Curriculum Statement
At Farington Primary School, we believe that every child deserves a rich, ambitious and inclusive curriculum that enables them to flourish academically, personally, socially and physically. We want our pupils to leave Farington as confident, capable and caring young people who have developed a secure foundation of knowledge, skills and understanding, alongside the confidence and character to make a positive contribution to their community and the wider world.
Our curriculum is designed around the needs of our children and reflects our belief that children learn best when new learning builds carefully upon what they already know and understand. We place high expectations at the heart of our curriculum and are ambitious for every child, recognising that children develop at different rates and may require different levels of support and challenge to achieve well.
We want our children to be enthusiastic and curious learners. Through a broad, balanced and carefully sequenced curriculum, we provide opportunities for pupils to develop secure subject knowledge, rich vocabulary and increasingly sophisticated skills. We aim to ensure that our children not only remember what they have been taught, but can understand, apply and make meaningful connections between their learning.
What we want our children to learn and achieve
Our curriculum provides children with the knowledge, skills and understanding they need to succeed throughout their primary education and beyond.
We place particular emphasis on securing strong foundations in reading, writing and mathematics. These are essential skills that enable children to access the wider curriculum and participate successfully in everyday life. We develop children's vocabulary, communication and presentation skills so that they can express themselves clearly, listen carefully to others and communicate effectively in different situations.
Across all subjects, we identify and build upon important knowledge and concepts so that children's' learning becomes increasingly secure as they move through the school. Teachers consider children's prior learning when planning new teaching, revisit important knowledge and vocabulary and provide opportunities for children to retrieve, practise and apply what they have learned.
Our curriculum also aims to develop pupils who:
are independent, resilient and motivated learners;
have positive attitudes towards challenge and learning from mistakes;
can think critically, ask questions and solve problems;
understand and value themselves and others;
demonstrate respect, tolerance and responsibility;
understand their place within their local community and the wider world;
appreciate different cultures, beliefs, experiences and perspectives;
have the knowledge and confidence to make informed choices;
recognise the importance of contributing positively to society; and
are prepared for the next stage of their education and for life beyond primary school.
How our curriculum is designed
Our curriculum is carefully planned and sequenced so that children build knowledge and skills progressively over time. Subject leaders and teachers consider what children need to know, remember and be able to do, and how this learning connects with what has been taught previously and what will follow.
We aim for our curriculum to be:
Ambitious – We have high expectations for every child and seek to provide an appropriate level of challenge so that all children can achieve well.
Knowledge-rich – Children develop a secure body of knowledge and vocabulary across a broad range of subjects, enabling them to understand new ideas and apply what they have learned.
Progressive – Learning builds systematically from children's starting points and prior learning, with increasing depth and complexity as children move through the school.
Inclusive – We identify and address barriers to learning so that children, including those with SEND, disadvantaged pupils and those who may face other barriers, can access and benefit from the curriculum. Where adaptations are needed, these are carefully considered so that they support children's long-term success while maintaining high expectations.
Broad and balanced – Alongside the essential foundations of reading, writing and mathematics, children's experience a rich range of subjects, knowledge and experiences.
Relevant and meaningful – We make appropriate links to children's lives, their local area and the wider world, helping them understand why their learning matters.
Enriching – We provide experiences that broaden pupils' horizons and enable them to apply and deepen their learning beyond the classroom.
How our curriculum is taught
Our teachers know their children and use their understanding of prior learning to plan and deliver effective teaching. Lessons are designed to make new learning clear, accessible and appropriately challenging.
Teachers use a range of approaches according to the subject, content and needs of the children. These include explicit teaching, modelling, questioning, discussion, practical experiences, independent application and opportunities to work collaboratively.
Teachers regularly check children's understanding during lessons and over time. Where pupils have misconceptions or gaps in knowledge, these are identified and addressed. Teaching is adapted where necessary so that children can secure important knowledge before moving on.
We recognise that effective teaching is central to a successful curriculum. We therefore support teachers to develop their subject knowledge, teaching practice and understanding of how children learn. Staff work collaboratively to share effective practice and ensure that curriculum expectations are understood consistently across the school.
