Intent 

At Studley Green Primary School, our curriculum is designed to be ambitious, inclusive, and empowering. It reflects our commitment to Character, Community, and British Values, and is rooted in the belief that every child deserves access to high-quality learning that prepares them for success in secondary school and beyond. 

We aim to develop confident, curious, and resilient learners through a curriculum that is knowledge-rich, vocabulary-driven, and sequenced for cumulative progress. Our approach is guided by the best available evidence, including the principles of CUSP, and tailored to meet the needs of our unique community. 

Our intent is that our curriculum will: 

• Equip all pupils with the knowledge and skills to achieve and thrive. 

• Support pupils with low starting points, limited language development, and minimal cultural capital. 

• Establish strong foundations for academic achievement, well-being, and lifelong success. 

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. 

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.