George Street Curriculum Rationale

Our aspirational curriculum, built on the EYFS Framework and National Curriculum, has been developed from a desire to set our children on a path which will help them to achieve the best outcomes in life. 

Putting our children at the centre of our curriculum design, we offer a broad and balanced range of learning opportunities that are cumulatively sequenced so children know more and remember more.

We plan to create learning opportunities that ignite children’s curiosity, helping secure acquisition of knowledge and skills.  We believe children learn best when they see a purpose to their learning which we define through our vision, ‘Where learning comes alive’.  We know from research that using first hand experiences to immerse children in their learning has many positive outcomes.  Our half-termly ‘Theme Weeks’ and other enrichment activities, which are carefully aligned to intended outcomes, exemplify this structure in our curriculum. 

It is widely accepted that reading has multiple benefits upon children’s education and development and as such reading and books are at the core of our George Street Curriculum.   Not only do we focus our efforts on the teaching of reading skills, we also enhance our children’s learning through carefully selecting rich texts across the curriculum.

Our love of the outdoors is entwined with our curriculum design; using our extensive grounds, as well as local facilities, plays a significant part in delivering experiential learning where these authentic experiences help children to draw meaning and realise purpose.

We want our children to be fully rounded individuals with a clear understanding of complex values like equality, friendship, trust and many others. Only by really learning what these values mean will our children be equipped to contribute meaningfully to our community and wider society. As such we would expect the behaviours displayed in both learning and play to exemplify these values. 

We strive to ensure that our children’s attainment and progress in core and foundation subjects is in line with or exceeding their potential when we consider the varied starting points of children. We measure this carefully using a range of materials, but always considering Age Related Expectations. We review attainment and progress termly to ensure that we are tracking each child so that we can take swift action where needed and prepare children for the next stage of their education. 

Ultimately our curriculum, focused on attainment and character building, will set our children up to succeed in this ever evolving world. 

Angela Hughes

Headteacher