St James Primary School
Ysgol Gynradd Sant Iago
The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.
Carl Jung
knowledge is the seed, but warmth is the sunlight. Together, they nurture not only minds, but the souls of our children.
Curriculum Summary
Where dreams take root
and minds blossom
Our Strategic Vision
At St James Primary, our children are seedlings, sown in a loving and safe environment and nourished by positive relationships, a strong sense of belonging and a range of learning opportunities. Our school community nurtures learners to be ambitious, capable, respectful citizens who are inspired to grow and flourish. We aim to inspire curiosity, grow ambition and a life long love of learning, which equips every learner with the skills to bloom.
Vision Statement
Developing our Purpose
At St James Primary, we believe our learners are provided with a curriculum diet that is appropriate to their needs, meaningful and authentic. Learners make progress and understand why they are undertaking the learning.
In developing our principles and purpose we undertook a robust evaluation of our current practice, thoughts and ideas from all stakeholders. We considered our unique context and the location of the school; in the centre of Caerphilly. We aim to inspire and show our learners there are a wide range of work and recreational opportunities to them locally and globally. We are working closely with our cluster schools to achieve these aims. We believe in equity and aim to challenge and support all of our learners. The learning environment is the essential element to enabling great teaching and learning.
The journey from seedling to bloom: starting with belonging (roots), moving through learning and opportunity (growth), developing ownership (strength), and culminating in mastery (flourish).
Bloom Curriculum, Our vision...
Where Dreams Take Root and Minds Blossom.
B | Belonging | Children feel safe, valued and connected within a nurturing school community. | Foundation: Establishing trust, relationships and a sense of identity. |
L | Learning | Curiosity is sparked through rich opportunities and the positive experiences. | Exploration: developing knowledge, skills and confidence in learning. |
O | Opportunity | Learners are encouraged to embrace challenges and discover their unique talents. | Growth: Widening horizons, trying new things and building resilience. |
O | Ownership | Pupils taking responsibility for their learning, choices and contribution. | Independence: fostering ambition, self-motivation and respect for others. |
M | Mastery | Learners flourish with competence, creativity and a lifelong love of learning. | Fulfilment: achieving excellence, becoming capable citizens ready to thrive. |
The Bloom Curriculum
Bloom in our phases of learning
Taking Root Phase (Belonging): Nursery & Reception
Shoots to Success Phase (Learning & Opportunity): Year 1 - 4
Blooming Phase: (Ownership & Mastery): Year 5 & 6
Bloom in our Learning themes:
Belonging: Each theme begins with an immersion day themed learning experience where pupils are fully engaged in a new topic through hands-on, creative, and cross-curricular activities.
Learning & Opportunity: Pupils explore their learning theme in more depth. They develop skills, knowledge and experiences. All learning is authentic and purposeful and is driven by the Four Purposes.
Ownership & Mastery: Children build their learning and skills across the Areas of Learning and Experience by engaging with enquiry through “I wonder” questions. These curiosity-led prompts inspire independent exploration, meaningful cross-disciplinary connections, and authentic application of knowledge, nurturing creativity, critical thinking, and the Four Purposes of the curriculum. Each theme concludes with an authentic showcase of learning, shared in collaboration with community members and school stakeholders.
We have three key behaviours that will support us to bloom.
Curriculum Drivers: The four purposes
Ambitious capable learners, ready to learn throughout their lives.
Enterprising, creative contributers, ready to play a full part in life and work.
Ethical, informed citizens of Wales and the world.
Healthy confident individuals, ready to lead fulfilling lives as valued members of society.
At Bloom, the Four Purposes are at the heart of everything we do because they describe the kind of children we want to help grow. They guide us to make sure every learner is ambitious and capable, creative and curious, healthy and confident, and respectful of others. By weaving these purposes into daily school life—whether through play, outdoor learning, sports, music, or classroom activities—we give children the skills and values they need not just for school, but for life in their community and the wider world.
Areas of Learning and Experiences.
What do we mean by curriculum and how will it affect my child.
Science & Technology
Expressive Arts
Mathematics & Numeracy
Health & Well-Being
Languages, Literacy &
Communication
Humanities
The 6 Areas of Learning and Experience.
Your child will spend eight years at St James Primary, if they join us at the age of three. The curriculum is at the heart of what they will learn. It enables us to support them to achieve our vision and the Four Purposes. Our curriculum is bespoke to our learners; it is broad and balanced and is accessible to everyone.
Our curriculum is designed and planned across the six areas of learning and experiences and it incorporates opportunities for learning and consideration of the cross cutting elements.: RSE (Relationships and Sexuality Education). Careers and Work related experiences, Local, National and International contexts, Children’s rights UNCRC and Diversity.
Areas of Learning and Experiences.
Science & Technology
Expressive Arts
Mathematics & Numeracy
Health & Well-Being
Languages, Literacy &
Communication
Humanities
Art
Dance
Film & Media
Drama
Music
Geography
History
RVE
Business Studies
Social Studies
Positive Relations
Emotional Well-Being
Mental Health
Physical Health
Chemistry
Biology
Design Technology
Computer Science
Physics
Real Life Context
Play
Mathematical Concepts
Independence
Collaboration
Welsh Language
English Language
International Languages
Literature
Click on the AoLE image for further information.
