Trowell C of E Curriculum Statement

Last updated: July 2024

At Trowell C of E, we follow the National Curriculum, however we do so in a way that is unique to our own unique school.  We believe that, like every school, Trowell C of E has its own unique ‘DNA’, and thus we have devised a curriculum vision that is tailored to who we are.

In devising our curriculum, we identified the following significant factors pertinent to our individual school:

• Pupils generally achieve in line with or above age-related national averages in Reading, Writing and Mathematics in KS1 and KS2.
• The proportion of pupils achieving Greater Depth in Reading, Writing and Mathematics is above or in line with national averages in KS2 and in line with or below national averages in KS1.
• The proportion of pupils passing the phonics screening check in Year 1 is generally in line with or below national averages, with a declining trend of pupils who have passed the screener by the end of Year 2.
• The proportion of pupils achieving GLD in EYFS is below national averages over the last two years, but with an increase in 2022-2023.
• The achievement of boys in Writing is typically below that of girls.
• There are an increasing number of pupils with SEND or who present with social and emotional difficulties, particularly in response to the pandemic.
• We are a Church of England school.
• A large majority of pupils in school are from White-British backgrounds.
• Christianity is the most common religion in school (approx. 46%);  around 43% of pupils are non-religious; 6% of pupils belong to non-Christian religions.
• Pupils come from a wide range of socio-economic backgrounds, and the percentage of pupils who are identified as disadvantaged is below local and national averages.
• The school has strong working relationships with parents.
• A significant number of pupils need to develop greater resilience when presented with challenge, failure or disappointment.
• A significant number of pupils need to develop greater independence.
• A small but increasing proportion of new-starters join Reception with underdeveloped language or social skills.

In response to these factors, staff experience and research on what constitutes effective teaching and learning, we have devised a curriculum vision for our school.  Each subject and year group delivers a curriculum that is tailored to our specific identity.

Trowell C of E Curriculum Vision

Underpinning all areas of the curriculum is the key aim of ensuring that pupils are taught, learn and remember the knowledge that they need in order to be prepared for the next stage of learning. Within each subject, curriculum content has been strategically identified, sequenced and prioritised so that pupils continually build upon and deepen their knowledge to be able to use and remember it confidently. Within lessons, teachers use a range of strategies to support pupils to acquire new knowledge and secure this within their long-term memory.

At Trowell C of E, all aspects of school life centre around our four core values.  These values are the backbone of the school.  They encompass our expectations of all members of our school community, and our ultimate goal for all the pupils we teach.  They can be seen in our relationships, expectations, routines, policies and our curriculum. 

The aims of our school curriculum can be seen through each of our four core values:

Our curriculum is strategically planned so that the above aims are delivered through each subject and in each year group, including in EYFS.  Our curriculum is organised so that each subject is taught on its own merits, enabling children to develop their disciplinary knowledge and skills in each curriculum area. However, where appropriate there will be meaningful links made between units of learning in different subjects that are being taught concurrently (such as, for example, English and history, science or geography), and knowledge from some subjects is applied within others (such as, for example, Maths and Computing being used within Science lessons).  There is not a ‘topic-based’ approach, however there are often overarching ‘themes’ that might run between two or more subjects within a given term. Where thematic links are made between different subjects, this is with the aim of said links being mutually-beneficial and enhancing pupils’ learning within each subject.

A small number of SEN pupils may follow a bespoke curriculum tailored to their needs, however our aim is for SEN pupils to have access to the full curriculum with adaptations made to support their inclusion.