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At Great Sankey Primary School we believe that all our children have the right to a broad, balanced curriculum that is exciting and relevant and will equip them key skills for their future lives. The curriculum of the school underpins all the learning that takes place and an engaging and inspirational curriculum can foster curiosity and passion for learning so that children develop into life-long learners. We at GSP have redesigned the curriculum to ensure that there are more opportunities for subjects to be linked, so that learning would be purposeful and meaningful for all pupils and importantly, so that they can apply the key skills of reading, writing and mathematics.


  • Our school's curriculum are all the carefully planned activities that we organise in order to promote learning, personal growth and development. It includes not only the formal requirements of the Early Years Foundation Stage Curriculum and the National Curriculum, but also the various extra-curricular activities that the school organises in order to enrich the children's experiences. It also includes the 'hidden curriculum' – what the children learn from the way they are treated and expected to behave. We want children to grow into positive, responsible people, who can work and cooperate with others whilst at the same time developing their knowledge and skills, in order to achieve their true potential.
  • We seek the highest standards of attainment for all our children. At GSP we value the breadth of the curriculum that we provide and we aim to foster creativity in our children to help them become independent learners. Above all, we believe in making learning fun and enjoyable.


  • Our school curriculum is underpinned by a, “Success for All” approach. The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need in order to lead fulfilling lives.

  • Great Sankey Primary school is in full agreement with the values statement included in the introduction to the National Curriculum Handbook for Primary Teachers in England. These are the main values of our school, upon which we have based our curriculum:

  • We value children's uniqueness, we listen to the views of individual children, and we promote respect for diverse cultures.

  • We value the spiritual and moral development of each person, as well as their intellectual and physical growth.

  • We value the importance of each person in our community, and we organise our curriculum to promote inclusion, cooperation and understanding among all members of our community.

  • We value the rights enjoyed by each person in our society. We respect each child in our school for who they are, and we treat them with fairness and honesty. We want to enable each person to be successful, and we provide equal opportunities for all our pupils.

  • We will meet the needs of all our children, and ensure that we meet all statutory requirements regarding inclusion.

  • We value our environment, and we want to teach our pupils, through our curriculum, how we should take care of the world, not only for ourselves, but also for future generations.

Aims and objectives

The aims of our school curriculum are:

  • to provide pupils with meaningful and relevant learning opportunities which are suitable for the pupils attending our school;

  • to enable all children to learn, and develop their skills, to the best of their ability;

  • to promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning;

  • to teach children the basic skills of literacy, mathematics and ICT;

  • to enable children to be creative and to develop their own thinking;

  • to teach children about the developing world, including how their environment and society have changed over time;

  • to help children understand Britain's cultural heritage and values;

  • to appreciate and value the contribution made by all ethnic groups in our multi-cultural society;

  • to enable children to be positive citizens;

  • to fulfil all the requirements of the National Curriculum, the Early Years Foundation Stage Curriculum and the Locally Agreed Syllabus for Religious Education;

  • to teach children to have an awareness of their own spiritual development, and to distinguish right from wrong;

  • to help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all;

  • to enable children to have respect for themselves and high self-esteem, and to live and work cooperatively with others.

Organisation and planning

  • We plan our curriculum in three phases, Phase 1 (Nursery & Reception, EYFS), Phase 2 (Y1 & Y2), & Phase 3 (Y3, Y4, Y5 & Y6). Each phase and year group plans a curriculum matrix for the academic year. Year group staff collaborate, in order to share topic ideas and make links between areas of the curriculum and whole school events, e.g. focus weeks. Outdoor learning is promoted throughout all subjects.

  • Through our medium-term plans, we give clear guidance on the objectives and teaching strategies for each topic. Our medium-term planning is directly linked to National Curriculum expectations from the guidance documents. These plans have recently been reviewed and developed this academic year-2014/15- in response to meeting the core guarantee for the New National Curriculum.   

  • Our short-term plans are those that our teachers write on a weekly basis. We use these to set out the learning objectives and success criteria for each session, and to identify what resources and activities we are going to use in the lesson.