Inclusion and access for every child
We are ambitious for every child at Farington Primary School.
Our curriculum is designed to enable all children to participate, learn and achieve. We recognise that some children may face barriers to learning and we work carefully to identify these and provide appropriate support.
For children with SEND, disadvantaged pupils and those who may require additional support, teachers use assessment and their knowledge of individual needs to make appropriate adaptations to teaching and learning. These adaptations are designed to reduce barriers without unnecessarily limiting children's access to the breadth or ambition of the curriculum.
We value independence and seek to ensure that additional support enables children's to become increasingly successful and confident learners rather than creating unnecessary dependence.
Assessment and understanding what children have learned
Assessment is an important part of our curriculum practice. Teachers continually check children's understanding and use this information to inform subsequent teaching.
We assess children's knowledge and understanding within each subject and use a range of approaches to identify what children know, remember and can apply. Where appropriate, teachers revisit learning, address misconceptions and provide additional opportunities for practice.
Assessment is used to support learning rather than becoming an unnecessary burden for children or staff. Teachers work together to develop consistency in expectations and judgements and subject leaders monitor how effectively pupils are developing the intended knowledge and skills.
We use a range of evidence, including children's work, assessment information, pupil voice, curriculum reviews and discussions with staff, to evaluate how well children are learning and how effectively the curriculum is being implemented.
Learning beyond the classroom
We believe that an effective curriculum extends beyond the classroom.
We provide children with a wide range of experiences that enrich their learning, broaden their horizons and help them understand the wider world. These include educational visits, residential experiences, sporting activities, opportunities to work with authors and other visitors, creative experiences and opportunities to learn about different cultures, communities and beliefs.
We also provide opportunities for children to develop practical knowledge and skills that will support them beyond primary school. These include financial education, first aid, environmental awareness, Fairtrade and wider social issues, alongside opportunities to develop links with other schools and communities.
We recognise that some of our children may not otherwise have access to all of these experiences. Our curriculum therefore seeks to provide an equitable entitlement to experiences that inspire, challenge and broaden children's understanding of the world around them.
Personal development and wellbeing
Academic achievement is only one part of a successful education.
Our curriculum sits alongside a strong focus on children's personal development, wellbeing and character. We want children to develop confidence, resilience, independence, self-belief and a strong sense of responsibility.
We promote positive relationships built upon kindness, respect and tolerance. Children are encouraged to understand and value themselves and others, to celebrate difference and to contribute positively to their school and wider community.
We want our children to develop the confidence to have aspirations for their future and the determination, resilience and positive attitudes needed to pursue them.
How we know our curriculum is making a difference
We regularly review our curriculum to ensure that it remains ambitious, relevant and responsive to the needs of our children.
We consider a range of evidence when evaluating the effectiveness of our curriculum, including:
children's knowledge, understanding and application of learning;
the quality and progression of children's work;
assessment information and outcomes;
children's ability to recall and use important knowledge and vocabulary;
pupil voice and their understanding of what they are learning;
the experiences and opportunities children receive;
the progress and achievement of different groups of children;
the effectiveness of adaptations and support for children who face barriers to learning;
feedback from staff, parents, governors and other stakeholders; and
curriculum reviews undertaken by teachers and subject leaders.
We continually reflect on what is working well and where further development is needed. This enables us to refine our curriculum and teaching so that it continues to meet the needs of our children.
Our curriculum entitlement
Ultimately, we want every child who attends Farington Primary School to leave us with a strong foundation of knowledge and skills, a love of learning and the confidence to use what they have learned.
We want our children to be able to read widely, communicate effectively, think independently, solve problems, understand the world around them and make positive choices. We want them to recognise their own strengths, respect others and understand the contribution they can make to their community and wider society.
Our curriculum is therefore about more than what children learn in individual lessons. It is about ensuring that every child has the knowledge, experiences, skills and confidence they need to thrive now and in the future.
Our Curriculum Overview Documents provide further information about the knowledge, skills, progression and experiences within each subject. Please see the separate curriculum pages for further information.