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Newbury Park Primary

Curriculum STatement

Newbury Park Primary School is a large community school in the London Borough of Redbridge and serves a diverse multi-cultural and multi-faith community. Our School Curriculum has been designed to meet the needs of our community and the pupils that come to Newbury Park.

It is comprised of the statutory framework for the Early Years Foundation Stage (EYFS), the National Curriculum (NC) 2014 and a wider curriculum planned by the school for all pupils.

The school curriculum is taught as a blend of discrete subjects, elements of which are applied in a cross-curricular way. It weaves together the statutory requirements of the EYFS Framework, the NC and the principles of our ‘Inspiring Learners’ philosophy.

EYFS Framework

This is shaped by the following four guiding principles:

  • Every child is a unique child;
  • Children learn to be strong and independent through positive relationships
  • Children learn and develop well in enabling environments
  • Children develop and learn in different ways and at different rates.

 National Curriculum

We follow the guidance set out by the Department for Education (DfE) to:

  • promote the spiritual, moral, cultural, mental and physical development of pupils at the school, and;
  • prepare pupils for the opportunities, responsibilities and experiences of later life. 


The NC sets out the programmes of study and attainment standards for the three core subjects of English, Maths & Science and the eight other foundation (Non-core) subjects of Art & Design; Computing; Design & Technology; Foreign Languages (French); Geography; History; Music & Physical Education. Provision is also set aside for a daily act of collective worship either as a class, year group or phase and the teaching of Religious Education as set out in the Agreed Syllabus for Religious Education, LB of Redbridge & LB of Havering.

Wider Curriculum

This provides additional opportunities for pupils to develop important ‘skills for life’ such as self-awareness, teamwork and leadership. It includes provision for Social, Moral, Spiritual and Cultural development; Educational Visits, Extra-curricular Clubs; House Competitions & activities and participating in our Pupil Leadership Ambassadors of Change.

Crucially, we work hard to ensure our pupils understand how to keep themselves safe with the ever-increasing use of social media and the need to keep themselves healthy by participating in more physical activity to enhance aerobic fitness and encouraging healthy eating.

Aims

Our curriculum is geared towards achieving the school’s mission and vision. At the heart of it is our quest to inspire learners and prepare them well for the opportunities and challenges that lie ahead. Our drive is to become a Centre of Excellence for Learning and our curriculum is therefor fundamentally designed to meet the following aims:

  • To inspire our pupils, through meaningful engagement in learning, to realise academic success and personal fulfillment;
  • To instil positive attitudes to learning and individual responsibility through our core values and mantra;
  • To develop independence and reasoning skills to make decisions.

We strive to maximise success for all children by giving them the best teaching and learning experiences. We use a range of teaching methods to suit the needs of the children and the subjects being taught. The core subjects are taught both stand alone and as part of our thematic curriculum where appropriate - the non-core subjects are taught as part of a themed termly topic. Where thematic links to subjects are not readily made, they will be taught discretely.

Key features of our curriculum

In order to meet the aims outlined above, we promote; encourage and foster:

  • the development of oracy skills through a taught framework that underpins the school curriculum;
  • the development of accurate and precise use of vocabulary to articulate thoughts and ideas and express opinions;
  • independent thinking through enquiry, immersion activities & problem solving;
  • the intrinsic value of hard work in achieving dreams and goals;
  • the building of confidence to try new things and meet new people;

Learning Challenge

Our thematic approach has been adapted from the ‘Learning Challenge’ concept, which is built around the principle of greater pupil involvement in their work. It requires deeper thinking and encourages pupils to work using a question as the starting point e.g. Why are the rainforests important to us all? The question may be tailored more to a specific subject but allows for other subjects to be linked in a cross-curricular way that makes sense to the pupils and is within their immediate understanding.

Appendix 3 in the Teaching and Learning School Procedures document, describes the progression of higher order thinking through ‘Bloom’s Taxonomy.’ In addition, the learning journey for each theme or question is signposted by what we call the Stunning Start; Marvellous Middle and Fabulous Finish, which seeks to engage pupils through immersion within the theme.