Our Intent

At Queen Eleanor Primary School, we provide a broad, inclusive and ambitious curriculum rooted in a holistic approach; every child is valued as an individual and reflected within our learning. Our carefully sequenced, topic-based curriculum ensures continuity and progression in knowledge and skills, while recognising and responding to individual needs. Through meaningful cross-curricular themes and diverse learning experiences, we create accessible, relevant and appropriately challenging opportunities that enable all children to thrive, regardless of background or ability.

Our curriculum is shaped by our unique context and driven by our commitment to ensure all children:

• Experience enriched lives through high-quality opportunities that build cultural capital (e.g. theatre visits, climbing, travel and exploring places of worship).
• Develop a genuine love of reading through exposure to high-quality texts.
• Articulate and reason confidently about the world through a rich and ambitious vocabulary.
• Acquire a broad and balanced range of knowledge and skills through carefully planned, progressive subject content that fosters high aspirations.
• Grow socially, morally, spiritually and culturally, demonstrating fundamental human values, with particular emphasis on resilience.

Our Implementation

Curriculum Organisation

We follow the National Curriculum for Key Stages 1 and 2 and the Early Years Foundation Stage Framework in Reception. Pupils are taught in four mixed-age classes: Foundation (Nursery & Reception) Class 1 (Years 1&2) Class 2 (Years 3&4) and Class 3 (Years 5&6). English and Mathematics are taught each morning within classes. On two afternoons each week, KS2 work together for selected foundation subjects and specialist coaching. Subjects are taught discretely. Science, PSHE, Computing, Humanities and PE are delivered weekly, with Music and Art, and French and RE taught on a half-termly rotation. Our curriculum is organised into topics mapped across a four-year cycle, enabling whole-school themes and the systematic revisiting of key knowledge, skills and concepts.

Key Features

• Evidence-informed design: Learning is strengthened through spaced repetition, interleaving and regular retrieval practice.
• Clear progression: Each subject identifies the key knowledge and skills for every year group, supporting increasing accuracy and depth through basic, advancing and deep cognitive domains.
• Structured curriculum planning: Progression documents define core knowledge, key vocabulary and threshold concepts, enabling pupils to build secure schema and connect new learning to prior knowledge.
• Reading-rich approach: High-quality texts underpin all topics, broadening reading experiences and developing ambitious vocabulary for speaking and writing.
• Explicit vocabulary development: Pupils are taught precise subject vocabulary and are supported to use it confidently to reason, explain and articulate understanding.
• Consistent teaching practice: Lessons are structured with clear learning objectives, scaffolded steps to success, modelling, questioning and defined success criteria.
• Personal development: Personal development is embedded throughout the curriculum. It is also promoted through RE and Worldviews, PSHE, Science and MFL, alongside assemblies, theme days and celebrations, promoting school values, British values, kindness, respect, tolerance and resilience.
• Enrichment opportunities: Pupils benefit from a wide range of purposeful experiences, including clubs, competitions, leadership roles, educational visits, residentials, First Aid training, the DAART programme, community links and whole-school events.
• Parental engagement: Workshops, home–school learning logs and termly open mornings strengthen partnership and understanding of the curriculum.

Our Impact

The intended impact of our curriculum framework is that by the end of each year group, and ultimately by the end of Key Stage 2, children are equipped with the knowledge and skills necessary for the next stage of their education. Subject leaders will measure children's progress against the progression documents; they will quality assure their subjects by talking to children and looking at their work, they will look at teaching and learning in lessons and consider what performance data is telling us with regards to measuring the extent to which all children have fulfilled their potential, regardless of ability or background. Results of impact is shared with the Governing Body.