Curriculum Intent & Implementation
Goring CE Primary: Curriculum Intent Statement:
At Goring CE Primary, we provide all children with an enriching broad and balanced curriculum which nurtures curiosity and creativity and fosters enjoyment in learning enabling all children to flourish. We have a progressive and topical approach to the curriculum and taught subjects so that we can create rich links across all subject areas, enabling children to develop their own passions and interests. We will teach children how to grow into positive, responsible people, who can work and co-operate with others, whilst developing knowledge, skills and attitudes to learning, in order that they achieve their true potential.
It is our firm belief that all children can succeed regardless of background, need, disability, gender, sexuality, religion or ethnicity. Our curriculum represents our diverse society and is structured ambitiously to ensure every child succeeds and can feel confident to challenge and hold high aspirations for themselves.
Our curriculum centres on nurturing the holistic child. By the time children leave us at Goring CE Primary, we will have provided them with a ‘bucket list’ of opportunities to engage in throughout the school to develop their cultural capital, including; visiting our local beach; camping; a qualification in sailing; Bikeability; a theatre visit to London; and many more. Children will develop their skills across the curriculum and beyond, and aspire to learn new ones. Through our approach, we will ensure that children have a secure knowledge, skills and understanding in all curriculum areas, and develop passion, enthusiasm and interest in learning for life.
Central to our school ethos is a love for all of God’s creation which is built upon an understanding of safety and mutual respect. We value the spiritual and moral development of each person, as well as their intellectual and physical growth.
Through our PSHE, RSE and RE programmes of study, we are invested in supporting children to develop a deep understanding of their relationships with themselves and others, supporting them to develop morals and principles alongside an understanding of how to serve the local and wider community. Children in our school will take responsibility for the stewardship of our planet. We will foster positive mental health and well-being throughout the curriculum, offering opportunities for children to feel proud of their achievements and understand how to overcome adversity so that they can succeed.
At Goring CE Primary, we promote the importance of an active and healthy lifestyle. We are proud of our outdoor learning spaces and the broad range of opportunities they offer children to access the full curriculum outside of the classroom.
Implementation (including organisation and planning)
Our curriculum is carefully sequenced towards cumulatively sufficient knowledge and skills for future learning and employment and it is structured to ensure knowledge and skills are built upon year-by-year. Reception year starts children off with firm foundations through continuous and enhanced provision, which is built on further in Key Stage 1 and beyond. See our EYFS policy for information on how our early years curriculum is delivered.
Throughout the school, teaching and learning is topic-led with an emphasis placed on ‘wow’ experiences, cross curricular links and learning supported by quality texts, ICT and other quality experiences. Our curriculum is delivered using a variety of approaches and resources depending on the nature of the subject being taught and the needs of the children. Alongside our topic approach, each subject’s knowledge and skills is carefully planned from the EYFS up to Year 6 and this is clearly set out in a progression map. The curriculum handbook details subject specific intent and implementation.
As a Church of England School, we have active links with St Mary’s Church and our local community, which provide opportunities for partnership. We capitalise on our coastal strip location ensuring that children have the opportunity to visit the beach and the local area. We do not live in a culturally diverse locality, so we educate all children about different cultures through our curriculum, choice of key texts, and including current local and national events. We carefully plan our curriculum so that disadvantaged children gain access to essential and enhanced opportunities such as trips, experiences and clubs.
Fundamental British Values, which are linked to our school values, are introduced and discussed on a weekly basis and lived out through the ethos and work of our school.
We use Jigsaw as a programme to support our delivery of Relationships and Health education (RSE) throughout the school and show progression from year to year. A separate RSE policy is available to read.
All teachers are responsible for planning, teaching and evaluating in their classes. The National Curriculum stipulates the expectations which form the long-term plans and subject progression maps from which the teachers plan. Spiritual, moral, social and cultural development are an integral part of children’s experiences. A medium-term planning proforma is common practice in computing, science and foundation subjects to focus learning expectations and for teachers to map the sequence of learning. Short term plans are used in English and maths, alongside teacher designed resources. Class teachers meet regularly to ensure continuity of provision and moderation in terms of expectations and outcomes across the year groups.
Progression maps are in place across all subjects to ensure key knowledge and skills are revisited and built upon over time to ensure children remember the content they have been taught and to integrate new knowledge into larger concepts. Curriculum coverage is mapped annually against long term plans to ensure there are no gaps in our curriculum. Our aim is that learners develop detailed knowledge and skills across the curriculum and, as a result, achieve well.
We have a wealth of resources available to support curriculum delivery throughout our school, with each year group having a range of topical resources, as well as a whole school central resource bank.
Our calming sensory room, ‘The Nest’, offers intervention, respite and supports grounding strategies. We have a well-stocked library providing a range of high-quality texts and genres as well as class based book corners which promote reading for pleasure and support phonic development. Each year group has regular access to laptops, Ipads and classroom PCs to promote learning across the curriculum. Our Daily Mile track provides an opportunity for daily continuous exercise and our Forest School area enhances our curriculum offer.
Subject to financial constraints, we aim to provide and maintain appropriate resources to support the delivery and development of the curriculum. Resources are regularly audited and checked. Requests for new resources are passed to subject leaders and budgets are allocated with these in mind to ensure the continuing high quality delivery of our curriculum.
We aim to enrich our pupils’ lives by offering a variety of non-statutory extra-curricular experiences (clubs, visits, residential, visiting speakers, sporting events etc). In addition, we seek to enhance our pupils’ learning through developing positive two-way relationships with our local community.
As part of our enhanced provision, each year we have a team of school leaders from Year 6 (e.g. School Ambassadors, Lunchtime Leaders, Raising Voices Representatives, Eco-warriors, Librarians, Digital leaders etc). These are important and valued roles and give our children the opportunity to develop responsibility and leadership skills.
Mulberry Lane, Worthing, West Sussex BN12 4RN
01903 241 175