but also the vast range of extra-curricular activities that the school
organises in order to enrich the experiences of the pupils. It also includes the ‘hidden
curriculum’, or what the pupils learn from the way they are treated and the way in which
they are expected to behave. We aim to teach them how to grow and develop into positive,
responsible people, who can work and co-operate with others while developing knowledge
skills and understanding in order to achieve their full potential.
2.
Values
 Our curriculum is underpinned by the values that we promote in our school. The curriculum
is the means by which the school achieves its objective of educating pupils in knowledge,
skills and understanding in order to lead fulfilling lives.
 These are the main values of our school upon which we have based and developed our
curriculum:
 All staff are committed to 'making a difference' and have a proven track record in doing so we are ambitious and aspirational for and on behalf of our pupils and realistic about what is
achievable.
 Rigorous, thorough and accurate self-evaluation lies at the heart of everything we do in
order to improve our practice – we always aim to 'do better this year than we did last'.
 We value the way in which each individual pupil is unique, and our curriculum promotes
respect for the views of others as well as for all cultures because we believe this is important
to all pupils’ development and growth.
 We value the need for each person within our community to develop spiritually, socially and
emotionally as well as intellectually and physically. Our curriculum is organised in a way
that promotes inclusiveness for all.
 We value our community and the importance of effective communication with those within
it, promoting respect for each others views and the right to be listened to.
 We value independent learning and encourage pupils to question and develop their skills as
active learners.
 We value and celebrate change and diversity.
3.
Aims and objectives
3.1 The aims of our school curriculum are:
 We aim to create a broad and balanced curriculum both through direct taught lessons and
through a wide variety of clubs and activities.
 We are committed to careful, collaborative planning and preparation in order to make
lessons interesting, challenging and varied.
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To deliver high quality education by continually revising what we do by updating our
knowledge and understanding of how pupils learn and by finding out what works well in the
classroom.
To promote a positive attitude towards learning, ensuring that pupils enjoy coming to school
and acquire a solid basis as life long learners.
Those within the school community are entitled to the best possible education in order to
open doors and create opportunities for everyone.
To reflect the learning styles of each member of the school community and enable these to
develop to their greatest potential.
To enable all within the school community to celebrate success at every opportunity.
To teach pupils to be positive, caring and respectful towards each other and their
community.
4. Organisation and planning
4.1 Our planning has evolved to meet required national curriculum framework. We will continue to
adapt this to ensure it meets the changing needs of all pupils.
4.2 We plan our curriculum in three phases. Long term planning is a brief outline of what will be
taught during the course of each year.
4.3 Our medium term plans give clear guidance relating to the objectives and teaching strategies that
may be used to enhance each area of the curriculum. Visits and visitors are used to complement and
extend the scope of the areas taught and are carefully planned at this stage. Numeracy and English
Frameworks are also adapted to ensure they meet the requirements of all pupils. Extra emphasis is
placed on ensuring writing in particular receives a high priority during planning and all possible links
are planned into the medium term plans.
4.4 Short term plans are those which are written collaboratively on a weekly basis in year group
teams. These are differentiated to ensure all achieve their potential. Learning objectives and success
criteria are identified for each lesson, with resources, activities and opportunities to extend and
enhance pupil’s writing, thinking and problem solving skills.
4.5 Across all three phases planning is careful and progressive to ensure a coherence and full
coverage of all areas of the EYFS and National Curriculum.
5. Children with Special Needs, including Able, Gifted and Talented.
5.1 The curriculum in our school is designed to provide access and opportunity for all pupils who
attend the school as stated in our SEN policy. We always provide additional support and resources
for those pupils with special and or additional needs.
5.2 We comply with the requirements set out in the SEND Code of Practice when providing for
pupils with special or additional needs. Any concern raised by either a member of staff or parent is
referred to the SENCO, this is followed through with an assessment of needs. The SENCO has a
team who are specialised in many areas and their skills are deployed to assist with either direct
intervention or through providing resources. Where appropriate external specialist teachers may be
used to assist in assessment and support for pupils.
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5.3 Pupils who are working at a higher level are differentiated for in all lessons and are encouraged
to develop their lines of thinking, questioning and independent learning. Many opportunities are
presented throughout the academic year for pupils to attend Able, Gifted and Talented activities.
6.
The Foundation Stage
6.1 The curriculum that we teach in the Early Years classes meets the requirements set out in the
Early Years Foundation Stage. Our curriculum planning focuses on the seven areas of learning and
the three characteristics set out in the document.
6.2 Our school fully supports the principle that young children learn through play and by engaging in
well-planned structured activities. Teaching in the Early Years focuses on building upon the child’s
experiences. We build positive partnerships through regular cluster meetings, building excellent
links and a solid transition process.
6.3 During the Foundation Stage, the adults make observations to record the children’s progress in
all areas and plan for future learning. Observations are recorded through Learning Stories which are
shared with parents/carers and all professionals that contribute to the development of the individual
child. In Reception observations and formative assessments contribute to the final assessment that is
documented and forwarded to Norfolk County Council.
6.4 We are committed to building positive relationships with parents, carers and all agencies in order
to support and develop progression through Foundation Stage. We welcome parents on a daily basis
and in a variety of themed Stay and Play sessions. We also conduct Story Cafes on a half-termly
basis.
7.
Subject leadership
7.1 Subjects in the school are lead by teams of staff from across the three phases. It is the role of the
team to keep up to date and informed about developments, both at local and national level and
training opportunities within their subject disseminating relevant information to the school staff.
7.2 Subject Leaders review the curriculum plans for their subject to ensure that there is full
coverage of the national curriculum and that there is evidence of progression in planning as children
move through the key stages in core subjects.
8. Monitoring and Review
8.1 Our Governing Body’s Curriculum Committee is responsible for monitoring the way the school
curriculum is implemented.
8.2 Governors are responsible for carrying out Learning Walks to ensure that consistency across
year groups and progression across phases is in place.
8.3 The class teacher is responsible for the day-to-day organisation of the curriculum, overseen by
the Year Leader.
8.4 Subject Leaders monitor the way in which their subject is taught across the school. The teachers
are responsible for the medium and long-term planning which is shared with the Subject leader.
Subject Leaders also have responsibility for the purchase, storage and management of key resources.
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However, each year group has a budget for additional resources and we have a collective
responsibility for the care of the resources we share as a school.
9. Every Child Matters
As a school we believe in and do everything we can to support the five key outcomes that really matter for
children and young people’s well-being, as stated in the Every Child Matters document:
Being Healthy: enjoying good physical and mental health and living a healthy lifestyle
Staying Safe: being protected from harm and neglect and growing up able to look after them selves
Enjoying and Achieving: getting the most out of life and developing broad skills for adulthood
Making a Positive Contribution: to the community and to society and not engaging in anti-social or
offending behaviour
Economic Well-being: overcoming socio-economic disadvantages to achieve their full potential in life.
10. Safeguarding
All staff, including governors, have received safeguarding training and have full CRB checks. All
stakeholders will report safeguarding issues to the designated safeguarding person, as outlined in the
Safeguarding Policy.
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Revised September 2015
To be revised 2016
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