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Curriculum Statement


Enrichment activities are a powerful tool to enhance learning and make it relevant, purposeful and engaging. These activities are planned into the topic at the initial stages. Activities could be a off-site visit or a visitor into school. Whenever appropriate the activity takes place at the launch of the topic. Sometimes it may be more appropriate to place the activity at another point.

Where possible children are given the opportunity to use the environment to enhance their learning. Foundation Class experience the outdoors every Friday afternoon on Outdoor Learning Activities – very often off site.

We believe that children learn best when:-

  • the curriculum is exciting and engaging
  • they are clear about what it is that they are supposed to learn,
  • they are constantly encouraged to do it
  • they are provided with well planned and stimulating learning opportunities that are matched to their abilities.
  • the environment is secure, stable and stimulating
  • their self-esteem is high
  • they understand the purpose of the learning and see relevance to their own experience
  • they understand the ways in which learning takes place and given opportunities to reflect on this
  • the learning builds on prior knowledge and understanding
  • success criteria are explicit and models are provided
  • the learning is active and collaborative
  • student questioning, reflection, and discussion are encouraged
  • independent learning and thinking is facilitated and encouraged
  • there are opportunities for creativity and utilising different learning styles
  • they can self assess and know what they need to do to improve using the Compton WAGL
  • they have opportunities to transfer skills, knowledge and understanding to other contexts
  • they are challenged effectively to extend their own learning

We have a distinct focus on teaching children how to learn and the staff and children have developed the Compton WAGL! What makes a good learner?






Outstanding listener

Never give up

Children are rewarded for showing these learning habits and develop into independent, self starting learners. Pupils have opportunities to develop these learning habits in all curriculum areas. They participate, whenever possible, in setting their own learning goals, in choosing activities and methods of presenting their finished work. They are involved in the assessment of their own work

Curriculum Delivery

Continuity and progression are ensured through curriculum planning. From January 2019 we will be using the Cornerstone Curriculum to help us to plan a stimulating curriculum. The National Curriculum is the basis for topics taught.


Children begin to learn letter sounds as soon as they start in Foundation Class. Work is based on the “Read, Write Inc” scheme. Children are taught in small groups working at a specific phase of phonics. All children in Foundation Stage and Key Stage 1 have daily phonics lessons for 40 mins to 1 hour per day, depending on age. Individual progress is monitored weekly and groups changed as needed. Early intervention is at the heart of what we do and if a child needs additional support this is started as soon as possible.

In Key Stage 2 spelling is also taught every day. Children’s progress is tracked carefully and interventions are put in place as soon as possible.


In all curriculum areas, teaching is matched to the abilities and aptitudes of pupils. A variety of tasks are set. These tasks are differentiated according to the level of ability of individual pupils to ensure “challenge for all”. The work set requires all pupils to make their best efforts, and it is intended to inspire them to aim for the highest possible standards.

Progress Tracking

The school has developed a sophisticated tracking system which ensures that the progress of every child is reviewed by senior leaders half termly and interventions put into place whenever necessary. Parents are involved in their child’s learning in a variety of ways including via Parents Information Evenings; access to leaflets and booklets aimed at helping them to help their child; Open Classrooms once a month; carrying out assemblies and indeed helping in class.

Equality of opportunity

Pupils are encouraged to develop their own cultural identity and awareness, and to value that of others people. Racism, sexism homophobia and other forms of discrimination are not tolerated. Pupils are given opportunities for personal and social education, through a variety of means, such as assemblies, circle time, School Council.


Homework is an integral part of learning. It gives children the opportunity to practise skills and extend their learning through independent work. Regular reading is an integral part of homework.

Children are expected to complete Spelling and mathematics homework weekly.

Special Educational Needs

Pupils with SEN receive a broad balanced curriculum, which ensures continuity and progression and which is differentiated to match their needs and abilities.

If a child is deemed to have a special need, a learning difficulty or learning disability, our school does all it can to meet these individual needs. We comply with the requirements set out in the SEN Code of Practice in providing for children with special needs or learning difficulties and will ensure that parents are involved in formulating Support and Achievement Plans (SAPs), if necessary. If a child displays signs of having special needs or learning difficulties/disabilities, his/her teacher will consult with the SENDCo and headteacher. In most instances the teacher is able to provide resources and educational opportunities, which meet the child’s needs within the normal class organisation. If it is thought necessary, the Headteacher or SENDCo may refer the child and parents to the appropriate external agencies (eg; educational psychologists, dyslexia specialists or speech and language therapists) for advice and further assessment of the child.

Gifted and Talented Pupils

All lessons are planned to provide challenge for children of all abilities throughout the lesson. Recommendations are made to parents to follow up additional external opportunities if the child’s talents are in the sporting, musical or drama fields.

Sex and Relationship Education

Our children are given opportunities to consider and reflect on the wide variety of different relationships they have with others. Across the school, children build on their relationship and social skills through the delivery and teaching of the S.E.A.L. (Social and Emotional Aspects of Learning) units of work as part of P.S.H.C.E. Aspects of sex education are taught in accordance with the government guidelines as an integral part of their class curriculum. Parents have the right to remove their child from this part of the curriculum.

The Health and safety and safeguarding of the children is always of paramount importance and will be taken into account at all points.

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