Curriculum Policy

All that we do at St Paul’s CE Primary School is firmly rooted in the biblical teachings of St Paul.

‘Keep alert. Be firm in your faith. Stay brave and strong. Let all that you do be done in love.’ 1 Corinthians 16 13:14

It provides us with our school motto – ‘Shine in the love of God’ – it is reflected in our core values of: Love,
Friendship – Hope – Respect – Trust – Forgiveness.

‘Train up your child in the way he should go, even when he is old, he will not depart from it.’Proverbs 22:6


At St Paul’s CE Primary School, our curriculum is based on the September 2014 National Curriculum for Key Stages 1 & 2 and the Early Years 2012 framework in Reception.

Our bespoke, well planned curriculum combined with our strong Christian ethos and our aim for first quality teaching ensures that our children are supported to be well rounded, empathetic pupils who have a genuine thirst for learning.

Children develop a strong sense of moral purpose in addition to a respect for and an understanding of people.


The curriculum is all the planned activities that we as a school organise in order to promote learning, personal growth and development. It includes, not only the formal requirements of the National Curriculum, but also the range of extra-curricular activities that the school organises in order to enrich the experiences of our children.

It includes the ‘hidden curriculum’, or what the children learn from the way that they aretreated and expected to behave.

Our Curriculum Values

At St Paul’s we strive to make our children passionate for learning and to make their learning as much fun, as meaningful and relevant as possible. We offer our pupils an excellent education in a safe, calm and creative place.

Every child is valued as an individual; we aim to nurture well rounded, respectful and confident children who will develop skills for life-long learning. We nurture our children on their journey and encourage them to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world.

We take our responsibility to prepare children for life in modern Britain very seriously and ensure that the fundamental British Values are introduced, discussed and lived out through the ethos and work of our school.

Our curriculum promotes respect for the views of each individual child, as well as for people of all cultures. We value the spiritual and moral development of each person, as well as their intellectual and physical growth. We organise our curriculum so that we promote co-operation and understanding between all members of our community. We teach respect for other irrespective of their gender, age, sexual orientation, gender re-assignment or disability.

Our Curriculum Intent

All that we do at St Paul’s CE Primary School is firmly rooted in the biblical teachings of St Paul.

‘Keep alert. Be firm in your faith. Stay brave and strong. Let all that you do be done in love.’ 1 Corinthians 16 13:14

‘Shine in the love of God’

This is our school motto. It is reflected in our school values. Love,
Friendship – Hope – Respect – Trust – Forgiveness.

This is what we base this our curriculum on.

What follows is what we want our curriculum to achieve for all children by the time they leave our school, because we passionately believe that our children deserve the best.

Our curriculum is driven by the needs of our children, their families and the community in which they live. Our mantra is See it!, Say it!, Learn it! Use it! This ensures that all of our children receive the curriculum that makes them the best learner that they can be.

We aim to surround our pupils by real life and first hand experiences, delivering a vocabulary rich curriculum that enables them to develop a high level of oracy skills. In addition to this, children are immersed in a curriculum that enables them to retain knowledge, skills and understanding by revisiting learning and key skills regularly. This results in pupils who are able to apply what they have learnt across a range of subjects and contexts.

We aim to teach our children how to grow into positive, caring well rounded responsible adults, who can work and co-operate with others, developing a love for learning, so that they can become lifelong learners who achieve their full potential


Through our bespoke curriculum we intend to offer the following to the pupils of St Paul’s:

1. First Hand and Real Life Experiences – See it! How do you do this in your subject This entails:

  1. An immersion in a pre-learning experience
  2. Trips to place of interest and relevance to the curriculum area
  3. Visitorsandexpertswhocandeliverexcitingandin-depthknowledgeofaparticularsubject area
  4. Physical and manipulative resources
  5. Outdoor learning
  6. Experiences through the facilitation of clubs provided both through school andoutside providers

Language – Say it! This entails


  1. Discussions and talking so that the children are able to articulate what it isthey want to say.
  2. Discussions and talking so that the children are able to explain what theyare learning, what they notice, what they know and how to explain how they understand


Immersion in an adventurous and precise vocabulary rich environment and approach to learning

b. Frequent and purposeful reading and writing opportunities
c. To know when to speak or write formally, informally or creatively.

