Statement of Intent

At Engayne, we aspire to give every pupil the opportunity to reach their full potential in a safe, enjoyable and stimulating environment which prepares them for the ever-changing world. As a result, it is our clear intent that our school curriculum promotes both learning and personal growth and development – our curriculum is designed to develop children’s love of learning and their willingness to explore through a combination of learning techniques. We aim to ensure pupils enjoy learning and feel prepared for life after school. We also intend to offer our pupils new and exciting experiences through extra-curricular activities that are designed to build resilience, confidence and self-esteem.

At Engayne, we understand the importance of promoting diversity at school. As a result of this, we ensure all negative attitudes are challenged, avoid stereotypes in curricular resources, have clear rules regarding how people treat others and have created an inclusive environment for students and staff.

Our primary tool in delivering the curriculum is high quality first teaching. The teacher knows their pupils best and understands what they know and can do, and what they need to be able to do next.

We recognise that pupils should be challenged in their schooling, learning from failures and celebrating successes. We intend for our curriculum to be empowering, enabling pupils to develop their interpersonal skills, creativity and independence.

While there is a focus on literacy, mathematics and science, we ensure that we provide a broad and balanced curriculum for all our pupils. Developing children’s independence and motivation as learners and their potential to become well-rounded, well-informed citizens of the future is at the heart of all our teaching and learning. Therefore, we aim to deliver a substantive school curriculum, incorporating a diverse range of activities and opportunities to enrich and deepen children’s cultural capital. These activities and opportunities include, but are not limited to:

  • theme weeks and theme days, e.g. Games and Puzzles Week, Safer Internet Day, No Pens Wednesday and National Mental Health Awareness Day
  • weekly traditional game-playing sessions in all classes, which help children develop their reasoning and metacognitive skills
  • a wide variety of extra-curricular activities, including sporting, drama and other clubs
  • educational visits, including visits to art galleries, museums and places of worship. These are currently being undertaken remotely where possible, but with a view to go back to in person when it is safe to do so.
  • in-school workshops, e.g. road safety, palaeontology, financial awareness
  • visitors from the local community, e.g. the police, borough library service and faith groups
  • school shows, drama, dance and music performances and special assemblies
  • Forest School and other outdoor learning activities
  • residential visits

All activities carried out by the school are designed to enhance pupils’ learning experience, from personal connections between pupils and teaching skills that are essential for life after school.

We engage with the wider community by ensuring there are opportunities for pupils to participate in community projects, for example engaging with care homes and litter picking. Each of these projects is embedded in the curriculum and shows pupils the value of protecting and being involved in their community.

Our staff value the different ways in which pupils learn, and we plan lessons to account for these differences. Teachers are encouraged to make cross-curricular links wherever possible in their lessons so that pupils can draw upon knowledge from different subjects and understand how each topic plays a part in everyday life. Teachers also have the option to block units of work in the foundation subjects to encourage a fuller understanding of the topic the children are learning about. This allows for the children to learn about that topic in depth for a set period of time without having to jump about to different topics. The structure of the curriculum is set to continue from prior learning to encourage children to make links back to what they have learnt previously.

Teachers use different learning resources and methods to teach core content, for example educational videos, lessons involving ICT equipment and group work. By using different techniques, we aim to ensure pupils are engaged with learning and accommodate pupils who learn in a different way to their peers.

Our curriculum also includes the ‘hidden curriculum’ – what the children learn from the school environment, the values we promote and how they are treated and expected to behave. We aim to teach children how to grow into positive, responsible people who can work and co-operate with others while developing knowledge, understanding, skills and attitudes so that they achieve their true potential. An example would be the OPAL project which takes place every day at lunch time, encouraging the children to explore a range of activities with others that they may not normally spend time with, on activities that they may not usually choose to complete.

We are continually reviewing and improving the curriculum we offer to our children. The Engayne school curriculum is always evolving, according to the needs of our children and to the aspirations of the staff and community. As evidence of this, we now explicitly teach metacognitive learning strategies to children to help them organise and effectively manage their learning independently.

Above all, we believe that children are entitled to receive a high-quality curriculum that leads to the highest possible standards and to an enjoyment of learning.

National Curriculum overviews for every year group can be found in the long-term plans section of the curriculum page on our school website. Please see the links below for further details of our curriculum:

Communicating the curriculum to parents and the public

Details of how parents and other members of the public can find out more about our school curriculum

Phonics and Reading

Information about our approach to phonics and teaching reading.

Victoria Cox

John Manifold

January 2022

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