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Our Curriculum

Curriculum Statement


At Highfield Primary School, we believe that Happiness Promotes Success. We have therefore designed a broad and balanced curriculum to ensure children are motivated, interested and happy. We believe through this approach, children will achieve their full potential.

The key principles behind the design of our curriculum is for all of our children to:

  • be given the opportunities to excel regardless of starting points or background
  • gain essential knowledge, skills and understanding which will enable them to flourish and reach their full potential academically, physically and artistically
  • have access to a wide range of extra-curricular activities in both sport, music and the creative and performing arts
  • have developed their knowledge and skills to the very best of their ability in Mathematics and English, as subjects in their own right and across other areas of the curriculum
  • achieve academically across the entire curriculum, meeting at least the national expectation by the end of their primary education
  • be confident, independent and resilient; displaying a thirst for learning
  • be kind; showing empathy and compassion whilst valuing diversity
  • be culturally knowledgeable about our country and our world
  • have aspirations for the future and know that these can be reached through hard work and determination
  • be well prepared for the challenges of the secondary school curriculum

The British Values of Democracy, Individual Liberty, Respect, Rule of Law, and Tolerance, in conjunction with the school’s S.C.A.R.F. set of values (Safety, Caring, Achievement, Resilience and Friendship) are embedded and explicitly promoted throughout our curriculum. Our intent is that our children not only reach their full potential academically but also as global citizens. We want all of our children, to be the best that they can be, making a positive and active contribution to the world they live in.


At Highfield Primary School children are expected to work hard and demonstrate positive behaviours for learning at all times: in doing so, pupils both maximise their own individual learning potential as well as contribute to the school and wider community. Therefore, pupils’ successes in achievement, behaviour and attendance are explicitly rewarded and celebrated. Through our House Point System, Celebration Assemblies, S.C.A.R.F. Award Assemblies and Attendance Awards children are celebrated not only as individuals but also as part of a team.

Our curriculum is designed to:

  • build upon children’s prior learning
  • develop deep understanding
  • provide first hand learning experiences
  • support collaborative learning
  • foster creativity
  • be fully inclusive (including SEND and Disadvantaged)

Knowledge Organisers are used extensively across our curriculum. This effective practice ensures that children are signposted to each subject’s key facts and essential knowledge as well as key vocabulary and technical terms. Learners then regularly re-visit this information in the form of a variety of retrieval exercises including reviewing, revising, end of unit assessments and quizzes. Teachers will also embed this essential knowledge further by explicitly making reference to it in every lesson. This regular revisiting enables knowledge to be committed to long-term memory, so that our children know more, remember more and understand more. 

Some of our content is subject specific and taught in blocks from Years 1 to 6, whilst other content, in the early years, is combined in a cross-curricular approach enabling us to put knowledge into context for our younger children.

Throughout the school English and Mathematics are taught daily, whereas Physical Education, Music, Spanish, P.S.H.E. (Personal, Social, Health, and Economic Education) and Computing are taught weekly.

In Years 1 to 6 Science, History, Geography, Religious Education, Art and Design and Design and Technology are taught in weekly or fortnightly blocks.

Nursery and Reception have a thematic approach in which the 7 Areas of learning are taught.

All curriculum subjects have their own statements of Intent, Implementation and Impact, which can be found on each subject page on the school website.

Across the school community, we are committed to working in partnership with parents as we believe that when home and school work closely together we get the best outcomes for our pupils.


The impact of our curriculum can be evidenced in the following ways:


Children are able to talk about what they are learning both currently and what they have previously learnt, including the knowledge and skills they have gained and the experiences they have had.

They can talk about how they learn in different subjects and they can identify the characteristics of different subjects.

They can talk about how their learning is part of a ‘bigger picture’ and builds on their prior learning.

They are able to make links between different subjects and lessons.

They make progress in their learning, regardless of their starting point.

They demonstrate good learning behaviours in lessons.


Teachers plan and teach high quality lessons which are well structured and follow a clear sequence.

They know who to talk to for support, especially when teaching new or challenging concepts.

They demonstrate clear pedagogical understanding in all lessons.

They are in charge of their own professional development and seek ways to improve their knowledge and skills.

They are confident in their planning, teaching and assessment of learning.

They are confident to give feedback to subject leaders.

Governors and visitors

Governors and visitors give purposeful feedback to subject and senior leaders on curriculum areas.

They comment on the interesting learning they observe and/or are part of.

They comment on the creativity, dedication and relentless drive for every child to succeed.

Parents and Carers

Parents and carers provide us with positive feedback about their child’s attitude towards school.

They share examples and talk to teachers about learning experiences their child has enjoyed or is looking forward to.


Children take pride in their learning, including their written and creative outcomes.

Children’s written and oral work captures their increasing understanding of key concepts within each subject.

Children achieve their full potential.