  • Throughout the school, we adopt an inter-topic and subject approach to curriculum planning which aims to link the topics of various subjects. We plan the curriculum carefully, so that there is coherent and full coverage of all aspects of the Early Years Foundation Stage Curriculum and the National Curriculum, and there is planned progression in all curriculum areas. However, there are instances where subjects are taught more discretely.

The curriculum and inclusion

  • The curriculum in our school is designed to be accessed by all children who attend the school. If we think it necessary to modify some children's access to the curriculum, in order to meet their needs, then we do this in consultation with parents.

  • If children have special needs, our school does all it can to meet the individual needs, and we comply with the requirements set out in the new SEND Code of Practice. If a child displays signs of having a particular learning or physical need, then his/her teacher makes an assessment of this need. In most instances, the teacher is able to provide the resources and educational opportunities that meet the child's needs, within normal class organisation. If a child's need is more severe, we may involve the appropriate external agencies to support and in making recommendations and assessments. We always provide additional resources and support for children with special needs.

  • The school provides a Provision Map or an Educational Provision Plan (EPP) for each of the children who are recognised as additional support. This sets out the nature of the special need, and outlines how the school will aim to address it. The EPP also sets out targets for improvement, so that we can review and monitor the progress of each child at regular intervals.

  • Some children in our school have disabilities. We are committed to meeting the needs of these children, as we are to meeting the needs of all groups of children within our school. All reasonable steps are taken to ensure that these children are not placed at a substantial disadvantage compared with non-disabled children. Teaching and learning is appropriately modified for children with disabilities. For example, they may be given additional time to complete certain activities, or the teaching materials may be adapted.

Early Years Foundation Stage

  • The curriculum that we teach in Nursery & Reception meets the requirements set out in the Early Years Foundation Stage Curriculum. Our curriculum planning focuses on the Characteristics of Learning, Developmental Matters and Early Learning Goals expectations, as set out in this document.

  • Our school fully supports the principle that young children learn through play, and by engaging in well planned and structured activities. Teaching in the Reception class builds on the experiences of the children in Nursery. 

  • Each term, the practitioners will assess the skills development of each child, and record this in the Learning Journey books and in the school tracking system. This assessment forms an important part of the future curriculum planning for each child.

  • We are well aware that all children need the support of both the parents and the teachers to make good progress in school. We strive to build positive links with the parents of each child, by keeping them informed about how the children are being taught, and how well each child is progressing and engaging them in their child's learning journey.

    Key skills

    The following skills have been deemed 'key skills' in the revised National Curriculum:

  • communication;

  • application of number;

  • information technology;

  • working with others;

  • improving one's own learning and performance;

  • problem-solving.

The role of the subject leader is to: 

  • provide a strategic lead and direction for the subject;

  • support and advise colleagues on issues related to the subject;

  • monitor pupils' progress in that subject area;

  • provide efficient resource management for the subject.

Monitoring and review 

  • Our Governing Body's Learning Resources Committee is responsible for monitoring the way in which the school curriculum is implemented. This committee reviews each subject area during its 3 year cycle of review and development.

  • There is a named governor assigned to particular subjects within the curriculum. These governors liaise with the respective subject leaders, and monitor the way in which these subjects are taught. There is also a named governor assigned to SEND, child protection and looked after children. These governors report back during Full termly governor's meetings in their subject link.

  • The Deputy Headteacher is responsible for the day-to-day organisation of teaching and learning. Together with the Headteacher, who is the curriculum lead, they oversee curriculum development planning. The Headteacher and Deputy Headteacher organise the monitoring of teaching and learning as well as curriculum development, and receive feedback from subject leaders. 

  • Subject leaders also monitor the way in which their subject is taught throughout the school. They examine long-term and medium-term planning, books, talk to children, participate in learning walks and ensure that appropriate teaching strategies are used. Subject leaders also have responsibility for monitoring the way in which resources are stored and managed.