3. Repetition – Learn it! This entails:

  1. All lessons beginning with a recap on key facts, sticky knowledge and vocabulary.
  2. Opportunities to use previous learning, skills and knowledge from other subjectareas.
  3. Familiarisation of a consistent approaches across the school.
  4. Repetition of subject specific skills.
  5. Repetition of lost or missing learning, skills or knowledge through the use ofprogression mapping.

Retention – Applying Skills and Knowledge across the curriculum – Use it! This entails:

  1. Cross curricular links being made, so that skills and knowledge are intertwined, rather being seen in isolation.
  2. Children can see the bigger picture and why they learn what they do.
  3. Children use skills and knowledge across the curriculum to enhance learning andprogress.

Enhanced Provision

  • A class novel
  • A half termly creative approach day in which the children will choose the topic to be thevehicle for their learning.
  • Halftermlyactivitydayswhichareacrosscurricularapproachtoathemewhichisoutside the day-to-day school curriculum.
  • A Teach the School opportunity usually in the form of an assembly.
  • An Aspirational Program
    Which will include an exposure too Life choices
    Positive and influential role models o Visitors
    The wider world
    The school community


Healthy and Personal Competition
Encouragement for children to want to personally improve their own learning. This will be achieved through:

Times Table Rockstars
Class Dojos
Each class to enter a competition
Class and whole school quizzes and competitions
Show the Head Teacher
Explaining to the children real life links to their learning o An explicit teaching of a positive and a hard working ethos

As part of our enhanced provision, each year we have a team of school leaders (SportsAmbassadors, Lunchtime Leaders, Sports Referees, School Councillors, Librarians…). These are really important roles and give our children the opportunity to apply for and commit to a role for the year. In doing this. they develop a number of the learning behaviours which we place so much importance on children acquiring in their time at St Paul’s.


On leaving St Paul’s CE Primary School, will have pupil have developed in to pupils who have high expectations of themselves and what they can achieve in their next stage of learning and later in life.

Through the experiences and teaching of our curriculum the pupils will have been able to fulfil their potential, make the required amount of progress, which will improve their life chances.

Our pupils will be grounded in a firm understanding of what it means to be a Christian citizen in the 21st century. They will have developed positive attitudes and a multitude of skills, knowledge and understanding which will enable them to be lifelong learners.

Our pupils will leave our school knowing what the world has to offer them, with a love for life and learning.page7image2601960688


Our curriculum is planned, delivered and assed using a variety of approaches and resources depending on the nature of the subject being taught and the needs of the children (for more details please refer to the separate subject policies).

Separate curriculum statements and policies:



Design Technology
MFL (French)
Healthy Relationships (including PSHE)

Across school, each year group has its own curriculum which has been carefully planned to be interleaving and progressive for all children. All subjects are taught discreetly on a yearly cycle but elements of these subjects are incorporated across the curriculum as appropriate to enable ‘joined up and purposeful’ learning, alongside using transferable skills.

Learning Environment

Our learning environments are used as teaching tools. As a school, we keep them organised and for the most part make key knowledge and vocabulary accessible so that children can locate and use this key information easily and efficiently. This can do done by signposting or using neutral backgrounds and selecting and organising display carefully. Overcrowded and ‘busy’ displays are discouraged.

In the EYFS displays and resources are organised and labelled to enable learning and teach children organisational and ordering skills.page8image2602253344

The Curriculum Policy

Displays around school are also used to showcase, value and celebrate children’s achievements and great work. Children have input into these displays and the aim of them is to promote children’s self-esteem and recognise good learning.

Assessment, Recording, Monitoring and Evaluation

Short and medium term assessment is the responsibility of the class teacher and is in line with the Assessment Policy. However, teachers will use informal assessment and observation on a daily basis to determine what children can do independently and therefore plan next steps for learning.

Formative assessments take many different forms and are reflected in the pupil’s books or work in the detailed marking and provision of constructive feedback (not every piece of work is marked in depth). Feedback follows the school’s policy and identifies areas for children to improve giving focused challenges and expecting children to take ownership of their learning and respond and reflect in order to improve.

Summative assessments support teacher assessments in the core subjects and children are presented with these in a relaxed format so as to cause minimal anxiety for pupils. These are used to help prepare children though the year groups for the end of key stage testing as required by law.

Reception pupils are assessed using the Foundation Stage Profile. Pupil profiles are established for each child in Reception and assessments are made against the Foundation Stage Profile Statements.

Children’s progress and attainment in each subject will be assessed by their teacher against the learning outcomes, curriculum endpoints and end of year expectations.

Pupil progress will be reported to parents at three points in the year either in writing or at an appointment where parents are invited to discuss their child’s progress.

