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Curriculum Vision

Our vision is life in all its fullness; for all our children, their families and the whole staff team. This Christian vision is at the heart of everything we do and it inspires us to focus on what is most important - preparing all children to flourish both now and later in life. We believe we provide our children with an excellent start to life; setting high expectations of all our children and giving them the skills and confidence to excel both now and in the future.

Our children join us as infants – predominantly from our linked school Hampton Wick Infant and Nursery School – and leave us as seniors. We work closely with Hampton Wick Infant and Nursery School to ensure that the children experience ‘two schools; one journey’. We are passionate about providing the children with a seamless transition between schools so that their knowledge, understanding and skills from Key Stage 1 are built upon within our curriculum. Along the way, our curriculum also gives them every opportunity to explore who they are; their passions, interests and aspirations as well as encouraging a greater independence and responsibility for their own learning so that they are prepared for secondary school.

Aims and Principles

In order to see every child flourish in their learning and be ready for the next phase of their education, we believe we need to particularly nurture and develop our school’s values that are unique to our individual school context;

We want our children to learn about a broad range of possibilities in their lives, so that they can aspire with purpose and ambition. We provide a well sequenced, ambitious curriculum that aims at mastery for all. We do not have ability sets but instead use quality first teaching principles and adaptive teaching strategies to support all children to access the curriculum. We do not put a barrier on what a child can attain.

Treating others with respect and accepting the different opinions and beliefs of others is a crucial life skill which we teach explicitly. We provide an inclusive curriculum which actively seeks to dispel harmful stereotypes and provide opportunities for children to listen to a range of diverse, different perspectives across the curriculum, as well as sharing their own views.

Click here to find out more about how we have designed our curriculum to embed our school values.

How we deliver our curriculum

Design - Our curriculum has been carefully constructed to support all children to make best progress in their learning. Our curriculum is ambitious for all children and, through rigorous formative assessment, scaffolding and adaptive teaching strategies, all children are given access to the full national curriculum. In our school, each subject has a programme of study which specifies the knowledge, skills and vocabulary that the children will be expected to know by the end of each year. Each subject area has been carefully designed to ensure that our curriculum is well sequenced and learning becomes progressively more complex. By designing this spiral curriculum, our children are given opportunities to retrieve and build on prior learning systematically so that they know more and remember more over time.

Delivery - Our curriculum delivery is based on four key principles which are rooted in latest academic research: 

Quality First Teaching

The research - The best available evidence indicates that great teaching is the most important lever schools have to improve pupil attainment. Ensuring every teacher is supported in delivering high-quality teaching is essential to achieving the best outcomes for all children, particularly the most disadvantaged among them. (EEF) Quality First Teaching (QFT) is a style of teaching that emphasises high quality, inclusive teaching for all children in a class. Tom Sherrington (Rosenshine’s Principles in Action, 2019) has grouped the QFT principles of instruction into four strands: reviewing material; questioning; sequencing concepts and modelling; and stages of practice.

Our principle that children learn best in the classroom, with their teacher, means that QFT strategies must be embedded in all classrooms. As such, monitoring of teaching and learning focuses on the extent to which quality first teaching principles are embedded. This key principle of Quality First Teaching enriches the learning of all children including those with higher starting points. 

More information about how we further support children with special educational needs can be found in our ‘SEND Policy and Information Report’.

More information about how we cater for children with protected characteristics can be found in the ‘Equality Information and Objectives’ document.


The research - 1. Learning requires information to be committed to long-term memory. 2. Information is processed through the working memory. 3. The working memory has limited capacity and can be overloaded. Cognitive science informs us that memory has a ‘strength’, referring both to how easily something can be recalled and how deeply information is embedded. When content is studied and recalled, both types of memory strength increase, meaning that information is more easily accessible and that this accessibility is more durable. (EEF).

As well as a carefully designed spiral curriculum to ensure children know more and remember more over time, we build in key retrieval practice within our lessons to support children to make links with prior learning and reduce cognitive load.


We know that, ‘there is a positive correlation between a pupil’s vocabulary size and their academic success’ (Ofsted July 2022). In our school, vocabulary is explicitly taught, rehearsed and modelled in context. Taught vocabulary is used in classroom displays and supports children’s understanding. The EEF evidence supports this approach as, ‘explicit vocabulary teaching strategies have been shown to be effective, both alone and in combination with implicit vocabulary teaching strategies’. In our wider curriculum, we have focused on the identification of a small number of key words that offer the foundational understanding of a topic (Alex Quigley: Keystone Vocabulary). Further examples of the value we place on vocabulary can be found in our whole class reading sessions, where we have dedicated the first session of the week to identifying, exploring and teaching new vocabulary within the extract that will be studied that week. Additionally, in Maths - where we use the NCETM Math Mastery scheme - key mathematical terms are displayed in every lesson, alongside stem sentences. There is a focus on choral repetition and paired talk throughout the lessons to support all learners in using these terms confidently.

Trips, Visits and Focus Weeks

The other key principle of our approach to the curriculum is ensuring all children experience a range of visits, trips and experiences across the curriculum to broaden their horizons and make meaningful, real life links to their learning. These have been reviewed so that we can be confident that the children experience ‘awe and wonder’ experiences, visits that link directly to our curriculum and a range of trips that maximise the resources available to us in our local area and London.

As well as this, we encourage children’s individual passions and interests through participating in a wide range of sporting fixtures across the borough, music performances at local theatres as well as science, maths and reading competitions against other local schools.

We find ‘focus weeks’ to be a particularly effective way to promote a love of learning across the curriculum, such as Arts weeks and STEM weeks, where we intentionally build links with the local community to enhance learning in these subjects. This includes inviting parent visitors into classes to demonstrate careers in STEM, making links with local secondary schools to lead assemblies, and visiting local secondary schools to use their specialist equipment.

Specific subject areas and the role they play in realising our vision

Click any of the subjects below to be taken directly to them.

Spring Term Curriculum Overviews

To support parents to maximise all the learning and opportunities in the term ahead, the teachers have shared overviews of the learning, key dates and any key reminders or requests on the term overviews below. We hope they are helpful. Please do get in touch with your child's teacher if you have any questions.

You can click on them to open them in a new tab and either download or zoom in more easily!

Year 3 - Spring Term

Y3 Spring Term Overview for Parents

Year 4 - Spring Term

Y4 Spring Term Overview for Parents

Year 5 - Spring Term

Y5 Spring Term Overview for Parents

Year 6 - Spring Term

Y6 Spring Term Overview for Parents

'Meet the Teacher' presentations

We provide a short 'meet the teacher' session at the beginning of the new school year in September to help summarise what you can expect from the year ahead and so that you can see who will be teaching your child each day! 

The teachers' presentations can be viewed below for parents to reference through the year.

Year 3 Meet the Teachers 2023-24.pdf
Year 4 Meet the Teachers 2023-24.pdf
Year 5 Meet the Teachers 2023-24.pdf
Year 6 Meet the Teachers 2023-24.pdf

If you would like to find out more about our curriculum, please get in touch with the school office who will direct your query to the relevant member of staff. The more detail you include in your message, the more likely it will find its way to the best person to deal with it!