Ashley C of E Primary School

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).

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

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

If you have any questions about the curriculum at Ashley, please speak to Mr Crinall in the first instance.

Curriculum Intent

Our ambitious curriculum puts the child at the centre of our school, where positive 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 and of how life works interdependently through a complex web of relationships that work in ever changing, awe-inspiring ways. 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. By teaching in such a highly interconnected way, children are encouraged to make links between their learning in different areas of the curriculum and the fundamental principles that exist in nature. They experience first-hand, through the curriculum, the interconnectedness of the world around them and by drawing on their ever-increasing knowledge, skills and understanding gained in different academic subjects, and from learning about a diverse range of ‘Inspiring Individuals’, they leave Ashley as the best they can be and are able 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 will be re-visited regularly. Our curriculum is delivered through half-termly Learning Enquiries. Each Learning Enquiry is based around a ‘big’ question and as children progress through their learning, they are guided towards developing their own answers to these through the use of ‘smaller’, more focussed weekly questions. All of our Enquiries are underpinned by a supporting plan of diverse and inspiring texts and the principles of harmony are embedded within our Learning Enquiries, enabling children to develop an understanding of how the world works. Our high-quality teaching and learning experiences are supported further through a carefully planned programme of visits, workshops, partners in learning and outdoor learning. This ensures that the children are fully immersed in their Enquiries and allows them 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 Enquiries allows the children to make links between the different subjects and develop their knowledge and skills in a coherent way. Delivering our curriculum through Enquiries allows the children to make links between the different subjects and develop their knowledge and skills in a coherent 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.  

 

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  
  • LGC 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