"Let your light shine."
(Matthew 5:16)
Living and learning together in the light of God

  1. Our Curriculum
  2. Curriculum statement

Curriculum Statement

Curriculum Design Statement

Intent, Implementation and Impact.

At Lady Elizabeth Hastings' Primary School, we believe that all our children have the right to an inclusive and ambitious curriculum, which is exciting, relevant and will equip them with key skills for every stage in their educational lives and beyond. We have planned our curriculum to develop both knowledge and skills; it encourages curiosity, creativity, co-operation, resilience and independence; it produces leaders, innovators and collaborators underpinned by personal growth.


At LEH, we follow The Early Years Foundation Stage Curriculum and The National Curriculum. However, we are currently developing a bespoke curriculum, based on the Chris Quigley Essentials Curriculum, which will drive the aims and values of our school and serve the needs of all our children and families.

It will include not only the formal requirements but also an abundance of extra-curricular activities and themed experiences, which we will carefully plan in order to enrich the children’s learning. At the core of our curriculum, we place a strong emphasis on securing the basic skills of reading, writing and mathematics in every year group.


In line with our inclusive and outward looking school vision, we want every child in our school to feel safe, cared for, valued and trusted.  We want our school to nurture and foster curiosity in an environment that is safe and stimulating to their ever-changing interests.



At the heart of our LEH curriculum lies four main drivers, which help to shape our bespoke curriculum






 Our LEH curriculum is planned to include:

  1. a list of the breadth of topics which will be covered;
  2. the concepts learners should understand;
  3. criteria for progression of milestones within the concepts and criteria for depth of understanding.

The diagram below shows the model of our curriculum structure:


Curriculum breadth for Years 1 and 2

Curriculum breadth for Years 3 and 4

Curriculum breadth for Years 5 and 6




Milestone 1

Milestone 2

Milestone 3






























(Based on the Chris Quigley, Essentials Curriculum)

  1. The curriculum breadth for each phase ensures teaching staff have clarity on coverage. It also provides key knowledge and vocabulary.
  2. Concepts are chosen to build conceptual understanding within subjects and are repeated many times in each topic.
  3. Milestones define the standards for the key skills, knowledge and vocabulary being taught.(Appendix A)
  4. Depth: The milestones will be assessed over a two-year cycle with the expectation that children move from having a basic (B) understanding to a more advanced (A) and deeper (D) understanding by the end of the two years.


This basic level will involve a high degree of repetition so that knowledge enters learners’ long-term memory; learning across each milestone at this level must not be rushed.

Pupils will then demonstrate application of this knowledge and vocabulary through more advanced and deeper tasks, thus demonstrating true understanding.


How is our Curriculum organised?

The Implementation:

Learning in each subject has been planned to ensure that our children build their knowledge, skills and understanding progressively in Y1 to Y6.


We plan our curriculum in four phases, Phase 1 (EYFS), Phase 2 (Y1 & Y2), Phase 3 (Y3 & Y4) and Phase 4 (Y5 & Y6). Each phase and year group plan for the academic year and follow an overarching Big Question every term or half term in Science, Geography, RE and History. (see Medium Term Plans).

Every unit of work provides lots of opportunities for our children to be immersed in the context of their learning. We use high quality and challenging texts in English teaching that are relevant and ambitious. This enables opportunities for in depth learning, development of vocabulary, knowledge and concepts.

Each topic begins with an opportunity for an assessment of prior knowledge and skills linked to the main subject driver. For example, history was taught in Autumn term, and later in the academic year, the children will engage in retrieval tasks on all prior learning of the history they have covered. This will be conducted through ‘low stakes’ activities designed to allow the teacher to assess how well the learners are coping with curriculum content and how well they are retaining previously taught content.

Every new topic is carefully planned to create memorable learning experiences which are also supported with educational visits and visitors to the school. Outdoor learning is also promoted where appropriate throughout all subjects and we also deliver a residential visit in  Y6.


English (reading, writing, spelling, grammar, punctuation, handwriting and phonics), Maths, Science, Religious Education, Physical Education, Computing, Music and PE are taught all year round. Art and Design, Design Technology, History and Geography are currently taught in focus blocks in alternate half terms. This current blocking however, does include regular opportunities for children to review and revisit previously taught content.


PSHE is taught discreetly on a weekly basis as well as being planned for across the whole school. At Key Stage Two our children are taught French although it is introduced subtly through Key Stage One French Club which is offered to all children in Y2.   In KS2 children also learn how to swim.


To further enhance the curriculum, we also have whole school theme days throughout the year, which allow for further in-depth development of knowledge, concepts and understanding across all subjects (see whole school subject plans) and link to community and current affairs.

