Our curriculum is built on joy, curiosity and purpose. Organised into four interconnected strands: STEM, Creative Communication, Humanities, and Personal & Physical Development, our curriculum is designed to ensure that every child secures the foundational knowledge they need to succeed, while also developing the independence, curiosity and resilience required for life beyond school.
We balance secure foundational knowledge and skills with conceptual thinking and creativity, empowering children to follow their curiosity and engage meaningfully with their learning. Our curriculum is carefully designed around clear progression and secure transition points, ensuring pupils are fully prepared for the increasing demands of learning as they move through the school.
Foundational Knowledge
Foundational knowledge refers to the essential concepts, skills and understandings that must be secure, accurate and routinely applied in order for pupils to access more complex learning. This knowledge is:
- cumulative
- transferable
- essential for independence
We explicitly identify and map foundational knowledge across reading, writing, mathematics and the wider curriculum, using this as the reference point for planning, teaching, assessment and monitoring. This clarity ensures that teaching time is focused on what matters most, gaps are identified early, and pupils are supported to build learning that lasts.
Foundational knowledge is not viewed as an end in itself, but as the gateway to deeper understanding, creativity and confident application across the curriculum.
Curriculum Coherence and Progression
Our curriculum is sequenced so that learning builds progressively:
- from Reception into Key Stage 1
- through Lower Key Stage 2
- and into Upper Key Stage 2
This careful sequencing reduces cognitive overload and supports pupils to retain, retrieve and apply learning over time. Prior learning is revisited and strengthened so that new knowledge is meaningfully connected to what pupils already know.
Curriculum coherence ensures consistency across year groups while allowing teachers to respond flexibly to pupils’ needs.
Adaptive Teaching and Assistive Technology
Adaptive teaching at our school ensures that all pupils can access, engage with and apply foundational knowledge, while maintaining high expectations for everyone. Adaptation is not about lowering expectations, but about adjusting how learning is presented, supported and recorded so that all children can succeed and develop independence over time.
We use a range of technology-enabled strategies to support inclusion, providing multiple ways for pupils to access learning, engage meaningfully and demonstrate understanding. These approaches are embedded into everyday classroom practice and benefit all learners, particularly those with additional needs.
This includes:
- iPads to support digital journals, personalised feedback and reflection on learning
- AI-informed tools to support formative assessment and help staff respond more precisely to pupil understanding
- Visual scaffolds that show how work should be organised in books, clarify expectations, and allow tasks or question volume to be adjusted according to pupil need
- Text-to-speech software to support reading, comprehension and access to written content
- Digital learning platforms, such as Mirodo and Dynamo Maths, which allow pupils to revisit learning through audio and visual formats to strengthen understanding and retention
We call this approach Invisible Inclusion. Technology is used discreetly and thoughtfully to support learning without drawing attention to difference or singling pupils out. This ensures children feel included, confident and able to participate fully alongside their peers.
Through adaptive teaching and assistive technology, pupils are supported to remember more, apply learning more accurately and build increasing independence, while experiencing a strong sense of belonging and pride in their work.
We are building a curriculum not just for today, but for life, where children grow as thinkers, creators, citizens and human beings.