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Barford St. Peter's C.E. (V.A.) Primary School

"Together we love; together we learn"

Curriculum Design

Together we love ; together we learn


“The curriculum is the medium through which we introduce children to the world.  It is the way in which we create opportunities for children to develop physically, cognitively, socially, emotionally and spiritually.  It is a way in which, through our curriculum provision, we take children by the hand and introduce them to knowledge, vistas, people, opportunities, and ways of looking at the world that they may not otherwise have experienced and that have the potential to shape every aspect of their current and future life.  It is a means of reflecting on who they are, who they could be, their place in the world, what the world and its inhabitants have done before, and what could be done in the future.” (Simplicitus, Emma Turner, 2022, 19)

"A BEST KEPT Curriculum"


At Barford St Peter's Primary School, we are continually reflecting and revising our curriculum design as a whole staff to ensure it is in line with our curriculum vision.

Below you will find the most recent versions of our 'A BEST KEPT' documents for each subject on offer. After taking time to reflect upon the work of Primary Curriculum specialist Emma Turner, our Barford Subject Leads used her 'A BEST KEPT' curriculum acronym to consider how each subject fits into our whole school curriculum vision. These are working documents in which we have considered the following:


Accessibility of each subject

Behaviours each subject should encourage

Experiences on offer

Skills to be learnt

Thinking we want the children to engage in

Knowledge to be learnt

Endurance of the learning beyond the lesson

People who can inspire

Technology and the part it will play in each subject

Whole School Curriculum Intent, Implementation and Impact




At Barford St. Peter’s C.E. (V.A.) Primary School we are committed to ensuring that every child reaches their full potential in their learning through a creative, exciting and rigorous curriculum.


Our intent is for all children at Barford St. Peter’s to learn a depth of knowledge and wide range of valuable skills through an enriched curriculum which incorporates a wealth of memorable learning experiences and develops essential personal and social skills in a caring environment underpinned by our Christian values:                        









We believe that every child is entitled to experience a rich curriculum which:


  • Is carefully sequenced to build upon prior knowledge and experiences
  • Is exciting, engaging and enjoyable
  • Is enhanced by meaningful and memorable experiences
  • Is broad and balanced
  • Develops their natural curiosity and instils a lifelong love of learning
  • Fully prepares them socially, morally, intellectually and spiritually to become kind, caring, considerate and responsible citizens who respect others
  • Equips them with the knowledge and understanding they need to stay safe in a digital age
  • Sets secure foundations of essential knowledge in all national curriculum subjects which can be built on throughout their lives
  • Enables children to communicate with confidence, both orally and in writing
  • Allows for, and encourages, independent thought




Subject leaders have worked diligently to develop detailed and specific skills and knowledge progression ladders within their subjects. These provide a clear sequence of learning which enables children to build on their secure skills and knowledge year on year. Subject leaders provide advice and support for staff through regular staff training sessions and engagement with current and relevant educational research.


From Reception, children are taught to read and write through phonics using the Little Wandle scheme. This is carefully planned to ensure children rapidly develop their early reading skills. More information regarding how we teach early reading can be found on our school website.


Developing a love of reading is a real strength of our school. Children are encouraged to read ‘6 special books’ before the end of each academic year. All children engage very well in this and are exposed to carefully chosen genres they may not otherwise have chosen.


Staff come together regularly to share ideas and support each other with creatively planning memorable learning experiences for our children. Exciting theme days are weaved into each term, for example ‘Science Day’, to boost children’s engagement with subjects and facilitate their application of knowledge and skills in novel contexts. Each theme begins with a ‘wow’ opener or ‘sparkly start’ which may include a trip, a visitor or unique experience in school. Indeed, carefully chosen trips and specialist visitors form a crucial part of our curriculum offer – providing children with experiences they may otherwise not have, expanding their cultural capital and opening their eyes to potential extra-curricular/career avenues (eg. Royal Shakespeare Company Macbeth drama workshop taught by professional actors). Parents/carers are invited to share their children’s learning twice per year at our ‘Fabulous Finish’ events. They are also be informed of what their child is learning each half term through a detailed curriculum letter and knowledge organiser. Parents/carers are also given opportunities to feed back on our continually revised curriculum as we deeply value their input.


Knowledge, skills and understanding (as outlined in the National Curriculum) are taught through inspiring, carefully planned half-termly learning themes. Teachers use their wealth of experience and understanding of children’s different starting points, to plan meaningful learning experiences which are both engaging and academically-rigorous - building children’s knowledge and skills over time. Year-specific knowledge retrieval quizzes are enjoyed weekly and have been developed in lined with cognitive science theory which advocates for retrieval practice as the most effective means of helping children to retain their learning.


At Barford St. Peter’s Religious Education is considered a core subject and is taught for at least one hour per week. Through collective worship and teaching of religious education, children develop a thorough knowledge of all major world religions, as well as agnostic and atheistic belief systems. Furthermore, they are provided with additional time to reflect on their own lives and beliefs while they learn from and about God. 


Children are taught in line with the statutory guidelines for relationships and health education.


All children access high quality specialist sports coaching at least once per week. We have a specialist teacher for Spanish throughout KS2 and children make excellent progress in their knowledge and understanding of Spanish. All children in Year 3 and Year 4 are taught to play a brass instrument in weekly music lessons provided by a specialist teacher.




At the end of each term, children are assessed in all foundation subjects. Teachers are able to identify gaps in learning and plan appropriate and creative learning opportunities to ensure that children’s knowledge and skills are secure before they move on to the next year.


At the end of each term, children complete standardised NFER assessment tests in reading and maths. Every child’s standardised score is carefully scrutinised during pupil progress meetings to ensure they are making good progress. Where this is not the case, targeted interventions are put in place. Writing is moderated both within school and within the local consortia of schools to ascertain whether children are on track to make good progress. Again, where this is not the case, targeted interventions are put in place. All vulnerable children access rigorous and regular interventions to make accelerated progress.


At the end of year 1, children will take the statutory phonics test to ascertain whether they have a secure understanding of phonics. In line with statutory government guidelines, children will take part in Statutory Assessments Tests (SATs) at the end of Key Stage One (year 2) and at the end of Key Stage Two (year 6). At the end of year 4, all children will take the statutory times tables test.


Spiritual, social and emotional development of children is excellent and can be seen in the way they respect and care for each other. They live out the school vision and values in their everyday lives, both whilst in school and within the wider community.


Children are enthusiastic about their school experiences and speak positively about all areas of the curriculum. Their physical and cognitive development is evident as they articulate their learning in all subject areas and make connections to prior learning.



More detailed information regarding the Intent, Implementation and Impact for each subject can be found by clicking on the links below:

Long term overviews