Our curriculum is designed to deliver an education that will equip our pupils with the knowledge and skills required to become independent and responsible citizens in an ever-changing and evolving society. We do this by offering a broad range of learning experiences in the classroom, outdoors and in the wider community.
At Benjamin Adlard Primary School, our research-based, progressive curriculum is broad and balanced. We follow the Development Matters Framework in EYFS and the National Curriculum in KS1 and KS2. Our curriculum design ensures that our pupils have equal opportunities to:
- Broaden knowledge and develop skills
- Support pupil’s mental and physical wellbeing
- Be aspirational, independent, and resilient
- Ensure children develop socially, emotionally, morally, culturally and spiritually
- Celebrate achievements and diversity
- Enhance British values and become a valuable member of modern Britain
There are three drivers in our curriculum. These form the foundations of our curriculum and permeate all aspects of school:
Language and vocabulary
There is evidence to suggest that pupils from lower socioeconomic backgrounds are more likely to be behind their more advantaged counterparts in developing early language, which may affect their school experience and learning later in their school lives. Department for Education research suggests that, by the age of seven, children in the top quintile know around 4,000 words more than those in the bottom quintile.
At Benjamin Adlard, we want to give all children the best possible opportunity to develop academically by closing the word gap. With the context of our school in mind, language development is crucial - with some children hearing a broader vocabulary for the first time, while others deepen their understanding and use of specific word choices.
We recognise it is essential for children to develop their tier 2 vocabulary. We do this by explicitly teaching vocabulary and by all adults consistently engaging in high quality interactions with the children. We ensure we provide a word-rich environment, with a focus on key words in all subject specific vocabulary, so that children can increase their understanding and application of language.
Mental health and wellbeing
We have built a culture based on the belief that every child is able to learn best when they have strong self-esteem, a sense of aspiration, emotional intelligence, independence and resilience. We know that children need self-awareness, social awareness, self-management and relationship management skills to succeed in life. We recognise relationships between staff and pupils are critical in promoting wellbeing and in helping to engender a sense of belonging to school.
Opportunities exist across the curriculum for pupils to develop and promote social and emotional skills through a dedicated Personal Social Health and Economic education (PSHE) curriculum – including statutory content regarding Relationships and Sex Education (RSE) and Health Education. This supports children to develop characteristics such as resilience and independence which we believe are crucial skills that our children will need to face the challenges of life.
Securing personal wellbeing is at the core of everything we do, for not only our pupils, but also our staff and community too.
In our society, research shows us that where you start in life will, all too often, determine where you finish. And while talent is spread evenly across the country, opportunity is not.
In the latest Index of Multiple Deprivation (IMD), the Gainsborough South West Ward area was ranked 2,157 out of 32,844 in England (lowest 5%). Raising the educational achievement of young people from low-income families remains a key priority in education, and this critical issue forms one of the focal points for our curriculum drivers. We believe everyone deserves a fair shot in education and a chance to go as far as their hard work and talent can take them.
At Benjamin Adlard, we have built a culture where we expect the best from every child, regardless of their background. We do not believe that disadvantaged learners have less potential to succeed. We implement effective social and emotional support strategies to help children in need of additional support. School leaders provide consistently high standards, through setting high expectations for learning. School leaders share their ambitious thinking and work collaboratively with staff, children, parents, families and the local community. They ensure the schools at the heart of the community as they seek out new ideas to develop all children’s educational experiences.
We embed cultural capital into our curriculum to close the gap between children from different socio-economic backgrounds and ensure that every child has the same opportunities to achieve their full potential.
The curriculum is adapted as appropriate and in line with the SEND Code of Practice guidance, Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014.
You can find a full description of our curriculum intent, implementation and impact in the Whole-School Curriculum Vision Statement below.
Parents and carers can also find out more about the Development Matters framework for Early Years Foundation Stage, and the National Curriculum for Key Stages 1 and 2 by clicking on the links below.