We are committed to ensuring that our curriculum offer is inclusive, comprehensive and cohesive. The full range of core and foundation subjects are carefully mapped so that all children end their primary years having mastered a range of concepts, procedures and skills that fuel a thirst for learning, prepare them for future study and develop an understanding of the world in which they live.

Study in mathematics follows the national curriculum using the long and medium-term planning provided by the White-Rose Maths Hub. Teaching is structured in a way that enables children to master mathematical concepts: teachers use a CPA (concrete, pictorial, abstract) sequence and ensure that children have opportunities to develop fluency, reasoning and problem solving. Our teaching of English includes phonics, guided reading, writing, handwriting and EGPS (English, punctuation, grammar and spelling). Writing is taught with a rich stimulus or context which allows children to write for purpose. Reading is explicitly taught and closely monitored to ensure that children read widely and successfully.

We believe that teaching subjects discretely is important for our pupils because it allows them to develop specialised knowledge and skills within each area, such as mathematics, science, or history, which have distinct content, vocabulary, and methods of learning. This approach ensures alignment with the national curriculum, helping pupils meet subject-specific learning objectives and progress in a structured manner. Discrete teaching also facilitates clearer assessment and feedback, enabling teachers to identify strengths and areas for improvement in individual subjects. Additionally, it allows teachers to leverage their subject expertise, delivering more focused and effective instruction tailored to each discipline.

Key drivers, developed through consultation with a range of stakeholders, are tailored thoughtfully to the contexts of the school and underpin its design. Communication, aspiration and community, combined with the development of pupils’ core skills in reading, mathematics and writing feature strongly. The curriculum brings the academy’s ethos to life and it cohesively permeates all aspects of the school’s character. Every opportunity is taken to make meaningful contributions to the quality of education and the curriculum. The schools exceptional work on the Personal Development of its pupils’ compliments and enhances the curriculum design.

Spiritual, moral, social and cultural development as well as modern British values are embedded into the curriculum, with links being seeded to ensure these values are consistently revisited and consolidated. Pupil at the academy enjoy and benefit from a comprehensive and high-quality approach to careers, advice and guidance, which is inclusive of all pupils in school.

Our curriculum is designed a way that is fully inclusive to all children including, those with Special Educational Needs and Disabilities. The Equalities Act 2010 states that school should not victimise or discriminate in the way that it provides education for its pupils. Our curriculum is accessible to all pupils, teachers plan lessons that are differentiated to meet the learning and the physical needs of all pupils. Furthermore, the content of our wider curriculum ensures that all pupils have the opportunity to learn about aspects such as, discrimination, victimisation, the importance of treating people equally. We pride ourselves on educating our pupils on the importance of not making judgements based around the protected characteristics identified in The Equalities Act 2010 such as, gender, race, ethnicity and sexual orientation.

The Special Educational Needs and Disabilities Regulations 2014 sets out clear parameters for how schools should assess, address and review the needs of its pupils, in particular those with special educational needs and disabilities. Our curriculum is designed in a way that allows our teachers to accurately assess pupils’ progress in all subjects, and from this, identify individual needs for all pupils and plan how best to support them to make excellent progress. Similarly, our enhanced support offer in the form of our Inclusion Team ensures that we are able to identify, assess and address the needs of all pupils, for example, those pupils who have social and emotional needs. As a school we are compliant in terms of the expectations set out regarding reviewing the needs and provision for our pupils with special educational needs and disabilities. To find out more about how our school supports children with special educational needs and disabilities please refer to the SEND/Local Offer page on our website, where you will find our SEND Information Report and other key documents.

Interventions are arranged for pupils who need further support to reach their full potential. Teachers carefully manage the timetables of these pupils to ensure that their curriculum is broad and balanced whilst providing opportunities for personalised learning. Our Inclusion Team offer a specialised SEMH (social, emotional and mental health) programme for those pupils who require this bespoke provision.