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The GSP Curriculum Vision and Overview

At Great Sankey Primary School, we believe that all our children have the right to an inclusive and diverse curriculum that is exciting and relevant and will equip them with key skills for every stage in their educational lives and beyond. We have planned our curriculum to develop both knowledge and skills; it encourages curiosity, discovery, creativity, co-operation, resilience and independence; it produces leaders, innovators, collaborators and personal growth.

At GSP we follow The Early Years Foundation Stage Curriculum and The National Curriculum. It includes not only the formal requirements but also an abundance of extra-curricular activities and theme approaches that we carefully plan in order to enrich the children’s experiences. We place a strong emphasis on securing the basic skills of reading, writing and mathematics in every year group.

We want every child in our school to feel safe, cared for, valued and trusted.  We want our school to nurture and foster curiosity in an environment that is safe and stimulating to their ever-changing interests. We are a school that serves the needs of all our children, whatever their abilities. The strong emphasis we place on a team approach is based on our school motto of ‘Together We Learn and Grow’ which creates a culture in which learners gain confidence, self-respect, feel valued and supported to take responsibility for their own learning and achieve their full potential. They also recognise the importance of supporting one another, being outward facing, working with the wider community and a growing understanding of the impact they can have on others. This helps to prepare our children for life in a culturally diverse society and ever-changing world, whilst cherishing the fundamental values we teach

How is our Curriculum organised?

Learning in each subject has been planned to ensure children build their knowledge, skills and understanding progressively in Y1 to Y6. We plan our curriculum in four phases, Phase 1 (EYFS), Phase 2 (Y1 & Y2), Phase 3 (Y3 & Y4) and Phase 4 (Y5 & Y6). Each phase and year group plan a curriculum matrix for the academic year and follow an overarching theme every term or half term (see Long Term Plans). Every theme provides lots of opportunities for our children to be immersed in the context of their learning. We use high quality and challenging texts in English teaching that are, when relevant, also related to the over arching topic. This enables opportunities for in depth learning, development of vocabulary, knowledge and skills whilst fostering a deeper study approach and interest towards the subject area.


Timetabling is carefully planned to ensure that there is flexibility and enough time to deliver across the curriculum whilst also allowing for in-depth learning and children’s interests. Lessons are planned across phase teams to provide high quality learning opportunities that focus on skill and progression. Resources are up to date, age appropriate and of a quality to ensure learning is supported effectively. Each topic begins with a launch event to strike interest and allows an assessment of prior knowledge and skills. Learning is supported with educational visits and visitors to the school. Outdoor learning is also promoted throughout all subjects.


English (reading, writing, spelling, grammar, punctuation, handwriting and phonics), Maths, Science, Religious Education, Physical Education, Computing are taught all year round, with links to the topic where relevant to enhance learning.


Art and Design, Design Technology, History and Geography are taught in focus blocks linked to the topics across the half term.


SMSC and PHSCE are taught discreetly on a weekly basis as well as being planned for across the whole school topics, our monthly values and year group topics.


At Key Stage Two our children are taught French although, it is introduced subtly throughout Key Stage One also.


To further enhance the curriculum, we also have whole school topics throughout the year that allow for further in-depth development of knowledge, skills and understanding across all subjects (see whole school topic plan).


Writing opportunities are provided across all subjects.

Teachers are continually assessing children’s learning against the learning objectives. They provide timely feedback to the children to check on understanding and ensure progress is made. On-going assessment is used alongside specific year group attainment descriptors to inform termly teacher assessment judgements. Staff are supported with assessments through moderation and a team approach to ensure consistency. Assessment information for all subjects is collected and analysed by subject leaders to then inform the School Improvement planning.

We are very proud of the way in which our curriculum is enhanced and enriched by a range of visits, visitors and experiences linked to children’s learning each term. We also deliver residential visits in Y2, Y4 and Y6.

In addition to statutory requirements, our KS2 children have regular opportunities to work with specialist teachers in computing, PE and music. In KS2 children also learn how to swim.

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.


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 and progress within the phase is carefully planned for and tracked.


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

We are proud of the strong relationship we have with parents and use this positively to ensure that children have a joint support approach 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.


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 curriculum or teaching materials may be adapted.

Monitoring and Review

Our Governing Body's School Improvement Committee is responsible for monitoring the way in which the school curriculum is implemented.


There is a named governor assigned to particular subjects within the curriculum and also linked to areas of our School Improvement Plan. 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, Pupil Premium, Sport’s Premium and Safeguarding. These governors report back during Full termly governor's meetings.


The Headteacher and Deputy Headteacher organise the monitoring of teaching and learning as well as curriculum development and receive feedback from subject leaders. 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.


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 to ensure maximum impact and progress in their subject area.


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