As part of our school we also have regular access to specialist teachers to support and enhance in the delivery of the LEH curriculum in PE, French and Music.


Teachers are beginning to assess children’s learning against the milestone indicators and the key knowledge set out in their planning document for foundation subjects beginning with Geography, History and Science.


Time for retrieval tasks is built in to enable teachers to assess how well the children have retained information at a distance from previous learning. They provide timely feedback to the children to check on understanding and ensure progress is made. 


 Staff are supported with assessments through moderation and a team approach to ensure consistency. Assessment information for all subjects is collected and used by subject leaders to inform the School Improvement planning and measure the impact of the LEH curriculum annually.


Early Years Foundation Stage

The curriculum that we teach in Reception meets the requirements set out in the Early Years Foundation Stage Curriculum. Our curriculum planning focuses on the Characteristics of Learning, Developmental Matters and Early Learning Goals expectations. We plan learning to provide experiences that demonstrate the diversity and spirituality within the world, whilst teaching and exploring the importance of our local community.  


Our school fully supports the principle that young children learn through play, and by knowing our children as individuals, it is planned to encourage children to develop their learning independently through exploration and challenge. Our learning environments, both inside and outside, are stimulating and exciting, and are relevant to the needs and stages of our children.

We are proud of the strong relationship we have with parents and use this positively to ensure that children have a joint support approach to make good progress in school. We strive to build positive links with the parents of each child, by keeping them informed about how the children are being taught, and how well each child is progressing and engaging them in their child's learning journey by using Tapestry, the online learning journal. 


Implementation Review

As part of our curriculum design, we are using evidence from cognitive science and three main principles that underpin our proposed approach:

  1. learning is most effective with spaced repetition
  2. Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.

In addition to this, we also understand that learning is invisible in the short-term and that

sustained mastery takes time.

We are using cognitive science research papers to develop classroom pedagogy with the key message of true learning being, ‘knowing more is remembering more.’

At LEH  we recognise that nothing is truly learned unless it rests in children’s long-term memories.

(Sources: PC Brown, HL Roediger, MA Mc Daniel, Make it stick-The Science of successful Learning

J Sweller-Cognitive Load during problem solving-Effects on Learning)



The curriculum in our school is designed to be accessed by all children who attend the school. If we think it necessary to modify some children's access to the curriculum, in order to meet their needs, then we do this in consultation with parents.


If children have special needs, our school does all it can to meet the individual needs, and we comply with the requirements set out in the new SEND Code of Practice. If a child displays signs of having a particular learning or physical need, then his/her teacher makes an assessment of this need. In most instances, the teacher is able to provide the resources and educational opportunities that meet the child's needs, within normal class organisation. If a child's need is more severe, we may involve the appropriate external agencies to support and in making recommendations and assessments. We always provide additional resources and support for children with special needs.


The school provides a Provision Map and “Outcomes plan” for each of the children who  are recognised as additional support. This sets out the nature of the special need, and outlines how the school will aim to address it. The EPP also sets out targets for improvement, so that we can review and monitor the progress of each child at regular intervals.


Some children in our school have disabilities. We are committed to meeting the needs of these children, as we are to meeting the needs of all groups of children within our school. All reasonable steps are taken to ensure that these children are not placed at a substantial disadvantage compared with non-disabled children. Teaching and learning is appropriately modified for children with disabilities. For example, they may be given additional time to complete certain activities, or the curriculum or teaching materials may be adapted. 



The impact of our curriculum is that by the end of each Milestone, the vast majority of pupils have sustained mastery of the content. This means that learning is embedded in their long-term memory and they can then advance to a deeper understanding of the curriculum.


Monitoring and Review

Our Governing Body's School Improvement Committee is responsible for monitoring the way in which the school curriculum is implemented. Governors liaise with subject leaders through visits, reports and presentations to view the impact of the subjects within the curriculum. Governors are  assigned to key areas within the curriculum and areas of our School Improvement Plan. There is also a named governor assigned to SEND, Pupil Premium, Sport’s Premium and Safeguarding. These governors report  back during Full termly governor's meetings.


The Headteacher and Deputy Headteacher organise the monitoring of teaching and learning as well as curriculum development and receive feedback from subject leaders. 

Together with the Headteacher, who is the curriculum lead, the SLT oversee curriculum development planning. Subject leaders also monitor the way in which their subject is taught throughout the school. They examine long-term and medium-term planning, books, talk to children, participate in learning walks and ensure that appropriate teaching strategies are used to ensure maximum impact and progress in their subject area.