Skip to content ↓


Curriculum Intent

Our school curriculum is underpinned by our school vision:

Rooted together in love, growing without limits...

Believing in the worth of every individual, we are a nurturing, Christian sanctuary of learning, where all can flourish. We aspire for everyone to achieve heights of success, to deepen courage and to experience breadth of creativity, knowing the joy of God’s love.

We believe:

  1. Children are all unique and each of us have worth in the eyes of God. Given this, each child has a right to learn, flourish and achieve success in many areas

  2. Children learn in a variety of ways and learning should be a rewarding and enjoyable experience with opportunities for creativity

  3. The spiritual and moral development of each person is important, as well as their intellectual and physical growth

  4. Each child has particular self-perceptions as a learner which are affected by his/her relationships with carers, parents, peers and teachers. A positive self-image, founded in these relationships, needs fostering and developing

  5. School should prepare children for life beyond the classroom as confident young people who can work both collaboratively and autonomously, and be courageous and proactive advocates for their own beliefs and values

We want our curriculum to:

Fulfil all the requirements of the National Curriculum and

  1. Enable each child to be successful across a broad, balanced, relevant and engaging range of subjects and topics

  2. Support pupils’ spiritual, moral, social and cultural development, as well as their academic progress and physical development and health

  3. Promote curiosity, high aspirations and a positive attitude towards learning, valuing relationships and the importance of listening to what others say

  4. Foster a strong partnership between home and school and teach children the skills they need to be successful life-long learners, for example by developing a growth mind-set, being creative and developing their ability to think critically

  5. Be community-centred and teach British values through a comprehensive and proactively unprejudiced curriculum, enabling our children to be positive citizens in society

  6. Provide memorable experiences and opportunities to do things which our children may not otherwise have the chance to do

  7. Provide a solid foundation through the use of a child-initiated approach across EYFS and Year One

We achieve this with a curriculum that goes beyond the classroom:

Our curriculum is everything that we, as a school, do in order to promote learning, personal growth and development. 

It includes not only the formal requirements of the National Curriculum, but also home learning, and the range of extracurricular activities and “childhood experiences” (such as trips and visitors) that the school organises in order to enrich the learning experience for our pupils.

Importantly, it also includes the ‘hidden curriculum’, including what the children learn from the way they are treated and expected to behave, for example in how we teach them to work collaboratively or to resolve conflict. 

A bespoke John Keble curriculum:

Our bespoke John Keble Curriculum progressively maps the skills, vocabulary and key concepts to be mastered in each year group. 

We have worked as a team to set out a sequential and progressive curriculum for each subject so that there is coherence and full coverage of all aspects of the National Curriculum, as well as a clearly planned progression of learning for each child. 

Because we have planned this curriculum with our own children in mind, the subject areas and objectives are under a process of constant review to ensure that it remains relevant, for example in the areas of digital safety and technology, or in the light of local and international issues and news. 

Planning from starting points

We have high expectations and aspirations for every pupil and use appropriate levels of challenge and support so that there are equal opportunities for all.

Although we set out the key learning to be taught in each year group, our progression grids and the use of BARICs (Brent Assessment Route I Can System) mean that learning is personalised for the needs of each cohort and child. Teaching teams (led by AHT/DHT Phase Leader) begin the process of planning by considering the starting points and needs of the cohort, taking into account:

  • Children’s interests

  • What children already know (for example through the use of unit pre-assessments in maths)

  • Children who may already know a lot about a subject or topic area and need greater depth and challenge 

  • Children with SEND

  • Children who are new to the country or to the school (and may have different previous learning)

  • Children who are new to learning English or may not be proficient, in, for example technical vocabulary

  • Children’s cultural, familial and community experiences

  • Previous curriculum coverage (mapped each year) including any previous gaps in learning or curriculum experiences (for example the use of classroom apparatus) due to Covid-19 school closures

  • Whether the learning will take place online for all/any children

An interdisciplinary approach

We adopt an interdisciplinary approach to curriculum planning. This means children can acquire new knowledge and vocabulary and apply these across a range of lessons in a term, supporting their transfer to long-term memory. 

Cross-curricular teaching is used where appropriate and enables children to make links in their learning and secure their new knowledge, meaning there is both breadth and depth of study in all subject areas and at all ages.

Communication, Language and Literacy first

We explicitly plan for the teaching of vocabulary and the opportunity to both read and write across the curriculum. The links which are made between reading/writing and the wider curriculum mean there is a focus on children’s oracy development throughout the school day. 

Our curriculum is text-heavy and every child has at least two planned-for opportunities to read books at school every day (for example by themselves, through a class book, as part of another subject lesson etc).

Breadth of experience

All children have weekly lessons in Music and PE taught by specialist teachers. Spanish is also taught by subject specialists, and we highly encourage staff to plan, teach and lead to their own strengths and interests within and beyond their teams. 

The school has a planned programme of childhood experiences which every child has the opportunity to participate in. This includes trips, visitors, residential opportunities, sports teams, music competitions and a range of after-school activities. We place great value on these opportunities and experiences. 

God at the heart

As a Church of England primary school, our school vision underpins our school life. Our worship is a Christian  expression of our school vision and values and a distinct act of worship takes place daily. Our school worship is designed to be inclusive, invitational and inviting with the aim of bringing people into the presence of God, into a sacred space, enabling all to focus on a time of worship in a rich and meaningful experience.

RE is a core subject. Our religious education aims to develop confidently religiously literate children, who can build on their understanding of religions and world views, recognising their local, national and global contexts.  Theology, philosophy and human and social sciences are taught at key disciplines. RE is a balance of teaching key content and concepts as well as giving the opportunity for children to reflect and develop their personal views on what they have learnt from religion and how that may impact their actions. RE teaching champions questioning and expression of views to encourage children to develop their skills to appreciate and appraise different perspectives. 


We see the process of education, teaching and learning, as being one where teamwork and partnership are key factors in ensuring effectiveness. We welcome, encourage and appreciate the involvement of parents, carers, the local community and governors. We seek to develop a sense of school community through strong relationships, shared values and respect for individuals’ rights and beliefs.


The well-balanced curriculum is carefully matched to pupils’ needs, so that they can readily develop new interests and skills. For example, provision for Spanish, art, music, physical education, sports, school trips and residential activities has enabled them to become more confident and secure learners.

Ofsted March 2018

The range of extra-curricular clubs is extensive and promotes pupils’ interests well. Popular choices include football, netball, origami, multi-skills, art/painting, cooking, science, school magazine, choir, and information and communication technology. 

Ofsted March 2018