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Purple Mash

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Curriculum Statement

What is the rationale for the school's curriculum?

The school strives to offer a curriculum that gives children the best possible start to their education by developing their independence, curiosity, imagination and desire to learn; we want each child to leave our school with a memorable collection of learning experiences. 

The school endeavours to provide a stimulating learning environment, offering a variety of exciting learning opportunities and experiences within a broad and balanced curriculum.

The curriculum promotes our common values, whilst valuing our differences within the school and the wider community. The context of Glusburn Community Primary School is mainly White British, therefore we seek opportunities to deepen children’s understanding of other cultures and communities through being a UNICEF Rights Respecting School as well as a Fairtrade School.

Our Curriculum Statement adheres to ‘The United Nations Convention on the Rights of the Child’.

Article 29 UNCRC: Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

How is your curriculum planned?

The school curriculum is planned through topic based themes; addressing the National curriculum objectives. Cross-curricular links are explored in order to enhance, excite and form connections in children’s knowledge and understanding.

In Early Years we plan our environment to support our chosen topic based on a balance of child-initiated and adult led planning.

How do you ensure your curriculum is broad, balanced and enriches children's learning?

The school ensures coverage of all National Curriculum objectives through a four year topic based cycle. However we supplement and boost our children’s learning experiences through a range of additional memorable experiences such as: residential trips, visits and trips, invited guests, sporting competitions, before and after school clubs, as well as lunchtime activities; creating for each pupil, a memorable collection of learning experiences.  

In Early Years the analysis of summative data ensures we meet the needs of the children within all areas of learning; adapting the unit appropriately.

How does your curriculum meet your children's needs?

The curriculum promotes our common values, whilst valuing our differences within the school and the wider community; valuing diversity. This is evident in our continued UNICEF work, ensuring our children are aware of local and global issues.

In Early Years, the learning environment allows children to access the curriculum in a safe and supported manner. The environment reflects the current needs of the children and constantly adapts to ensure it meets their ever changing needs.

What are the opportunities to apply knowledge and skills across the curriculum?

In Early Years, our curriculum values and promotes all areas of learning, cradling and nurturing all talents: art, sport, mathematics and literacy.

Our thematic approach allows children to explore links across the curriculum; enhancing and exciting their learning.

Children are also involved in whole school issues which make a difference to their daily lives in school. For example, the School Council and other school group ambassadors share in the decision making of new appointments and are an integral part of the interview process.

How does the school evaluate and monitor the impact of the curriculum, including measuring progress made in the foundation subjects?

Subject leaders monitor their subjects (including foundation subjects) at least annually through lesson observations, book scrutiny, learning walks, discussions with children and listening to staff’s views about how improvements can be made. This information is shared with the subject’s link Governor who reports back to the Full Governing Body.

Areas for development are subsequently added to the School Development Plan, which is shared with all staff in school, including support staff. The SDP is reviewed termly by the Senior Leadership Team.

In Early Years we identify the impact of the curriculum through data analysis, on-going observations and aligned with whole school subject leadership.   

How does the school ensure pupils with unexpected talents in a foundation subject are identified and teaching meets their needs?

The school is involved with the South Craven School Sports Partnership and competes in a range of sporting activities, where children have developed or uncovered new talents.

Investment of the Sports Premium has allowed the school to appoint a Sports Coach who is able to identify talented pupils in lessons and at extra-curricular clubs.

Science, Modern Foreign Language and Drama enrichment activities, led by the local secondary school, have allowed pupils with a flair and passion in these areas of the curriculum to develop their interests further with like-minded pupils from the Craven cluster of primary schools.

Curriculum Enrichment Days, led by UPS teachers (linked to performance management objectives) provide opportunities for children to extend their skills and knowledge, interest and curiosity in the foundation subjects.

How do leaders ensure that their broad and balanced curriculum is suitable for SEND and the most able?

The school strives to offer a curriculum that gives all children the best possible start to their education by developing their independence, curiosity, imagination and desire to learn; based on their starting points. This includes scaffolding learning according to need, providing tailored IPM for SEND children and providing open-ended challenges to deepen more able pupil’s understanding, such as personal interest home-based tasks linked to the topic theme.

How does the curriculum promote "Preparation for an appreciation of life in modern Britain"?

The school promotes the Department for Education's five part definition of British Values:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and beliefs

We believe it is incredibly important that these British Values permeate throughout our school; we are proud to promote these values, and the work we do is highlighted on our SMSC page.


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