Updated: 11/09/2023 100 KB



Our curriculum will:

Allow pupils to be listened to, valued, challenged and supported as individuals to recognise and achieve their aspirations, whatever it takes.

Be aspirational which is underpinned by the philosophy of High Performance Learning (HPL), a research-based pedagogical approach that grows pupils’ abilities and capabilities as learners.

See all learners as high performers and provide exciting learning opportunities that challenge, stretch and support pupils’ learning irrespective of their starting points.

Have flexibility that ensures enquiry-based learning is central and equips pupils with the skills to extend their own learning and challenge themselves.

Be broad and balanced with rich learning opportunities that allow our pupils to explore their interests and make links within their learning.  Reading is at the heart of our curriculum and our aim is to encourage a love of reading right from the start.

Learning experiences that are exciting, innovative and that allow our pupils to build memories to ensure deeper learning and stronger progress.

Allow pupils to explore their emotional well-being and self-growth, and in doing so develop an understanding and empathy for the beliefs of others.


Intent for our Early Years

Our curriculum will:

Be designed to recognise children’s prior learning, both from previous settings and their experiences at home.  We will work closely with parents, carers and other settings to provide the best possible start for all pupils, ensuring each individual reaches their full potential from their various starting points. 

Embed and develop the Characteristics of Effective Learning and enable children to succeed through cooperative and collaborative learning activities. As such, there is a strong emphasis on the Prime Areas of learning: Personal, Social and Emotional Development and Communication and Language, including Oracy. 

Recognise that oracy not only improves academic outcomes, but is a life skill to ensure success beyond school, in life and future employment. Oracy develops children’s thinking and understanding, which in turn promotes self-confidence, resilience and empathy which support the child’s well-being. Our Early Years environment, alongside skilful adult interactions, supports the children as they begin to link learning to their play and exploration right from the start.


Implementation at CHPS

Our curriculum includes:

A termly thematic approach that is underpinned by the foundation subjects of science, history and geography.

Learning journeys are systematic, purposeful and build on skills and knowledge through carefully considered progression.

The golden thread running through the themes is the language of HPL in the form of the Values Attitudes and Attributes (VAAs) and the Advanced Cognitive Performance Indicators (ACPs).

The VAAs support our motto ‘Manners Matter’ by systematically teaching our children crucial behaviours that are adopted by high performing learners. The VAAs fall into three domains – empathy, agility and hard work.

The ACPs support our motto ‘Aiming for Excellence’ by systematically teaching our children crucial thinking skills adopted by high performing learners. The ACPs fall into five domains: Meta-thinking, Linking, Analysing, Creating and Realising.

Themes are further reinforced by our English curriculum.  We carefully select text drivers that link to our themes that are underpinning the reading and writing journeys.  Each ACP is linked to a fictional book character known for the those learning traits.

Home projects, driven by the themes, give pupils opportunities to explore concepts, deepen their learning and be creative.  

Talk homework through ‘Dinner Time Chats’ is designed to promote talk, discussion and extend vocabulary.  Chats are designed to be cross phase allowing siblings to work collaboratively and may link to a theme, a news related event or something more abstract.

Links to broader learning opportunities are created through visitors to the school, links to other institutions e.g. universities and religious centres, local and residential trips.


Implementation for our Early Years

Our curriculum includes:

Each half term the EYFS team introduce a new theme to provide inspiration for learning, whilst providing the flexibility for children to follow their own interests and ideas. Children learn through a balance of child-initiated and adult-directed activities. 

The timetable is carefully structured so that children have directed teaching during the day. The timetable changes throughout the year to take into consideration the changing needs of the children. Phonics starts from day 1 and we follow the ELS synthetic phonics scheme.

Teachers systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning. Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. The curriculum is planned for both inside and outside classrooms and equal importance is given to learning in both areas.


Impact at CHPS

Our curriculum will be successful if our pupils:

Feel listened to and valued as learners and are understanding, tolerant and listen to the ideas and beliefs of others.

Are polite and well-mannered who are developing the personal qualities they need to be successful citizens in later life

Embrace challenge and where necessary seek support to recognise and achieve their aspirations, whatever it takes.  Are enquiring, enterprising and take risks in their learning.

Use the language of High Performance Learning (HPL) effectively and in context, which in turn extends and grows their capabilities as learners.  These skills are applied both in school and in their wider lives.

Will develop empathy, understanding and tolerance towards people from different cultures, backgrounds and beliefs.

Are confident learners, who can work collaboratively and show resilience in their learning. Are aware of the importance of practice and perseverance in order to better their learning and prepare them for secondary school and beyond.

We measure impact through internal assessments using tools such as Target Tracker, soon to transition to Sonar, Pupil Asset and SEND Toolkit documents. We also measure impact through external assessments such as the Phonics Screening in Years 1 and 2, End of Key Stage assessment in Years 2 and 6, Multiplication Timetable Check in Year 4.


Impact for our Early Years

Our curriculum is successful and we measure this by:

Initial Baseline: 

Prior to children starting, staff spend time speaking to the child’s parents and previous settings to gain an understanding of the whole child and where they are at. During the first half term, all staff use ongoing assessments, observations and conversations with the child to develop a baseline assessment. This identifies each individual’s starting points in all areas so we can plan experiences to ensure progress. 

The RBA (Statutory Reception Baseline Assessment):

This assessment focuses on ‘Language, Communication and Literacy,’ and ‘Mathematics.’ The purpose is to show the progress children make from Reception until the end of KS2. 

NELI (Nutfield Early Language Intervention) is an evidence-based oral language intervention for children who show weakness in their oral language skills and who are therefore at risk of experiencing difficulty with reading. The assessment informs us if the child is at expected for their age or requires intervention from trained NELI practitioners. 

Ongoing Observations: 

All observations are used to inform weekly planning and identify children’s next steps. In line with the Early Year reforms, this formative assessment does not involve prolonged periods of time away from the children and excessive paper work. Practitioners draw on their knowledge of the child and their own expert professional judgements through discussions with other practitioners, photographs and physical examples such as a child’s drawing or mark making.