Intent 

At Studley Green Primary School, our curriculum is ambitious, inclusive and carefully sequenced so that all pupils gain the knowledge, vocabulary and strong foundations they need to succeed in secondary school and beyond. It is designed to secure fluency in reading, writing, mathematics and spoken language, while also giving pupils access to a broad and enriching curriculum that develops their understanding of the world.

We believe that every child, regardless of starting point, background or need, is entitled to a high-quality education. Our curriculum is therefore built on high expectations for all, with support provided through responsive teaching, strong adult interaction and timely intervention rather than reduced ambition. For pupils with SEND, including those in our resource base provision, learning is adapted carefully so that pupils can participate, achieve and grow in independence.

Our curriculum is knowledge-rich, vocabulary-rich and cumulative. Learning is planned so that important knowledge is taught clearly, revisited regularly and built on over time. Teaching is delivered through explicit direct instruction, with careful modelling, guided practice, retrieval and checking for understanding, helping pupils to remember more and do more independently.

Through this curriculum, we aim to ensure that pupils leave Studley Green with secure academic foundations, growing confidence, wider horizons, and the knowledge, character and readiness they need for the next stage of education and for life.

Curriculum Principles 

1. Foundational Fluency 

We prioritise strong foundations in communication and language, reading, writing, and mathematics. These core skills are essential for accessing the wider curriculum and achieving long-term success. Teaching is explicit, systematic, and informed by research on how pupils learn best. 

• Vocabulary instruction is central to every subject. 

• Reading fluency and mathematical reasoning unlock wider learning. 

• Assessment identifies gaps and informs responsive, adaptive teaching. 

2. Ambition for All 

We hold high expectations for every pupil, regardless of background, need, or circumstance. Our curriculum is broad and balanced, ensuring that all learners, especially those who are disadvantaged, have SEND, or face barriers, access the full richness of subjects and experiences. Our resource base classes deliver a personalised curriculum that blends adapted national curriculum content with life skills and EHCP-driven learning. Through a three-year rolling programme, pupils revisit and deepen knowledge, build independence, and develop the confidence to thrive as curious, capable, and community-minded learners. 

• Inclusion is achieved through ambition, not reduction. 

• Every pupil is entitled to a high-quality curriculum. 

• Support is targeted to enable success, not limit challenge. 

3. Coherent and Cumulative Knowledge 

Our curriculum is coherently planned and sequenced, enabling pupils to build knowledge and skills over time. It is structured to be connected across subjects, cumulative in content, and grounded in evidence-based practices such as retrieval, interleaving, and spaced practice. 

• Learning builds incrementally, revisiting and deepening understanding. 

• Teachers have expert subject knowledge and teach with clarity and precision. 

• Curriculum design ensures consistency, progression, and subject-specific rigour. 

Implementation 

We deliver the curriculum through: 

• Expert teaching, supported by ongoing professional development that builds subject expertise, pedagogical knowledge, and confidence. 

• Evidence-informed strategies including retrieval practice, modelling, and adaptive teaching. 

• Inclusive classroom practice that removes barriers and promotes independence. 

• Consistent structures and expectations across subjects and phases. 

Technology, including AI, is used deliberately and judiciously. We distinguish between tools that support learning and practices that replace thinking. Pupils are taught when to use tools, when not to, and why secure internal knowledge remains essential. 

Impact 

We evaluate impact through: 

• Pupil outcomes in progress, attainment, and readiness for secondary school. 

• Curriculum access and engagement, especially for vulnerable groups. 

• Character development, resilience, and well-being. 

• Continuous refinement of curriculum and teaching based on evidence and insight. 

Assessment is designed to check what pupils can do independently. It prioritises fluency, retention, and transfer, ensuring pupils carry essential knowledge with them as they progress.