At Watcombe we offer a curriculum that inspires our learners. The curriculum holds high expectations through a broad and balanced approach in which all learners are motivated to achieve the highest standards possible in all areas of learning and provides equality of opportunity for all.

Rich and varied experiences enable the learners to cohesively and progressively acquire, develop and apply a range of knowledge, understanding and skills as well as promoting creative and critical thinking. The curriculum utilises opportunities for cross curricular links to deepen and strengthen learning as well as to promote the transference of knowledge and skills.

The curriculum map across the school ensures that the depth and coverage of knowledge and skills meets the statutory requirements and the needs of the pupils and community.

At Watcombe the term curriculum refers to the opportunities that learners experience whilst at school both in lessons, throughout the day and within extra school clubs or curriculum events. It includes the national curriculum subjects, RE, PSHE and RSE.

Inherent within the curriculum is the promotion of emotional wellbeing as well as an integrated opportunities to develop spiritual, moral, social and cultural learning.

The knowledge of the community in which our learners live is instrumental in influencing the curriculum design in order to ensure their needs, both academic and pastoral, are met.

Our Curriculum: specific principles 

  • High expectation and uncompromising focus upon the development and application of reading, writing and maths skills.  
  • In the EYs and KS1 there is a clear progressive phonics focus to support reading and writing progress.  
  • Create a range of broad and balanced opportunities, across the different subjects, which are tailored to the interest of the pupils and in turn inspire pupils to learn purposefully.  
  • Emphasis upon developing an understanding of the world around them and the high profile of developing and extending vocabulary.  
  • Learning is sequenced cohesively and progressively encouraging children to build on prior learning towards clearly defined outcomes at different stages.  
  • Outcomes are diagnostically evaluated in order to direct future planning.  
  • Curriculum is equitable for all learners – support and intervention needs (both academic and pastoral) are identified early and provision put in place to counter needs with regular review of impact. 
  • First class teaching is based upon building positive relationships in which all learners feel valued and develop confidence and self-esteem. 
  • Promoting active learning is paramount to ensure pupils challenge themselves to deepen their thinking and understanding of knowledge, skills and concepts. 
  • Clear focus to develop an understanding of the importance of healthy lifestyles both physically and mentally.  
  • Support for SEMH and positive emotional well – being needs features highly to ensure pupils are able to independently regulate emotions and access learning.  
  • British Values are held in high recognition and explicit within the curriculum and supported by SMSC  
  • ‘Growth Mindset’ promotes positive lifelong learning behaviours and attitudes. 
  • Pupils play a central role in the curriculum to ensure it is meeting their needs and that they have the right support and opportunities to make the best progress possible. 
  • Safeguarding (including E safety) – both keeping pupils safe and pupils learning how to keep themselves safe is at the forefront of the curriculum. 
  • The pursuit of parental support is paramount in order for pupils to achieve to the highest degree.  
  • Community partnership engagement is harnessed to utilise learning opportunities and to develop a sense of belonging and commitment. 

The curriculum is designed to support the children in making progress towards the holistic over – arching school aims:

  • To be a confident individual
  • To be a successful learner  
  • To be a responsible citizen  In support of these aims, the school community has established 4 learning values which are integral to the curriculum.

Ultimately the curriculum will aspire to create life – long learners prepared for the next stage of education and life challenges.