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Our Curriculum

Statement of Education Quality


This statement has taken many forms over the years, and we are sticking with the headings of the '3 I's' even though this is not required under the current framework.  We feel that to remain with these three clear statements means that our planning, teaching and assessment remains focused.




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. 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 and enrichment.


Curriculum Implementation


The curriculum is based on good quality resources. English is taught through quality whole class texts, and Maths is taught through White Rose, with appropriate equipment (concrete resources) used at every opportunity.


The rest of the curriculum is based around a topic to bring the learning together. Enquiry-based learning features highly and every half-term and lesson are built around a key question. 


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.


Each subject area has a subject intent, whole school policy, and an annual action plan which outlines development opportunities and clearly links with the school development plan.


Curriculum Impact


The impact of the curriculum is monitored though triangulation of outcomes: pupil voice, test/data outcomes, planning, monitoring of books and displays, lesson learning walks, discussions with teaching staff, pupils and parents.


Pupils, parents and staff are consulted about the curriculum and the impact that it makes.


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.


The motto of 'Every Child Succeeds' runs through every aspect of teaching and learning.  Each child is different and each success is equally different.


Further Information


We operate a very flexible curriculum in terms of when certain topics or units are taught, and try to match this with overall themes.


Sometimes this mean that gymnastics, for example, is taught in Term 4 instead of Term 2, because it better fits with the overall teaching theme.  The skills are still taught, just not where the over-arching document says so.


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.


Curriculum Policy