Our Curriculum

At Ashley School we teach the statutory framework for the early years foundation stage in Reception, and the national curriculum in Key Stages 1 and 2 (Years 1 to 6).

Linked to our school values of ‘Care, Courage and Curiosity’, the purpose of our curriculum is to connect our children with the real world we live in; as responsible global citizens of the future who are empowered to make a positive contribution.

Reception (EYFS)

In Reception, there are seven areas of learning and development. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:

communication and language
physical development
personal, social and emotional development

We also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:

literacy
mathematics
understanding the world
expressive arts and design

ashley eyfs intent implementation and impact 2022.pdf

Years 1 - 6

In Years 1 – 6, we follow the national curriculum, which is taught through the subjects listed below.

Curriculum Subject Information

Information about our curriculum offer for each subject can be found using the links below.

English - Mathematics - Foundation Subjects (RE, Computing, PE, History, Geography, Art & Design, Design & Technology, PSHE)

whole school overview 23 24.pdf

Curriculum Intent

Our ambitious curriculum puts the child at the centre of our school, where caring relationships, based on mutual trust and respect are at the heart of everything that we do. It has been carefully designed to meet all of the requirements and content in the statutory framework for the early years foundation stage (EYFS) and the national curriculum, whilst enabling a better understanding of God's world. Our curriculum has been carefully planned and sequenced to expose our children to enriching learning experiences, both inside and outside of the classroom to equip them with the progressive knowledge, skills and personal characteristics required to succeed in life. A States of Being approach allows children to use subject specific knowledge and skills across curriculum areas and makes learning relevant to real life. When learning in an interconnected way, children are encouraged to make links between different areas of the curriculum. They experience first-hand, through the curriculum, the interconnectedness of the world around them and the roles (States of Being) people play in it by learning about a diverse range individuals and protonitrate figures in their fields. Children leave Ashley with courage, curiosity and care to make a positive contribution to the local community and the wider world.

Curriculum Implementation

We deliver a coherently planned curriculum with a progressive development and understanding of key knowledge, skills and concepts which we refer to as the 'Golden Threads', which will be re-visited regularly. Our curriculum is delivered through half-termly themes. The whole child at Ashley is developed by the school’s extensive opportunities in the arts, sport, enrichment opportunities and extensive club offer, as well as frequent visits and visitors. We believe that these build children’s cultural capital and character and are therefore essential to their personal development. Outdoor learning is important to us and the children benefit from using the school grounds for through curriculum gardening when taking part in 'World Caretaker' and 'Plot to Plate' projects.

Children have the opportunity to demonstrate their understanding with a Great Work; an opportunity to culminate the half term's learning with a celebration which brings together the learning in a memorable way. Our Great Works take many forms and are planned to give a clear direction to the half term's learning. We always share these Great Works with a wider audience. Delivering our curriculum through a States of Being approach allows the children to make links between the different subjects areas and develop their knowledge and skills in a relevant way. The use of Knowledge Organisers provides transparency within the curriculum; they provide an overview of pre-teach content and also a means of tracking knowledge, skills and understanding of concepts which are regularly re-visited in the form of a variety of retrieval exercises. This regular revisiting enables knowledge to be committed to long-term memory.

The States of Being approach allows children to apply subject specific knowledge and skills across curriculum areas and makes learning relevant to real life jobs. It exposes children to the idea that most jobs and careers do not just use one subject, they are a blend. Children are introduced to a diverse range of individuals and prominent figures within their field through this approach.

TEEP underpins quality first teaching across the curriculum.

teep at ashley primary school 1 .pdf

Curriculum Maps & Knowledge Organisers

Autumn Term 1

Autumn Term 2

Spring Term 1

Curriculum Impact

The impact of our curriculum is measured in terms of the extent to which pupils have developed new knowledge, understanding and skills and that they can use and recall this with fluency.
This will be measured by:

Outcomes in KS1 and KS2 tests	Behaviour Logs
Knowledge Organiser assessment tasks	Engagement in enrichment activities
In school attainment tracking of both core and foundation subjects	Pupil voice – questionnaires, pupil book reviews
Attendance data	Subject Leader monitoring – Lesson visits, scrutiny of books, assessment, pupil interviews and questionnaires
LC member monitoring

Making the curriculum accessible for those with disabilities or special educational needs

We welcome children with special educational needs or disabilities and value all children's unique contribution to school. Our curriculum complies with the Equality Act 2010 and the Special Educational Needs and Disability regulations 2014. We aim to identify children's special educational needs and disabilities as early as possible in collaboration with the children and their parents and carers.

High quality teaching is our first step in responding to pupils who have SEND. We also make the following adaptations to ensure all pupils’ needs are met:

Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style and content of the lesson.
Adapting our resources and staffing
Using recommended aids, such as laptops, coloured overlays, visual timetables, task boards and larger font.
Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud and using visual resources.

Information and services for young people from 0-25 years old and their families with Special Educational Needs or a Disability can be found here: Surrey Local Offer