Our Curriculum

Our 3 Key Drivers for the Curriculum:

1. Connectivity
2. Locality
3. Enrichment

Curriculum Intent:

The intention of our curriculum is to provide all students, especially those with Special Educational Needs and Disabilities (SEND), with quality first teaching. Alongside this, we enrich our curriculum through a range of experiences and opportunities to ensure the greatest progression for all students. Through this, we aim to raise children’s aspirations and develop their self-esteem and resilience.

The breadth of our curriculum promotes diversity and is designed to broaden cultural capital, ensuring our learners are ready for their next step in education. We are passionate that our curriculum begins in the nursery and follows clear themes and threads through to Year 6. In addition to quality first teaching, teachers possess extensive knowledge of assessment through the school's progression of knowledge and skills. Educators reinforce learning by rigorously explaining why we learn certain topics, when we have previously learnt similar concepts, and how this knowledge will be applied later in their education.

Knowledge retention is the core element of our curriculum, and all our curricular experiences and skills development are centred around subject-based knowledge progression. Knowledge acts as the ‘building blocks’ of learning, enabling our pupils to make meaningful changes to their long-term memory. It also ensures careful consideration in the design of activities, vocabulary, questions, and assessment of learning.

This is important because we aim to expand opportunities for all pupils by providing them with knowledge that they might not otherwise access. A knowledge-led curriculum allows children, particularly those who are disadvantaged, to benefit from the necessary opportunities and experiences to succeed in life, building on our values of respect, responsibility, and resilience.

Inclusion & SEND

At Bayards Hill Primary School, we believe that all children are entitled to receive a high-quality education, regardless of their needs or disabilities. We consider it vital that our pupils are equipped with the tools needed to become independent, inquisitive learners both in and out of the classroom. We have exceptionally high expectations for our children with SEND and maintain that their learning barriers should not prevent them from experiencing our broad and balanced curriculum.

All children should expect to receive an education that enables them to achieve the best possible outcomes and develop confidence in expressing their views, thereby preparing them for secondary school and adulthood.

Through our quality-first teaching, planning, and provision, we:

• Ensure that needs are identified as early as possible, and appropriate support is implemented as part of the Graduated Approach.
• Ensure that children have access to a broad and balanced curriculum that is suitably differentiated to enable children to succeed.
• Provide an accessible learning environment tailored to the needs of all pupils.
• Develop children’s independence and life skills.
• Regularly monitor the progress of children with SEND.
• Provide good-quality and relevant training for all staff members supporting children with SEND.
• Work in partnership with parents and carers.
• Collaborate closely with external agencies and other professionals to ensure a unified approach to supporting children with SEND.

Personal Development

Personal development and enrichment opportunities are embedded throughout our curriculum at Bayards Hill Primary School, providing frequent and varied chances for pupils to develop their character and enrich their lives. At Bayards Hill Primary School, we are passionate about ensuring that opportunities, which may not be available to our learners, are offered within the school day. We are therefore proud to provide a dynamic range of clubs.

Implementation of our Curriculum:

At Bayards Hill Primary School, teachers effectively plan and assess lessons by incorporating Rosenshine's Principles of Instruction to enhance student learning outcomes. The planning process begins with clear learning objectives, ensuring that students understand what is expected and can concentrate on key concepts. Teachers employ structured techniques such as frequent questioning, which aids in assessing understanding in real time and allows for immediate feedback. They utilise modelling and guided practice to support students in mastering new skills, while gradually releasing responsibility to encourage independent learning. Furthermore, teachers regularly review material and provide opportunities for students to practise, reinforcing retention. Assessment is ongoing, using both formal and informal methods to monitor progress and adjust instruction accordingly, ensuring that all students receive the support they require to succeed.

Impact of our Curriculum:

At Bayards Hill Primary School, we are committed to ensuring that all pupils, particularly those who are disadvantaged and those with special educational needs and disabilities (SEND), leave as respectful, responsible, and resilient members of society, equipped with the knowledge, confidence, and skills to become lifelong learners. In line with this vision, teachers integrate Rosenshine’s Principles of Instruction into their planning and assessment practices, ensuring that every student, regardless of their background or ability, can thrive. By setting clear learning objectives, employing scaffolding strategies, and providing opportunities for regular review and practice, teachers ensure that all pupils, including those who may require additional support, build a strong foundation for future learning. The principles of explicit instruction and structured feedback also play a key role in empowering disadvantaged pupils and those with SEND, ensuring that they have access to the same high-quality education as their peers. Through carefully planned differentiation, individualised support, and a focus on building students' resilience and self-confidence, teachers foster an environment where all learners are prepared for the next steps in their education. This approach helps to develop not only academic skills but also essential personal attributes such as respect, responsibility, and resilience, which are critical for success in life beyond school.