Our curriculum is ambitious, broad and carefully sequenced so that every child, regardless of starting point, can flourish academically, socially and spiritually, and develop the knowledge and vocabulary they need for the next stage and for life in today’s world. We put “what we want pupils to learn” at the heart of our curriculum thinking, ensuring learning builds securely over time so children know more, remember more and can do more. Rooted in our Catholic ethos, we teach and act with the conviction that every child is made in God’s image and therefore worthy of dignity, high expectation and joyful belonging. Inclusion is woven throughout our curriculum design: we do not narrow entitlement for pupils with additional needs or disadvantage; instead, we adapt pathways and remove barriers so all children access the same ambitious curriculum, reflecting our Gospel call to a preferential care for the poor and vulnerable.
Implementation focuses on how we teach the curriculum so that it is learned securely and retained, using evidence-informed pedagogy and high-quality resources selected for impact. This means that we use a variety of subject specific resources chosen carefully and tailored to meet the needs of the children. Teaching is structured and explicit: we review prior learning, present new content in small steps, model thinking, practise together, check understanding and revisit key knowledge frequently, supporting all pupils to succeed and reducing cognitive overload. We deliberately build language, oracy and reasoning across subjects, recognising the strong evidence base for oral language approaches and high-quality feedback in improving outcomes. We also teach children to become reflective, independent learners by explicitly modelling and scaffolding planning, monitoring and evaluating, embedding metacognition within subject learning rather than as a separate “study skills” bolt-on. Guided by our Catholic commitment to social justice, we prioritise classroom strategies and targeted support that make the biggest difference for disadvantaged pupils, including thoughtful deployment of interventions alongside quality day-to-day teaching.
We define impact through what children know and can do as a result of the curriculum, and how securely that learning is held over time. We evaluate impact using a rich range of evidence (children’s work, talk, low-stakes checks, and end-points within subjects) so assessment strengthens teaching and learning without narrowing the curriculum. Over time, our intended impact is that pupils become confident readers, articulate communicators, fluent mathematicians and curious young scientists and citizens, equipped with strong foundational knowledge and the habits of self-regulation that support lifelong learning. We measure success not only in attainment, but also in progress and equity, closing gaps where they exist, because our mission compels us to place the needs of the most vulnerable at the centre of our decisions and to ensure every child is seen, valued and enabled to achieve excellence.
Our curriculum
At St Mary’s Catholic Primary School, we provide a broad, balanced and ambitious curriculum that helps every child to flourish, academically, personally and spiritually.
Rooted in our Catholic values, our curriculum is designed so that pupils develop rich knowledge, strong skills and positive learning habits from the Early Years through to Year 6.
We want our children to leave St Mary’s as confident readers, articulate communicators, curious thinkers and kind citizens and ready for the next stage of their education.
A curriculum that is carefully sequenced
Our curriculum is coherently planned and thoughtfully sequenced so that learning builds step-by-step over time.
Each subject is organised into clear learning journeys where pupils build secure foundations before moving to more complex ideas, revisit and strengthen prior learning regularly, develop and apply subject-specific vocabulary, and connect new knowledge to what they already know.
To ensure high quality and consistency, we use published schemes of work where these best support progression and coverage. Alongside this, we have developed bespoke curriculum units that reflect the needs of our pupils, our local context and our school priorities, so that learning is both rigorous and meaningful.
Teaching and learning: our pedagogical approach
We are committed to teaching that helps pupils know more and remember more. Lessons are planned so that children can succeed through clear explanations, purposeful practice and timely support.
Across the school, our approach includes:
We create calm, purposeful classrooms where pupils feel safe to take risks, learn from mistakes and persevere.
Inclusion, support and challenge for all
We believe every child can achieve. Our curriculum is designed to be inclusive and accessible, with scaffolding, adaptive teaching and appropriate challenge. We work together to ensure that pupils with SEND and those who may need additional support can access learning, while pupils who grasp concepts quickly are supported to deepen and extend their understanding.
The essentials: strong foundations in English and Mathematics
In the Early Years and Key Stage 1, we place particular emphasis on building the fundamentals, especially early language, phonics and reading, so pupils develop the secure foundations needed for future success.
Throughout the school, we prioritise:
Wider curriculum, enrichment and personal development
Our wider curriculum nurtures creativity, curiosity and cultural understanding. We enhance learning through enrichment opportunities, such as visitors, trips, themed days and performances, helping pupils make connections and see learning as relevant and exciting.
Through our curriculum and wider school life, we also develop pupils’ character, responsibility and personal development, supporting them to grow in confidence and live out our shared values.
Curriculum Overviews
Teaching and Learning
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