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Our Curriculum

Statement of Education Quality


‘I can do everything through Him who gives me strength’. 

Philippians 4:13




Our curriculum is based around the premise that children, given the right encouragement and support, can reach their full potential.  Our role at Camm’s is to provide a curriculum that enables all children to flourish, be it social, academic, physical or practical.




The child is at the centre of what we do at Camm's, and everything starts from there.


Our curriculum is built on strong pedagogical principles, with every child encouraged to meet and achieve their potential. We make it our aim to discover what children are good at and use this to promote a positive attitude to learning.


Our curriculum aims to be broad and balanced, with opportunities for pupils to celebrate, share, and learn about their different cultural and spiritual beliefs.  This includes expanding the horizons and experience so the children.  We are in an area of low diversity and feel that it is important to truly reflect the 'World Outside Eckington'.


The breadth of curriculum content allows pupils to explore through an enquiry based curriculum where there are no limits to learning and there is a clear development of skills and knowledge. Pupils may not have access at home to the learning and experiences that pupils have access to at Camm's.


The curriculum is about achievement, enjoyment, engagement and enrichment.


Curriculum Implementation


The curriculum is based on good quality resources, quality first teaching and a secure knowledge of the children.


English is taught through quality whole class texts, and Maths teaching starts with concrete resources, that the children can touch and manipulate, and progress through to abstract concepts.


Other curriculum subjects are topic-based, with an enquiry question to bring the learning together. We aim, where appropriate, to create a thematic approach to learning so that learning is joined up and children can see how subjects link together.


Creativity and teacher expertise is woven into the curriculum with specialist teachers and outside agencies working with pupils and teachers, sharing good practice and ensuring that learners learn from the best.



Curriculum Impact


The impact of the curriculum is monitored though gathering and analysis of outcomes: pupil voice, test/data outcomes, planning, monitoring of books and displays, lesson learning walks, discussions with teaching staff, pupils and parents.  This information is used to assess standards and identify next steps in children’s learning.


The desired outcomes of the curriculum will ensure that pupils are well rounded students, ready to embark on high school education. They will be equipped with the foundations and skills to achieve success in later education.


Pupils will have an understanding of what they are good at

and have developed skills to face their challenges.


Each child is different and each success is equally different and the school motto runs through every aspect of our teaching.  It is our aim that:

‘Every Child Succeeds’.


Further Information


Whilst every year groups and subject has a set curricula, with what and when topics are taught, we recognise that there is also the need to be flexible. 


This might mean that an opportunity in one subject presents itself, and we might need to move another subject to later or earlier in the year.  We might have a whole-school focus on one topic, meaning that it might need to be brought forward or swapped with another topic within the same year group.


We will still work with the subject leader to ensure that progression and development is maintained.


If you require any more information about what is being taught during the year, please speak to your child's teacher.  We are happy to share long and medium-term plans (these are generally on the website anyway), but please be aware that teachers will not have time to explain everything on there!

All of our curriculum documents and teaching complies with our duties under the Equality Act 2010, SEND Regulations 2014 and aim to ensure that we make reasonable adjustments to include all children in all lessons at all times.


We are also beginning to look at the inclusion of the STEP technique for inclusion whereby teachers look at modification to:


  • SPACE:  Do children need more or less space to succeed?
  • TASK:  Can this be modified to enable success?
  • EQUIPMENT:  Varying the sizes, complexity or equipment can help
  • PEOPLE:  Will teams or partner work help?


A example of this would be to restrict the length of a pitch (S) played on when throwing a larger ball (E) to a team mate (P) instead of trying to hit a target (T).

Curriculum Policy


This is our over-arching policy covering all aspects of our taught curriculum.  The broad principles apply to all subjects (so no need for individual ones), but each subject has its own set of statements and values which are specific to that area.