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We believe that children need to develop a range of knowledge and skills in order to achieve their best and to be prepared for their future lives. We want to equip them with the ‘essentials’ and the ability to adapt and learn new things as the world around them changes and new opportunities present themselves. Our curriculum is broad and engaging to provoke interest and aspiration for the children in our community.

We use a wide range of resources and strategies to help deliver our curriculum intention.  Children are regularly involved in the planning process by assessing and sharing what they already know and what they want and need to know.  Teachers work together in teams to share ideas, good practice and subject knowledge, and all teachers work together to plan, evaluate and monitor whole school development. Learning support assistants have regular training and updates and their contribution to lessons is valued and effective.   



We see good outcomes for our children in terms of assessment data and the work they produce. 

We are also seeing increased levels of confidence and understanding about their own learning. They are more able to make decisions, adapt to situations and apply their thinking. They have an increasing knowledge of the diversity in their school community and show interest, and a growing understanding of different backgrounds and lifestyles. They have attributes that will help prepare them for an exciting and unknown future, values that will enable them to engage with people from a range of backgrounds and aspirations for a good and productive life.

Rolling Programmes


Our 'rolling programmes' outline the content taught in each Key Stage.  They will help you to better understand which topics and subjects your children are learning during their time at school.  Please click on the link of the Key stage your child is in and you will be able to see an overview of all of their foundation subjects, broken down by half term - you may want use this as a starting point to discuss with your child.