WHITCHURCH PRIMARY SCHOOL

CURRICULUM POLICY

1. Introduction

1.1 Our staff and governors are committed to offering children a solid grounding in basic skills as well as a broad and balanced curriculum, teaching the knowledge, skills and understanding which will enable pupils to play their part in a highly technological and rapidly changing society whilst maintaining their own personal, social, moral and spiritual identities.

1.2 Whitchurch provides a caring, disciplined and stimulating learning environment which encourages pupils to grow and develop in an atmosphere of mutual respect and which embraces not only the home–school partnership but also makes maximum use of the educational opportunities offered by the local community.

1.3 We encourage pupils to take active responsibility for their own learning, to aim high (courage & excellence) and to take pride in their own achievements.

1.4 In planning for our curriculum, we have placed utmost importance on the promotion of inclusion, safety and diversity, striving to create an environment where everyone feels welcome, secure and valued, and where we celebrate difference in all aspects of human life and endeavour. At Whitchurch, we are committed to valuing diversity, challenging and tackling perceived discrimination, promoting equality and fostering positive relationships.

1.5 We want our pupils to feel inspired by the contributions and accomplishments made by others within the school, the local community and wider world, and to nurture a strong sense of belonging within the school and the wider local community whilst developing their own ‘world view’. We recognise that this is significant in regard to our school community demographic.

1.6 We believe that reading has to be at the very heart of our curriculum, as it permeates every aspect of learning. A reading culture is established whereby reading is championed, valued, respected, and encouraged, as it is of the utmost importance to a child’s personal, social, and academic success, as well as their general wellbeing. Creating a reading culture is not the responsibility of an individual. It takes dedication, perseverance, and effort from pupils, staff members, leaders and parents, underpinned by high-quality teaching of phonics, daily practice in fluency and comprehension, and swift support for any child who needs help to keep up.

1.7 Every decision regarding our curriculum is based upon what we believe is in the best interests of the children whilst fulfilling our statutory obligation to deliver the National Curriculum in a stimulating, innovative and challenging way, taking into account research which has identified the importance of concepts, sequencing and spaced repetition, from early years onwards, in order to help our pupils retain learning into their long-term memory.

1.8 The curriculum also intends to deliver opportunities for pupils to enjoy and treasure spontaneous moments, to reflect on issues beyond the material, to recognise and respond to those aspects of human experience which lead to spiritual development.

2. Aims

2.1 At Whitchurch Primary School, through our curriculum, we aim to:

• Promote the highest standards of achievement for all pupils – EXCELLENCE
• Provide children with a diverse range of learning opportunities and experiences, such that children are resilient in the face of challenge and are confident enough to take risks – COURAGE
• Promote pupils’ spiritual, moral, social and cultural development, preparing them for life as effective citizens and able to respond to the challenges of a rapidly changing modern world – RESPECT
• Nurture talent so that children can be the best they can be
• Be uncompromising in our aspirations for our pupils to achieve individual success
• Give every child access to high quality learning opportunities based on a broad and balanced curriculum that develops the whole child, academically, physically, creatively, in thinking and problem solving skills and practical abilities
• Encourage positive attitudes and enjoyment of the educational experience that, ultimately, leads to a commitment to and fulfilment of lifelong learning

3. Objectives

3.1 To achieve these aims we have the following objectives:

1. The curriculum is sufficiently broad, balanced and flexible to develop pupils’ knowledge, skills and understanding. It includes:

• Basic skills of reading, writing, speaking, listening and numeracy
• Observation, recording and drawing
• Locating, retrieving, evaluating and using information from a range of sources
• The use of information and communication technology
• Planning and evaluating work in order to improve it
• Independent learning
• Creative and critical thinking
• Interpersonal skills
• Critical appreciation of the work of others and themselves
• Emotional literacy

2. Each subject has its own policy outlining intentions for planning, teaching, learning, assessment and inclusion.
3. Our curriculum meets all statutory requirements and/or follows non-statutory guidance for:

• Health Education
• Relationships, Sex and Health Education (RSHE)
• Spiritual, moral, social and cultural development
• British values
• Online safety and digital literacy

4. The curriculum provides children in the Foundation Stage with a wide range of planned activities and experiences which help them to develop and make progress towards meeting the Early Learning Goals.
5. The curriculum engages learners and provides for continuity of experiences and progression within, between and beyond the key stages and promotes lifelong learning.
6. The curriculum promotes pupils’ self-esteem and challenges them to achieve the highest standards, taking account of ability and aptitude.
7. The curriculum uses assessment, including self-assessment, to monitor progress and attainment. Children are given feedback, both written and spoken, with opportunities to improve and refine their learning.
8. There is a clear means of recording the progress and attainment of each pupil, with procedures for reporting to parents.
9. The curriculum prepares pupils for the responsibilities and opportunities that they may face in adult life at home, at work and in leisure. It promotes respect for their own culture and those of others and has regard for equal opportunities. It emphasises the value of personal relationships based on mutual respect.
10. The curriculum extends knowledge, experience, imagination and understanding in ways which develop creative, critical and analytical thinking. A variety of extra-curricular activities further enhances these skills and the enjoyment of learning.
11. The curriculum develops pupils’ understanding of belief, self-knowledge and creativity and helps to bring a sense of meaning and purpose to their lives.
12. The curriculum fosters respect for the environment and an understanding of the ways in which human activity can affect the local, regional and global environment.
13. The curriculum promotes the importance of healthy living and mental wellbeing.
14. The wider community is encouraged to take part in the delivery of the curriculum. Parents work in partnership with the school to support the education of their child. Parents are informed through termly curriculum letters, the school website and social media feeds.
15. The curriculum develops pupils’ thinking skills and prepares them for the next stage of learning.
16. Pupils develop a sense of the wider communities in which they live and will work and an awareness of their place and role in different communities.

4. Curriculum Monitoring

4.1 Our approach to monitoring implementation of the curriculum includes:

• Subject leaders following an annual schedule of monitoring activities such as pupil interviews, lesson visits, work sampling and subject coverage analysis.
• Subject leaders receiving training and coaching to strengthen their leadership, including support from core subject leads where appropriate.
• Leaders being provided with structured release time to carry out effective monitoring and to evaluate impact.
• Governors working alongside subject leaders to triangulate findings from monitoring activities, ensuring consistency of quality across all subjects.
• Celebrating learning beyond books, through displays, exhibitions and digital platforms.

4.2 This approach ensures that subject leaders can articulate progression within their subjects, that subject action plans contribute to whole-school priorities, and that governors have confidence in the consistent quality of provision across the curriculum.

Status of this Policy:   FINAL

Date approved by Governing Body:  

Lead contributions from:

Staff:  Nikki Blyth

Governors: Curriculum Committee