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Mendham Primary School

Curriculum Intent & Implementation


Our curriculum has been designed to ensure that every child has the opportunity to leave our school prepared to be lifelong learners. Through our curriculum we will develop essential knowledge, concepts and skills that can be used as building blocks for later life. The children in our schools will gain confidence to become inquisitive thinkers through developing resilience and independence. They will develop their own lines of enquiry, take risks, embrace challenge and understand that we learn from our mistakes in a nurturing environment. We will provide challenge to pupils in all lessons to facilitate that pupils strive to achieve their best.

Through use of our Primary entitlement we provide our pupils with a broader range of experiences; life skills, cultural opportunities, physical activities, practical tasks and creative challenges.

Pupils will use the White Rose mastery approach in maths, allowing pupils to learn concepts in small steps. These small steps will be progressive and allow a greater understanding of underlying concepts- knowing the ‘why’ as well as the ‘how’. The ideology uses the key principles of using the concrete, pictorial and abstract approach to support this learning.

Our curriculum drivers are:

  • Initiative

It is vital that we nurture the natural curiosity of our children, enabling them to become independent in thought and action and encouraging them to imagine, enquire and question. We will give children opportunities to think critically, by solving problems and making choices.

  • Community:

It is important that children make links from school to the local and wider communities; through developing and experiencing positive relationships and celebrating diversity, therefore equipping them with the skills to become valued members of society.


  • Communication:

Pupils in our schools will develop the skills necessary to articulate their own thoughts, ideas and feelings successfully in a range of forms. Tolerance and respect towards of others’ differing points of view will be modelled with a culture of acceptance.


  • Adventure:

We recognise the responsibility we have for the physical development and well-being of our children. We believe that a curriculum rich in sport and physical activity along with participation in positive competition develops confidence and resilience and allowing them to manage real risks.


Our curriculum is designed so that the subject specific skills are progressed within a cross-curricular theme each term. Our long term plan shows not only the skills and knowledge being taught but also how they link to our curriculum drivers.

We have designed our own curriculum, which builds on prior learning from EYFS to the end of KS2 ensuring consistency and progression across the whole school. In order to ensure that progression and balance is maintained, the detailed programmes of study are then turned into termly topic overviews and statements of intent. These topics are designed with the end in mind, working towards a final project, show or community event. The curriculum consists of planned experiences in school and out: lessons, topic days, school council, assemblies, clubs, sports, educational visits, workshops, residential camps, fund raising, and community work.

The curriculum has high expectations to combine transferable skills, demonstrate a breadth of vocabulary and develop strong cross curricular links. Inviting classroom environments stimulate and engage quality thinking and reasoning. Explicit daily, weekly and medium term planning is responsive to children’s needs; incorporating holistic approaches to teaching and learning.  Pupils in all areas are encouraged to develop a sense of pride in their work with encouragement to develop positive attitudes and produce their very best work.

The curriculum subject overviews show the areas where the concepts we teach deliberately target our curriculum drivers. These are designed to develop skills as children move through the school and are often repeated in the next phase.


From their different starting points, all children will make good progress academically, emotionally, creatively, socially and physically. Knowledge, understanding and skills will be secured and embedded so that children attain. They will take pride in all that they do, always striving to do their best and will demonstrate emotional resilience and the ability to persevere when they encounter challenge. They will develop a sense of self-awareness and become confident in their own abilities. They will be kind, respectful and honest, demonstrate inclusive attitudes and have a sense of their role in our wider society.