NB. curriculum pages under construction

Curriculum Intent statement

At Long Furlong Primary School, our curriculum embodies a profound dedication to our core values: Responsibility, Respect, Resilience, Compassion, and Courage. We believe in the transformative power of education, extending beyond academic accomplishments to foster the holistic development of our children. This commitment drives us to cultivate responsible, compassionate, and courageous individuals who positively contribute to society.

We empower our children to become leaders by providing diverse platforms that encourage them to take initiative, make decisions, and positively influence their peers. Every child is afforded the opportunity to develop leadership skills, nurturing a profound sense of responsibility and confidence.

Our curriculum places a strong emphasis on self-care and a readiness to learn. We guide our children to recognise the importance of a healthy mind and body, enabling them to approach their learning with enthusiasm and resilience.

In the delivery of our curriculum we instil a sense of independence in our children, encouraging them to explore their unique learning paths. Our aim is for each child to emerge as a leader, equipped with the skills and mindset to succeed in various aspects of life.

Celebrating diversity and promoting inclusivity are foundational to our curriculum, instilling in our children a profound sense of global citizenship. We encourage an understanding of different cultures, perspectives, and current affairs, fostering open-mindedness and acceptance of differences.

Our curriculum champions a commitment to excellence and a growth mindset. We view learning as a continuous process, considering challenges as opportunities for growth. Real-life stories and experiences become integral tools through which children learn to overcome setbacks and develop resilience.

Offering an ambitious curriculum that challenges and inspires our children, our goal is to cultivate ambition, curiosity, and a thirst for knowledge, preparing them for success in all facets of life.

Embedded within our curriculum are British fundamental values of democracy, individual liberty, respect for the rule of law, mutual respect for and tolerance of different faiths and beliefs.

Our children learn the value of empathy, understanding, and the acceptance of differences, fostering a sense of unity and harmony.

Encouraging a sense of social responsibility, we engage children in charitable activities, exploration of local issues, and staying informed about current affairs. Our overarching aim is to create compassionate and socially aware individuals who actively contribute to their community.

Our holistic approach to education ensures that every facet of a child’s development is considered. Prioritising the well-being of our children, we create a safe and nurturing environment where they can thrive emotionally, socially, and academically.

Believing in the potential of every child, we strive to create an environment where success is achievable in all areas. Our aspirational curriculum inspires our children to set high goals and work towards realising their dreams.

In conclusion, our curriculum stands as a dynamic and evolving framework, reflecting our unwavering commitment to shaping well-rounded individuals with a strong sense of responsibility, respect, resilience, compassion, and courage. Through our holistic approach, we aim to cultivate happy, cared-for, and confident learners who find enjoyment, curiosity, and success in their educational journey at Long Furlong Primary School.



Curriculum Implementation statement

At Long Furlong Primary School we will deliver a broad and balanced curriculum that will provide:

  • A clearly sequenced and progressive curriculum that builds the retention of knowledge and development of skills
  • Clear learning objectives aligned with educational standards and needs of our pupils
  • Planning that considers the pupils’ interests and prior knowledge
  • A range of teaching approaches and resources to engage and challenge our pupils.
  • Hands-on activities
  • Group tasks
  • Educational field trips and visits
  • Visiting speakers
  • The use of a range of multimedia resources

Our teaching staff will:

  • Undertake high quality teacher professional development to enhance pedagogical skills
  • Provide challenge for all learners
  • Use tailored teaching methods using best practice research and evidence
  • Provide quality first teaching to ensure there is access for all
  • Use a range of ongoing assessment strategies, enabling our pupils to demonstrate their learning in diverse ways
  • Provide timely and constructive feedback to support and guide the next steps in a pupil’s learning journey
  • Use of a range of differentiation strategies
  • Embed pupil self-evaluation skills

Our curriculum will seek to prepare our pupils to be responsible and prepared global citizens by providing:

  • Specific learning about British Values (democracy, rule of law, individual liberty, mutual respect, and tolerance)
  • Access to the specific cultural capital needed for the children in modern Britain – a strong vocabulary / a knowledge of music and the arts / an understanding of key stories and texts / introducing them to the best that has been thought and said, helping to engender an appreciation of human creativity and achievement
  • Enrichment by offering an experience and opportunities programme for each class as pupils move through the school.
  • Opportunities for pupil leadership (e.g. school council, team captain, worship council, class ambassador, peer leadership)
  • Opportunities for commitment to charities
  • A diverse curriculum across all subjects, evidenced by the curriculum content and the use of clearly identified resources

Every facet of a child’s development is considered in the implementation of our curriculum. We prioritise the well-being of our children by providing:

  • Specific learning about PSHE, RSE, mindfulness and spiritual health
  • High quality PE, regular competitive sports, regular outdoor learning (forest school) and daily opportunities for physical activity
  • Opportunities for outdoor adventurous activities at residentials
  • Learning that will raise awareness of mental health and how our pupils can manage this
  • Access to community resources to support learning in the curriculum
  • Opportunities that actively promote parent/carer participation in the life of the school
  • Advice support and guidance to involve parents/carers in our school curriculum
  • Effective communication with parents/carers
  • Opportunities for spiritual reflection
  • Opportunities to develop our pupils’ personal understanding of our core values: Responsibility, Respect, Resilience, Compassion, and Courage.

Curriculum Impact statement

At Long Furlong Primary School we embrace a culture of continuous evaluation and improvement. Regular review and analysis of the curriculum implementation outcomes, pupil performance data and feedback from stakeholders inform our decision-making process.

Our curriculum reviews will identify the following:

  1. The quality of the learning outcomes
  • How well are children learning the content outlined in the curriculum?
  • Is there evidence that pupils are making connections between old knowledge and new knowledge and between knowledge acquired across the curriculum?
  • Are teaching expectations high enough?
  • Are pupils challenged to think and evaluate their learning?
  • Is assessment purposeful, efficient, and used to shape learning?
  1. The curriculum content is coherent
  • Are pupils able to make connections to previous learning in the subject and with other subject areas?
  • Is learning adapted to reflect current affairs and pupils’ needs?
  • Does assessment enable teachers to check that children have built the knowledge they need for subsequent learning?
  1. Challenge for all
  • Is the curriculum sufficiently challenging and appropriate for all?
  • Are there high expectations for all?
  • Does pupils’ work show that tasks are rich and allow pupils to show higher standards?
  • Is teaching sequenced so that pupils master the fundamentals and then acquire more detailed knowledge?
  1. Embedding Knowledge and skills
  • Does planning allow pupils opportunities to build long-term knowledge and understanding so that they can then apply cognitive skills such as analysis, evaluation, and problem solving?
  • Is there an evaluation of what knowledge and skills pupils have gained against expectations?
  • Is each subject given integrity and taught systematically and progressively?
  • Are there coherent link that increasingly challenge and embed knowledge and skills?
  1. Community engagement
  • Are the rich resources within the local community and environment maximised?
  • Do pupils learn from others?
  • Do pupils engage with the local community, national and global issues?
  • Are pupils able to relate their values and experiences to British Values?
  • Are the school core values evident?

Pupil performance data will identify the following:

  • The performance of different groups of learners including SEND and disadvantaged pupils
  • Areas of strength and areas for development in the curriculum

Feedback from stakeholders will include the following:

  • Pupil voice activities
  • Parent/carer questionnaires/surveys
  • Pupil questionnaires/surveys
  • Staff surveys and questionnaires
  • The analysis of data tracking using Insight software to evidence coverage and progress towards meeting objectives