The Roles of the Subject Leaders and Curriculum Leader

It is the role of each subject leader and the curriculum leader to keep up to date with developments in their subject, at both national and local level. They review the way the subject is taught in the school and plan for improvement. This development planning links to whole- school objectives.

The Curriculum Policy

Each subject leader reviews the curriculum plans for their subject, ensures that there is full coverage of the National Curriculum and that progression is planned into schemes of work. The subject leader also keeps a portfolio of children’s work/a set of children’s work books, which he/she uses to show the achievements of children at each key stage and to give examples of expectations of attainment. Where appropriate, a team or pair of teachers will share responsibility for a subject area or indeed for the cross-subject implementation of the thematic curriculum.

The role of the subject leader is to:

  • provide a strategic lead and direction for the subject;
  • support and offer advice to colleagues on issues related to the subject;
  • support staff development and improve the quality of teaching and learning over time;
  • monitor pupil progress in that subject area by working alongside colleagues, book looks, pupil interviews, lesson observations and planning scrutiny;
  • monitor and evaluate teacher’s planning and teaching;
  • keep self and other staff up to date with developments in their subject by relevantreading, INSET and policy development and update
  • to liaise with appropriate bodies e.g. other schools, the IEB, the Local Authority etc. about matters relating to their subjects
  • provide efficient resource management for the subject.
  • map coverage of the curriculum to long term plans
  • engage with subject associations and disseminate information to staff as ‘mini’ CPD.The curriculum leader, has responsibility for the day to day organisation of the curriculum. They monitor provision, ensuring that all classes are taught the full requirements of the National Curriculum, and that all lessons have appropriate learning objectives. The curriculum leader oversees the work of the subject leaders and works collaboratively to ensure the support is there for subject development and there is a consistency across all areas of the curriculum. Their role is to share good practice and ensure that the curriculum reflects the school’s drivers of See it! Say it! Learn it! Use it!Risk AssessmentWhilst planning for the curriculum, teachers will give consideration to any relevant risks. If appropriate, these will be highlighted on planning and the appropriate documents completed to meet with health and safety regulations. Where water is involved in a risk assessment (for

Inclusion and Differentiation

In order to provide all pupils with relevant and appropriate work at each stage:  

We set suitable learning challenges
Respond to pupils’ diverse needs
Endeavour to overcome potential barriers to learning

Learning is planned and adapted to enable children to broaden, deepen and accelerate their understanding and development of skills and knowledge. Children are challenged to think at depth and deepen their learning across the curriculum.

Regular formative assessments identify children and/or groups of children for differentiated activities. Our curriculum is inclusive and promotes a love for learning in all our children linking back to our school moto Shine in the Love of God

Extra support and interventions are provided for children as necessary and in line with our SEND policy.

Curriculum Communication to Parents

Communication with our parent’ about how their children are performing and what they are experiencing in school is a high priority to us and we do this in a number of ways.

  • Half termly Class Newsletters set out the whole class curriculum for each half term.
  • Formal reporting to parents three times a year either in the form of a written report or a parent consultation evening where parents’ make an appointment to meet with their children’s teachers and discuss their progress.
  • Schoolwebsiteandyeargrouppagesinformparentswhathasbeenhappeninginthewider curriculum.
  • The schools Twitter feed informs parents instantly of whole school or enhanced activities which are taking place.
  • Teachers are available at the start and end of each day for any necessary communications.
  • Teachers regularly use Parent Hun to communicate with parents. 11

Home Learning

Home learning is given in line with our school policy in English, maths and our Theme-led Curriculum. All home learning is given to the children in paper format and is accessible on the school website.


Subject to financial constraints, we aim to provide and maintain appropriate resources to support the delivery and development of the curriculum. All resources are organised and stored to ensure ease of location and accessibility to staff and pupils. Resources are regularly audited and checked. Requests for new resources are passed to subject leaders and budgets spent with these in mind to ensure a high quality delivery of our curriculum.

Accountability and Responsibility

Our IEB is responsible for monitoring the way the school curriculum is implemented. They review curriculum development via the curriculum leader’s reports, reports from subject leaders, curriculum IEB members interviewing staff and pupils about quality of teaching and learning and the Head Teacher’s reports.page12image2490132544page12image2490132832page12image2490133120

Monitoring and Review

The Head Teacher is responsible for reviewing this policy every 2 years.

The next scheduled review is September 2022page12image2490149264