Chilcote Primary School

A Rights Respecting School

Curriculum Statement








How do we deliver this?

What are the expected and intended outcomes for pupils


To build the foundations for learning

  • Deliver a combination of teacher-led and child-initiated learning activities
  •  Tailor the curriculum to match different stages of development
  •  Creation of a ‘low threat, high challenge’ environment
  •  Tailor the curriculum to reflect the pupil demographic


  • are equipped with relevant skills and knowledge which they apply to their own learning
  • make at least good progress from their starting points
  • view challenges with resilience and as an opportunity to improve
  • celebrate and respect differences

Build upon the experiences of the EYFS curriculum


  • Year 1 Autumn Term transition period where continuous provision is offered. This will include free-flow activities, use of an outdoor area and focus groups, building upon the prior knowledge and skills.
  • Teaching methodology transitions into discreet lessons and more formal teaching of the Key Stage 1 curriculum.
  • Pupils acquire the learning behaviours and resilience to adapt to the expectations of the Key Stage 1 national curriculum.
  • EYFS knowledge and skills become embedded.



Deliver the requirements of the National Curriculum 2014

  •  National curriculum content is carefully mapped sequentially and coherently across the different phases.


  •   ‘Golden Threads’ (key pillars of learning) within each subject area and ‘Milestones’ (key learning to be achieved at each developmental stage) form the framework for subject planning and progression.



  • Receive a broad and balanced curriculum
  •   master foundational concepts and knowledge
  •   benefit from the sequential nature of learning and link new concepts to existing knowledge
  • are able to link new ideas to existing schemata
  • are ready for the next stage in their educational journey (including being secondary ready)
  •  A planned programme of CPD for staff, including the application of research based pedagogical teaching techniques.
  • Pupils’ working memory is not overloaded; core knowledge is committed to long term memory.
  •  Pupils become critical thinkers, self-regulated learners and drivers of their own learning.


  •  High Quality Teaching is applicable to all age phases; a ‘no ceiling on pupils’ learning’ approach is adopted.
  •   All pupils are appropriately challenged and make at least good progress from their starting points.
  • Pupils receive high-quality feedback to further enhance learning outcomes.
  •  Accessibility to the curriculum is secured for pupils with additional needs.
  •   Bespoke, research-based strategies for Reading, Writing and Maths form the basis for planning.


  • are exposed to high quality texts, become proficient readers and develop a love of reading.
  • develop high standards of written communication.
  • apply their mathematical skills and knowledge to a range of contexts


Bespoke adaptations to the curriculum to reflect the local community and school demographic






  •  The curriculum is adapted to reflect our school and local community. Some of those adaptations are listed below:
  •   Reflection and representation of relevant faiths/ethnicities in assemblies and lessons
  • The Reading Canon is culturally and ethnically diverse in its content and authors
  • The adopted Birmingham RE syllabus has been devised in the context of the city demographic
  • Planned visits to different places of worship
  • Local area studies which occur in different year groups
  • Celebrations of multi-faith festivals
  • Opportunities to practice individual faiths within the school 


  • develop their understanding of different faiths and cultures
  • embody the school’s values of Respect and Inclusion
  • Pupils better identify with the subject matter and topics being discussed


Extend pupils’ learning and experiences beyond the National Curriculum










  • Creation and implementation of our OPPs programme ‘Our Promise to Pupils’ (some examples listed below):


  • Forest School (where staff availability permits) and gardening


  • Opportunities to participate in Residential trips 


  • Opportunities for pupils to represent the school in different sporting competitions and festivals


  • Engagement with careers/future ‘working world’


  • Involvement in productions and presentations


  • learning is extended beyond the classroom, thus broadening life skills and experiences
  • develop their social skills, physical skills, intellectual understanding of nature and the environment
  • improve their skills of: independence, resilience, team working and physical competence
  • experience inter-school competitions whilst developing their sporting values (self-belief, honesty, teamwork, passion and respect) and their physical competence
  • are exposed to potential career opportunities, equipping them to consider their educational journeys
  • oracy skills developed
  • talents are recognised and celebrated

Empower pupils to become well-rounded members of society



  •  Implementation of the Wellbeing Strategy.
  • Incorporation of elements of safeguarding within the curriculum.
  •  UNCRC articles (where relevant) are mapped and taught within the curriculum.
  •  Fundamental British Values are built into and taught as part of the PSHE curriculum. Where appropriate, they are promoted at a school-wide level too.
  •   Access to a Learning Mentor (needs basis).


  • understand their own mental health and apply strategies to maintain it
  • know how to keep themselves and others safe.
  • can articulate how their rights link to different areas of the curriculum and to their wider life
  • Understand how British Values underpin what it is to be a citizen in a modern and diverse Britain
  •   acquire the ability to better manage their own emotions and self-regulate
  • Diversity in different forms is promoted and celebrated within the curriculum.
  •  Core values of RESPECT, RESILIENCE & INCLUSION are promoted.


  • identify with role-models of a range of races and cultures
  • gain a respect for and celebrate diversity
  • Values Education is at the core of our school’s ethos. Our values are promoted on a cyclical basis primarily though assemblies.


  •  access the building blocks to become well rounded citizens
  • social, moral, spiritual, and cultural development is nurtured


Reviewed January 2024