Curriculum Statement for St Peter and St Paul Catholic Primary Academy
Specific information about our curriculum and what your child will be learning can be found by clicking on the subject area on the left menu or pages in this section, or alternatively you can speak to a class teacher. Each subject gives an overview of the intent, implementation and impact. At the bottom of each page you will find a 'Long Term Plan' which shows what the children are learning in each term and year. This shows how the children will progress with their learning, building on previous knowledge year-on-year.
The Academy’s direction stems from its Mission Statement: Promoting high quality education, love, care and forgiveness of others as taught to us by Jesus and our Patron Saints to provide an environment in which the dignity of each person as a child of God is recognised and developed; and to promote the full potential of each child through a curriculum which develops spiritual, academic, social and emotional growth. We provide a Catholic education based on the life and teaching of Jesus Christ, in which the values of the Gospel underpin all aspects of school life; our ethos is shared with Governors, teachers, pupils, parents/carers and our wider community.
The curriculum is fluid and not repetitive, however sequential, that gives pupils the opportunity to solve problems and develop aspirations whilst inspiring them to learn. We believe in broadening pupils’ horizons through personal challenges, charitable work and developing a spiritual and holistic mindset. We pride ourselves on ensuring pupils achieve their potential and understand the importance of having a healthy body and mind as this will prepare pupils for later life. We are ensuring the application of skills to problem-solve and this feeds into teachers designing future learning.
Our curriculum has been created by the teachers using the national curriculum key skills to ensure that it is creative, enriching and fully inclusive, whilst being broad and balanced and celebrating pupil’s individual skills and talents. It is delivered through topics that build on previous skills whereby cross curricular links are embedded alongside British values. We are rigorous in our delivery of the curriculum and it is regularly reviewed and evaluated through pupil progress. Phonics, reading, spelling and clear cursive handwriting is prioritised across the curriculum, as leaders have identified this as a key foundation stone to learning.
Our carefully crafted curriculum balances the national expectations and an all-encompassing range of experiences allowing our children to flourish that is inclusive to all. Clear strategic planning allows the curriculum to be dynamic and adapt to the context of the school and children’s needs matching the Academy’s Intent. Age related expectations combine the acquisition of knowledge and development of skills to create a purposeful and exciting learning journey for every child. The curriculum has high expectations to combine transferable skills, demonstrate a breadth of vocabulary and develop strong cross curricular links. Outstanding classroom environments stimulate and engage quality thinking and reasoning. Explicit weekly and medium term planning is responsive to children’s needs; incorporating holistic approaches to teaching and learning. Ongoing professional training for staff enables them to further develop curriculum pedagogy and lead their subjects. Our marking policy is an opportunity for children to reflect on their learning and think deeply following their feedback to progress and embed new strategies. Teaching teams undertake regular pupil progress meetings with the Principal to ensure each pupil is identified and tracked enabling the teachers to provide ongoing challenge to all. Extra-curricular challenges such as The Spelling Bee, Science and Maths weekly challenges are fully inclusive and are implemented to raise the pupil’s aspirations and commitment, thus celebrating their skills and talents.
We use rigorous monitoring throughout the year to gauge the impact of the curriculum design. Alongside senior leadership, middle leadership and core subject leadership, carefully crafted curriculum teams monitor individual subjects: reviewing learning, evaluating pupil voice, providing individual feedback to move practice forward, celebrating positives and highlighting areas of development. Our whole Academy team strengthens our ethos and vision as we work together to reflect upon our curriculum and share outcomes driving forward next steps. We don’t confuse coverage with progress when assessing as learning is measured through careful analysis of the application of skills across the curriculum; showing how acquisition of knowledge is enhanced dramatically by expectations to evidence quality thinking and demonstrate individual understanding.
As a diverse and multi-cultural Academy community, we believe our children possess unique talents, skills and qualities. As such, they have the right to succeed, the right to recognise their own greatness and the right to develop who they are in a respectful and nurturing environment.
The Academy provides a strong foundation and opportunities for children to collaborate and develop social skills both indoors and out thus becoming conversationalists. This curriculum design ensures the needs of individual and small groups of children can be met within the environment of high quality first teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on children’s outcomes.
Enjoyment of the curriculum promotes achievement, confidence and good behaviour. Children feel safe to try new things. High quality visits and visitors to the school enhance the curriculum and provide opportunities for writing for a purpose.
Children have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances, competitions and events involving other schools and Academies. Developing their independence and motivation as learners and their sense of responsibility as future citizens is at the heart of all our teaching and learning.
St Peter and St Paul staff teach from the National Curriculum and cover all requirements for the specific year groups to ensure children meet the ‘End of Year Expectations’. The End of Year Expectations state the minimum requirements a learner must meet in order to ensure continued progress throughout the year in line with age expected standards.
Learners are assessed against each area in terms of whether, at each stage, they are:
Working Towards: Yet to be secure in the end of year expectations.
Expected: Secure in the majority of the end of year expectations.
Exceeding: Secure in almost all or all the end of year expectations and is able to use and apply their knowledge and skills confidently.
The National Curriculum focuses very much on ensuring children have a breadth of understanding within the concepts and skills they learn. The application of skills and understanding across a wide range of curriculum areas is key. Rather than moving ‘up’ the stages, the focus is on moving ‘outwards’ developing a deeper understanding.
We will talk to you about how your child is progressing during the year and reports will be sent to you three times a year.
During the year, when we have conversations with you about your child’s progress you won’t be given an actual definitive position of where they are on this scale. Instead, you will be told what your child is able to do and any areas for their improvement. You will also be told whether your child is on track for meeting their end of year target.
At St Peter and St Paul, we welcome pupils of all abilities, cultures and backgrounds. We ensure that all pupils have access to a broad and balanced curriculum that challenges them to raise their expectations and develops their interests.
We have high expectations for behaviour and have zero tolerance towards bullying, racist behaviour and gender intolerance.
Please also see the following:
Equality and Inclusion Document