Progression in Bloom
Our phases of
Learning:
Taking Root Phase: Nursery & Reception
Shoots of Success Phase: Years 1 - 4
Blooming Phase: Years 5 & 6
Our Curriculum Planning Process
The starting point, ‘The Why Document’
Each term, teachers are given broad learning themes to work with. From there, they think carefully about the key drivers: the Four Purposes, the Curriculum for Wales, and the Statements of What Matters.
To make sure learning feels meaningful and authentic for the children, teachers weave in their interests, needs, and even current events or special occasions. This way, lessons connect with what matters most to the learners and lead towards clear, purposeful outcomes.
Once this planning is in place, teachers shape an inquiry question and choose a Learning Theme title that captures the heart of the journey ahead.
Teachers thoughtfully create opportunities that help children develop skills step by step, grow their knowledge, and enjoy meaningful, real‑world experiences. Guided by the Non Maintained Settings Curriculum (EYs), Curriculum for Wales and agreed skills continuums, they plan a clear path of progression for learners within each learning theme.
This journey is carefully mapped across all Areas of Learning and Experience (AoLEs) / Developmental Pathways, ensuring every child benefits from a broad, balanced, and enriching education.
Building skills, deepening knowledge, and shaping learning through meaningful, real‑world contexts
Pupil informed planning
At the start of each term, pupils dive into their new learning theme through an immersive experience designed to spark curiosity and excitement. This introduction allows them to explore the theme in depth and begin making meaningful connections. Pupils are then encouraged to share the areas they are most curious about and eager to learn more, helping to shape the direction of their learning journey.
This stage of the planning process is carefully guided by teachers, while also being shaped by the interests and ideas of the pupils.
Teaching and learning
We believe this begins with strong relationships and a focus on well‑being. When children feel happy, safe, and supported, they are ready to explore, grow, and achieve their best. By putting care and connection at the heart of everything we do, we create the foundations for every child to succeed.
At St James, we want every child to thrive in their learning.
From this foundation, we place great importance on clarity in teaching and assessment, so that children understand what they are learning and how to improve. We create nurturing and stimulating learning environments where curiosity is encouraged, and we set high expectations so that every child is challenged to achieve their very best. Our curriculum is broad, balanced, and ambitious, designed to spark interest, build confidence, and prepare children for the future. By combining care, clarity, high standards, and a rich curriculum, we ensure that every child at St James has the opportunity to thrive both academically and personally.
When all of these elements are in place, learning will happen, and the children at St James will be able to learn and make progress from their individual starting points.
Reflection on learning
Daily reflections
Reflecting on our
Learning Theme
Y1 - Y2
Reception
Reflections at the
end of a writing journey
Years 3-6
Self Assessment
Self & Peer Assessment
Teacher, Self & Peer Assessment
Learning without reflection is a waste. Confucious
The more you reflect the more you learn.
Reflection is one of the most underused yet powerful tools for success. Richard Carlson
The goal is concrete, the intention has been set but if I don’t stop and reflect, there’s no point to it at all. Teaching IS reflective practice.
Nicole Arndt
Welcoming environment: Every pupil, family and staff member is valued and respected. | Learning environments: seating, lighting and layouts are arranged to promote comfort, focus and collaboration. | Pupil Voice: Children are encouraged to share their ideas and influence school decision. |
Support for additional needs: Tailored interventions and resources ensure that every child can thrive. | Celebrate Diversity: Exploration of different cultures and beliefs | Inclusive Curriculum: Themes and resources reflect a wide range of perspectives and lived experiences. |
Accessible Learning: Lessons are adapted to meet the needs of all learners, with support where needed. | Learning for all: Equitable access to resources and experiences for all children. | Professional Development: Ongoing training opportunities to ensure staff are confident in inclusive practices. |
Inclusivity
Why?
Planned for
In learning (assidere)
Monitoring progress
Identify and recording learning
standardised
summative
Pupil Progress meetings
Assessment & Progression
Increasing effectiveness as a learner.
Increasing breadth and depth of knowledge.
Deepening understanding of the ideas and disciplines within the areas.
Reflinement and growing sophistication in the use and application of skills.
Making connections and transferring learning into new concepts.
The five principles of progression
Assessments are an intergral part of learning everyday. Children work with teachers and teaching assistants to understand how they are progressing. This is important to help the children to see where they are in their learning, plan their next steps and identify any extra support they may need.
How?
What?
inform progress
Make a judgement
Support progression
Provide a portrait of learner’s
overall development
Targeted Intervention assessments
Formative assessment
Summative assessment
Who?
Learner
Learner / Teacher
Learner / Learner
Teacher / Teacher
Teacher / Leader
Teacher / Parent / Learner
Assessment Calendar
St James Primary School Offer
A commitment to regular school trips. | A Residential experience | Authentic Learning Experiences |
Regular Well-being activities | An opportunity to be part of our Pupil Voice groups | Carefully researched teaching toolkit to support skilled, passionate staff |
A relationship policy to guide positive behaviour | Creative opportunities in music, arts and sport | Pupil led exhibitions / showcases: opportunities for pupils to present their learning to peers, families and the wider community |
We are aiming to enrich and broaden our curriculum through rich, authentic learning within the local area and beyond. Our learners are entitled to a variety of experiences that enchance their personal development.