Our Curriculum

Within our church of England school community, we offer an experiential curriculum that nurtures childrens’ innate curiosity, creativity, uniqueness and personal aspiration to ‘have life, life in all its fullness’. We inspire courageous advocates and deep thinkers who honour God’s love and have love for one another. We celebrate our local community whilst embracing our role as global citizens, giving our pupils the skills and confidence to own their futures.

We use the Read Write Inc. programme for a systematic and dynamic approach to teaching phonics, reading and spelling in KS1.

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Our Christian ethos sits at the heart of our school day and is embedded in all that we do. All other national curriculum subjects are taught through our themes.

Each week the children experience Forest School, where a range of activities and games help build core problem-solving and co-operation skills.

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Academic Excellence is fundamental within our curriculum model. The children’s acquisition of a deep body of knowledge within subject disciplines, will enable them to express their learning to the highest standard. When children achieve excellence, this gives them the confidence to challenge themselves further. Through this process of experiencing success, they will develop character, for example grit, determination, self-efficacy and courage.

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Character Education Whilst academic success remains a core priority, developing character is also an essential element of our curriculum model. Our curriculum gives children opportunities to make a positive impact on society. We want them to grasp the possibilities and opportunities of life beyond the classroom, to enable them to thrive at each and every challenge they face in life and make a difference to themselves and those around them.

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Metacognition Our curriculum not only focuses on achieving character whilst pursuing academic excellence, but also emphasises deep learning through developing the skills of metacognition. We use an enquiry approach to drive our learning experiences, making the reflective learning process explicit. In addition to this, tools for thinking will be taught to support children’s higher order thinking, synthesis of knowledge and creating of new thinking. However, metacognition can only be developed within a knowledge-rich curriculum.