Curriculum Primary School Curriculum Intent Statement

Gayton Primary School
Curriculum Statement

‘Positive Minds, Positive Futures’

Curriculum rationale

● The curriculum at Gayton is designed to provide a broad and balanced education
that meets the needs of all pupils and gives them the skills, knowledge and
understanding to prepare them for their future lives.
● It ensures that academic success, creativity and problem solving, reliability,
responsibility and resilience, as well as physical development, well-being and mental
health are key elements that support the development of the whole child and
promote a positive attitude to learning.
● The curriculum celebrates the diversity and utilises the skills, knowledge and cultural
wealth of the community while supporting the pupils’ spiritual, moral, social and
cultural development.
● Underpinning this is a commitment to values-based education, which permeates our
work with the children as well as our relationships within our school community and
our relationship with visitors.

Curriculum Statement 2018-19

At Gayton Primary School we offer a curriculum which is broad and balanced and which
builds on the knowledge, understanding and skills of all children, whatever their starting
points, as they progress through each Key Stage. The curriculum incorporates the statutory
requirements of the National Curriculum and other experiences and opportunities which
best meet the learning and developmental needs of the pupils in our school. The aim of our
curriculum is for pupils to have the requisite skills to be successful, independent and
motivated learners in readiness for their next stage of education. We also strive to teach
them how to be responsible as part of a community and to understand they should strive to
help others to live a happy, fulfilling life.

A small number of our pupils are still working on the Early Learning Goals of the Early
Years Foundation Stage Curriculum as they enter Year 1. Between the summer of
Foundation 2 and the Autumn Term in Year One, the vast majority of children progress to
the National Curriculum. Throughout this period and beyond all children are still developing
their phonic knowledge through the Letters and Sounds Programme and developing their
fluency in reading through regular supported reading.

The National Curriculum is delivered using an integrated topic approach and assessed
using Target Tracker and unit assessments as a basis to ensure coverage and progression
throughout the school. Children’s progress is tracked against curriculum targets in maths,
writing and reading to help ensure that children are meeting expectations in their learning.
The more able are challenged further in their learning and children who find aspects of their 
learning more difficult are appropriately supported so that they too are enabled to
experience success.

We deliver the curriculum through an appropriate mix of whole class, group and individual
teaching. This is designed to meet the needs of our children through high quality first wave
teaching, supported by targeted, proven interventions where appropriate. Enjoyment of the
curriculum promotes achievement, confidence and good behaviour. We strive to ensure that
our children feel safe to try new things. High quality visits and visitors into school help to
enhance the curriculum and provide opportunities for writing for a purpose.

National and school requirements are mapped out as a whole school and then individual
year groups plan the curriculum for their pupils accordingly. As mentioned, the curriculum is
underpinned by values-based education, involving key values such as respect,
responsibility, courage, justice, integrity and compassion) and these are taught on their own
and through other areas of the curriculum, including assemblies. The spiritual, moral, social
and cultural development of our pupils and their understanding of the core values of our
society are woven through the curriculum.

The English curriculum and the mathematics curriculum are often taught in mixed ability
groups in Key Stage 1 and Key Stage 2 but our targeted feedback policy means that the
children may also work in fluid ability groups, based on their understanding of prior learning
and the next steps required. In all year groups there are small group interventions in order
to support pupils in gaining the key skills to become successful readers, writers and

Specialist teachers and instructors support physical education and have helped to lead the
teaching of MFL (French) although teaching staff now lead this. As available, subject
leaders are given training and opportunities to liaise with colleagues from our partner
schools in the South Deeside Schools group (an informal federation) to keep developing
their own subject knowledge, skills and understanding so they can support curriculum
development and their colleagues throughout the school. Theme weeks, whole school
activities and opportunities within and outside school all enrich and develop the children’s
learning. After school clubs and events extend these opportunities further. We review and
identify key priorities in order to ensure that the school is well resourced in terms of learning
materials, books and technology.

The outdoor environment and the local community are considered an opportunity for active
learning for all our pupils. The school grounds have been developed so they can enrich
different curriculum areas, particularly science. We are developing a Forest School area
which all classes will be able to access and enjoy. We are a Green Flag Eco school and are
committed to developing our community’s understanding of ways to be responsible for the
school’s environment and our responsibilities to where we live and the wider world.

Pupils have opportunities to share their learning with each other, their parents and carers
and other learners through school-based performances, competitions and events involving
other schools. We are developing collaborative work on a local and international level
through work with partner schools on common themes. Developing their independence and 
motivation as learners and their sense of responsibility as future citizens is at the heart of all
our teaching and learning.