Our Curriculum

At Stanford we have a curriculum that promotes the school’s culture and aims:-

We provide a curriculum which is enriching and challenging, where children experience the opportunity to learn in a wide range of contexts. Our ‘Stanford Learning Powers’ are embedded in the curriculum and ensure we focus on learning and improving.

Learning Powers at Stanford. Which learning powers do you use?

Our Principles for Learning and Teaching:-

All children are entitled to be engaged in their learning and to be active learners; discovering and finding out.     All children are entitled to understand what they have achieved and know what to do to make progress.
All children are entitled to be independent, enthusiastic and self-motivated learners; raising their own questions.
All children are entitled to time to evaluate and reflect on their learning.
All children are entitled to have their different learning styles recognised.
All children are entitled to teaching that inspires their learning.
All children are entitled to teaching that encourages them to be creative.
All children are entitled to be challenged and enjoy learning, as well as encouraging problem solving.
All children are entitled to develop spiritually, morally and as members of their community and the wider community.

Curriculum Intent – how we designed our curriculum:-

At Stanford we ensure the pursuit of excellence in order to prepare our children as world citizens of the 21st Century. We recognize our children need high levels of literacy and numeracy and a strong understanding of the curriculum. We also plan opportunities for the children to know about keeping safe, linked to the KCSiE document. We also plan for and promote British values, (Democracy, Rule of Law, Individual Liberty, Mutual Respect and Tolerance of those of different faiths and beliefs) ensuring that children are aware of their rights and responsibilities as a UK citizen. We ensure pupils have powerful knowledge to help them think about and create the world they want to live in.

The wellbeing agenda is at the heart of Stanford’s curriculum. Pupils’ spiritual, moral, social and cultural development is outstanding. Pupils show themselves to be deep thinkers. They are able to empathise with the feelings and actions of others, seeing points of views and beliefs other than their own. Particularly in RE and PSHE, they show a keen interest in ethical issues and are able to apply their personal values to situations, giving reasons for their decisions and actions. They are ready to question arguments and situations. In recognising the development of the whole child the pastoral support given to children so they can access the curriculum is strong. Nurture provision sits at heart of our school and the curriculum page as this allows vulnerable children to access their learning and curriculum entitlement. The school has various systems which support the emotional and mental well-being of children and provides signposting to their parents.

Emotional and mental wellbeing is also greatly enhanced by the arts and sport.  We have an active Viola group and choir who take part in local festivals. Sport has remained central to both our curriculum and extra-curricular provision and we take part in many intra-school and inter-school competitions.
Subject leaders are aware of the importance of curriculum coverage in all foundation subjects, e.g. Geography and History, with all middle leaders being aware of the curriculum expectations and in turn ensuring planning of knowledge and skills within their respective curriculum areas. We have links with the local History Association and also visit historical sites regularly. We are developing our field study work currently and our new Geography Lead is overseeing this along with our Curriculum Lead. The curriculum is designed to ensure: deep learning, with focus made on extending those who are working at a greater depth within the curriculum areas; engagement with their learning and initiating the direction of the units of study, particularly in the foundation subjects along with breadth and balance. Not only do staff review the actual curriculum regularly, but also the principles for learning and teaching.

Learning challenges are carefully pitched to ensure children access work at age-related expectations, with regular and sustained challenge through higher level objectives. Basic skills are an integral part of this and are developed as a consequence. We ensure children work at their age related expectations and encourage and support children to exceed their own expectations through challenge. All learning challenges have linked literacy and numeracy work.

To support engagement, challenge activities are planned to encourage pupils’ thinking and to contextualise learning. In addition, learners will engage with the community or educational visits or visitors, to provide a broad and rich learning experience that develops Spiritual, Moral, Social and Cultural aspects of learner’s education.

Please see below for individual Year Group curriculum overviews.

New Curriculum Long Term Plan

With the introduction of the New National Primary Curriculum, it was the ideal opportunity to review our areas of learning and ensure pupil voice is integral to our planning.

All subject leaders have created a long term plan for their subject and ensured that a set of skills showing progression is in place to assess against. The needs of each child are met as the teaching and learning is adapted following careful assessment.

We place a high level of importance on real-life opportunities, visitors and school visits and try to have a visit each term as we believe they bring our topics to life.  Please see the class pages and curriculum section for more information about our engaging curriculum.

End of year expectations