At Holy Trinity CofE Primary School, we are committed to delivering a rich, ambitious and coherent curriculum that reflects our Christian values of C – Community, A – Aspiration, R - Resilience and E – Enjoyment.

Our curriculum intent clearly outlines what pupils should know and be able to do by the end of each phase, and why this knowledge is essential to their future learning and life beyond school.

Our curriculum is designed to ensure that all pupils develop secure foundations of knowledge, skills and vocabulary across all subjects. We believe that pupils should “know more, remember more and do more” as they progress through the school. This means that learning is carefully sequenced, building on prior knowledge and deepening understanding year on year.

We intend for our curriculum to develop not only pupils’ academic knowledge but also their personal qualities — including curiosity, resilience, critical thinking and moral responsibility — equipping them to thrive in an ever-changing world.

Our curriculum reflects the diverse needs and backgrounds of our pupils. It is ambitious and inclusive, designed to remove barriers to learning through carefully planned support and challenge, ensuring that all children, including those with SEND, EAL and the more able, achieve their full potential.

We want pupils to leave our school 

• as independent, reflective, critical learners who have reached their highest academic potential  
• as articulate, well read, confident speakers who know their views are valued in our school
• having accessed a dynamic, vibrant, curriculum which offers them challenges that are matched to their individual needs
• with ALL pupils knowing more remembering more and doing more
• having had learning experiences that lead to purposeful outcomes, where links with the world outside the classroom have been maximised

Rooted in our Christian ethos, our curriculum nurtures the whole child, promoting respect, dignity and stewardship of the world around us. We celebrate cultural diversity and aim to foster a sense of community, compassion and global citizenship.

As you will see below, we plan this together on a half termly basis so we are constantly assessing for learning.  Subject Leaders have worked hard to think about the sequence of children's learning, so this builds as children move from term to term and class to class.  

We feel very lucky to be in Stratford upon Avon, maximising all the opportunities that this historic town has to offer.  This helps us to create our own special school identity.  

Our curriculum enables us to link with exciting organisations locally and nationally.  We build strong relationships, celebrate diversity, encourage respect and build a sense of community.

The knowledge and skills that our curriculum provides build in a meaningful way so that children develop confidence in their learning.  It provides and acknowledges success for all children, in all aspects of their development.  

Implementation:  How we craft our Curriculum at Holy Trinity Primary School

Our curriculum is carefully planned and delivered to provide clear progression across all key stages from Reception to Year 6. This planning is underpinned by high expectations and a strong focus on challenging, meaningful outcomes for every learner, ensuring that pupils acquire the essential knowledge and skills needed to progress confidently within each subject.

Key features of our approach include:

• A structured progression of knowledge and skills in each subject, explicitly mapped out in medium- and long-term planning documents, with regular opportunities to revisit and consolidate key concepts and vocabulary to build fluency and confidence.

• High-quality teaching characterised by effective modelling, purposeful questioning, and a wide range of engaging strategies including enquiry-based learning, collaborative work, and practical activities.

• Termly planning meetings that involve subject specialists, who contribute expert guidance and challenge to continually raise standards and ensure outcomes are ambitious for all pupils.

• Curriculum content and activities that are carefully chosen to teach essential skills and knowledge, not simply to fit a theme, with a strong emphasis on high-quality stimuli and modelling — for example, selecting artists, composers, or experts connected to the locality and wider world to inspire and contextualise learning.

• Teachers clearly communicate the knowledge and skills taught, providing summaries for parents and pupils at the start of each topic to support home learning and engagement.

• Tailored scaffolding and adaptive teaching to meet the individual needs of pupils, ensuring equity of access and support for SEND, EAL, and more able learners.

• A strong emphasis on developing subject-specific vocabulary and encouraging confident use in speaking and writing.

• The use of both formative and summative assessment to monitor pupil progress, identify gaps early, and inform planning to ensure continuous improvement.

• Regular moderation of pupils’ work and termly review of subject displays across the school, showcasing clear progression of skills from Reception to Year 6 and celebrating the achievements of pupils with diverse strengths and abilities.

• Ongoing monitoring by subject leaders through analysis of assessments, books, displays, and learning walks to identify areas for development. These findings drive targeted training and workshops for staff, with governors actively involved in monitoring through learning walks and subject leader meetings, providing additional challenge and support.

Through this comprehensive and reflective approach, we ensure our curriculum is engaging, ambitious and inclusive, supporting every child to reach their potential and fostering a love of learning across all subjects.

Impact

We measure the impact of our curriculum through a combination of:

• Pupil progress and attainment data that shows cumulative knowledge and skills development over time.
• Monitoring activities including lesson observations, learning walks, book scrutiny and pupil voice interviews.
• Assessment outcomes that demonstrate pupils can recall, apply and extend their learning across the curriculum.
• Feedback from pupils and parents indicating high levels of engagement, enjoyment and confidence in learning.
• Evidence of pupils’ growing independence, resilience and ability to apply their learning to new contexts.

Through these methods, we ensure that our curriculum is effective, inclusive and continuously improving to meet the needs of all learners.

Curriculum Progression and Subject Intent

Our curriculum is underpinned by clear progression frameworks for all subjects. Each subject has a published intent statement and classes include the relevant information of their termly class knowledge organiser.  This will outline the key skills and knowledge pupils will acquire, mapped carefully from Early Years through to Year 6. These documents are accessible to staff, pupils and parents to provide transparency and support learning.

Inclusion and Ambition for All

We are committed to ensuring high expectations for all pupils. Our curriculum intent explicitly recognises the need to support learners with SEND, EAL and those who are more able. This is achieved through differentiated teaching, additional resources, pre-teaching vocabulary and concepts, and targeted intervention. Our approach ensures that every pupil can access and thrive within the curriculum.

Connection to Our Christian Ethos

Our curriculum reflects the values of Holy Trinity CofE Primary School by promoting community, aspiration, resilience and enjoyment. Learning experiences encourage pupils to appreciate their own worth and the dignity of others, fostering a caring and inclusive school community. This moral framework underpins our curriculum choices and enriches pupils’ spiritual, moral, social and cultural development.  Rooted in Faith, we REACH FOR THE STARS!