Teachers use clear learning objectives and success criteria, ensuring that pupils understand what they are learning and why. Prior knowledge is consistently revisited and built upon, enabling children to embed new learning securely and confidently.

Our teaching approach is rooted in Rosenshine’s Principles of Instruction, an evidence-informed framework that underpins high-quality teaching and learning across the school. These principles ensure consistency, clarity, and effectiveness in every classroom:

• Daily review to strengthen retrieval and reinforce prior learning
• Presenting new material in small, manageable steps to avoid cognitive overload
• Asking targeted questions to check understanding and deepen thinking
• Providing clear models and worked examples to support learning
• Guided practice where teachers scaffold learning alongside pupils
• Regular checking for understanding to identify misconceptions early
• Achieving high success rates to build confidence and motivation
• Providing scaffolds and support to ensure accessibility for all learners
• Independent practice to develop fluency and mastery
• Weekly and monthly review to support long-term retention of knowledge

This structured pedagogical approach enables teachers to apply principles of cognitive science, such as retrieval practice, spaced learning, and reducing cognitive load, ensuring that learning is both effective and enduring.

Across all subjects, there is a strong emphasis on language and vocabulary development. Teachers explicitly teach subject-specific vocabulary, model high-quality spoken language, and provide regular opportunities for pupils to articulate their thinking. This focus on oracy supports pupils in becoming confident communicators and enhances their access to the full curriculum.

Assessment is integral to our implementation. Teachers use a combination of formative assessment strategies—such as questioning, observation, low-stakes quizzes, and feedback—to monitor progress and adapt teaching in real time. Regular summative assessments provide a broader picture of attainment and inform future planning.

Our curriculum is designed to be fully inclusive and ambitious for all learners. Adaptive teaching strategies ensure that all pupils can access the same high-quality curriculum, with appropriate support and challenge. Pupils with SEND receive tailored scaffolding and targeted interventions, while disadvantaged pupils benefit from carefully planned support, particularly in reading, vocabulary, and communication.

In the Early Years and Key Stage 1, implementation reflects our commitment to strong foundations. High-quality interactions, structured play, and explicit teaching ensure that early language, phonics, and number skills are securely developed. The transition into Year 1 is carefully managed through the Early Excellence model, maintaining developmentally appropriate practice while increasing academic expectations.

We enrich the curriculum through a wide range of first-hand experiences, visits, visitors, and creative opportunities, which bring learning to life and deepen understanding. These experiences are carefully planned to enhance subject knowledge and build cultural capital.

Professional development is central to effective implementation. Staff receive regular training, coaching, and support to ensure a deep understanding of subject content, pedagogy, and curriculum expectations. This ensures consistency and high standards across all classes.

Through this coherent and research-informed approach, our curriculum is implemented effectively to ensure that all pupils know more, remember more, and can do more over time.