The de Ferrers Trust Primary Curriculum
Curriculum Intent - Primary
We intend to give our children the best possible education that we can offer, so that we can achieve our vision:
‘To ensure that all the children and young people in our care have the opportunity to fulfil their potential through achieving highly, regardless of their ability or background.’
We want the children in our care to be successful, to enjoy learning and to move on to secondary school with the skills, knowledge and understanding that will enable them to thrive as citizens of the 21st century.
We want them to be enthusiastic about learning and to be given the skills and knowledge that will open doors to their future educational and life success. We want our children to be caring, resilient and honest with a personal ambition to aspire to do their very best.
Our children are all taught the three core values of the Trust, which are to ‘work hard, be kind and choose wisely’.
Our curriculum has, at its core, the National Curriculum, which is the basis on which we have built our Trust curriculum. We passionately believe that an exciting, engaging, and effective curriculum is essential to enable high quality teaching and learning to take place.
We have designed our curriculum to ensure that it is based around acquiring knowledge and developing skills, leading to understanding. As a result, concepts become embedded in children’s long term memory, enabling them to apply them across the curriculum.
Our design allows for cross-curricular teaching, as we believe that this ensures that the content is relevant to pupils and this puts their knowledge into context.
Curriculum Implementation for the Trust Primary schools: We recognise that the school curriculum encompasses all experiences that we offer to the children. We evaluate our school curriculum regularly to ensure that it continues to meet the needs of our children and context. Our curriculum defines what we want our children to know and be able to do by the time they leave our school.
Children in the Early Years Foundation Stage follow short topics that address the
requirements of the EYFS Curriculum, and enable all children to make progress
across the three Prime Areas of Learning and four Specific Areas of Learning. In
Reception, the children engage in a structured phonics approach which enables
them to develop early reading and writing skills. Our EYFS and KS1 curriculum has
a strong focus on the basic skills of reading, writing and maths, as we know that
children must have a good grasp of these skills in order to make progress across
the wider curriculum as they move into KS2.
Children in KS1 and KS2 follow the school’s bespoke curriculum with a strong
focus on the core skills of English and Maths. Our maths and English teaching is
well-structured and we are confident that our
delivery of the NC in these subjects ensures progression through the core skills.
Our broader curriculum of most other subjects is designed by looking at the key
skills, knowledge and understanding required by the NC; creating a foundation
structure to meet these and then identifying appropriate topics to meet our
children’s interests and context that will enable these skills to be taught.
Topics are designed to be relevant, motivating and engaging for the children and
inclusive of all groups of children and individuals across the school. We use
elements of some commercial schemes and our rationale for these is contained
within our subject policies. Schools in the Trust have made different choices on
commercial schemes to meet their specific needs, but the whole school curriculum
provides a coherent model across the four schools.
Learning outside the classroom is firmly embedded within our school curriculum.
Children undertake regular educational visits linked to their Key Skills Curriculum
topics, and make use of the school grounds and local area to contextualise and
support their learning. Visitors to school are frequent and a regular feature with
parents taking part in regular curriculum activities. We also actively support
learning at home and share information with parents so that they are able to
support and encourage their children outside of school.
Assessment of the curriculum
Our assessment processes have been developed over time to encompass both
formative and summative assessment processes. These enable us to make
accurate judgements of both attainment and progress but we are mindful of teacher
workload and endeavour to only collect data that both supports next steps in
teaching and learning and guides us to develop our school curriculum. We are
using NFER standardised tests for English and Maths and are developing an inhouse
assessment model for the foundation subjects across the Trust.
Impact of our curriculum
The impact of our curriculum is to develop well-rounded, confident children who
exemplify our school values. Children achieve their personal best and are well
prepared to leave us to move to the next stage of their education, ready for the
exciting new challenges ahead.
Individual school additional curriculum information:
Lansdowne Infants; a de Ferrers Trust Academy
Lansdowne is a two form entry Infant and Nursery school situated in an area of
social deprivation. This means the majority of our children enter well below age
Lansdowne’s vision is modelled in our curriculum, where we believe in advantage
over disadvantage. As a school serving a community that has high deprivation, we
believe that our pupils deserve a curriculum that does not narrow their life chances.
It is our aim that no child is left behind, each individual is given the support and
guidance to enable them to develop the skills and acquire the knowledge that will
prepare them for the next stage of their school career. Our curriculum aims are to
develop good academic outcomes and at least expected progress for all
We firmly believe to enhance the life chances of our pupils, our curriculum must
actively promote the acquisition of a broad and academic vocabulary. Put simply,
we believe that knowing more words makes you smarter, and our curriculum is
very intent on ensuring this becomes a reality for all of our children.
From Nursery to Year 2, the Lansdowne curriculum has been designed using a
thematic approach. We see learning as an ascending spiral with sufficient
repetition to ensure that learning becomes embedded and secure. We know that
children learn best when they can make connections between the different areas of
their learning and this approach makes the subjects more relevant and interesting
for our pupils who have little experience of the world outside their immediate
location. Each theme uses a high quality text-based approach to support the
language acquisition required by many of our children.
In KS1, the knowledge, skills and objectives for the children's learning has been
taken directly from the National Curriculum. In the Early Years Foundation Stage,
the skills and knowledge for learning has been taken from the Development
Matters document. We also teach Religious Education, Citizenship, Personal,
Social and Health Education. We attach great importance to the development of
moral and social skills, including the emotional wellbeing of all our pupils. We
intend that our children will be academically and physically prepared for life in their
next school stage, in Modern Britain and the wider world.We want our children to become rounded characters with a clear understanding of
complex values like equality, friendship, trust and many others. From this they will
develop a character that prepares them for living in the community demonstrating
tolerance and equality. Our children will be motivated by a strong personal sense of
morality. They will make decisions for the right reasons. They will be able to decide
what is right and what is wrong, and will be resilient to the influence of others.We
measure this not just by the work our children produce, but in the behaviours we
see each and every day, on the playground, in corridors, and in the many roles we
Our children are to be guided by all staff on how to approach challenges every day.
This could be on the playground, in a game or disagreement, or in class in a
complex learning challenge. The impact should be that children don’t give up, are
highly motivated to succeed and achieve and are equipped with all the personal
skills to do this.