St. Botolph’s CE Academy

Curriculum Vision

Our vision is to provide an inclusive, balanced, creative curriculum, where Christian values and an understanding of life in modern Britain, underpin all learning. Learning will be purposeful and Literacy and Numeracy will be the backbone to pupils’ success. Quality first teaching will enable pupils to flourish, discover their unique talents and strive for excellence at each stage of their education. All pupils will be treated equally, fairly and with dignity and mutual respect and learning will be differentiated to take account of their wide and varied needs.

Curriculum Intent

Our curriculum is driven by the need to prepare our pupils with the appropriate skills for lifelong learning.  At St Botolph’s, we offer a rich and vibrant curriculum which is ambitious for all learners, regardless of background or barriers they may face.  Through our curriculum, we develop the essential knowledge, skills and understanding which are the building blocks to success.  Our curriculum encompasses not only the formal requirements of the National Curriculum, but goes beyond the experiences of the classroom to ensure that our children are exposed to the richest and most varied cultural opportunities that we can provide.  The curriculum is underpinned by our commitment to a holistic, Christian values based education and, through this, we provide learning experiences which promote confident, self-motivated pupils and enable them to discover and nurture their individual talents.

We particularly aim to:

  • develop the qualities of mind, body, spirit and to recognise and accept this in others.
  • nurture the spiritual, moral, social and cultural aspects of their development and inspire a sense of awe and wonder in the world around them.
  • explore Christian values and spirituality through links to the parish, local and wider community.
  • inspire and develop a love of learning and love of life.
  • set high expectations, encourage aspiration and enable pupils to persevere and achieve their goals.
  • encourage positive friendships, self-confidence and resilience in all areas of academy life which will prepare each pupil well for life in modern Britain

Accessibility to the Curriculum 

The SENCO works alongside class teachers and support staff to oversee SEN provision and monitor the progress of any child requiring additional support. Where appropriate other agencies will be asked to work alongside the school to assess a child and plan for their needs. At all stages parents/carers will be involved in the process.

To ensure all children are able to access the curriculum at an appropriate level and fulfill their potential we take some of the following actions:

  • Make adaptations to ensure that all pupils have access to the school curriculum and school activities.
  • Support pupils to achieve their full potential despite any difficulty or disability they may have.
  • Ensure that staff are aware of pupil’s individual needs and teach in a way that is appropriate for them.
  • Provide opportunities for pupils to develop confidence, self-esteem and resilience.
  • Work in partnership with parents/carers, pupils and external agencies to cater for children’s special educational needs and disabilities.
  • Make provision for children with SEND to fully develop their abilities, interests and talents.
  • Identify special educational needs at the earliest opportunity to ensure early intervention and support.
  • Ensure all children with SEND are fully included in all aspects of school life.
  • Regularly review policy and practice in order to achieve the best outcomes for all our pupils


Schema Development

We teach most subjects as discreet subjects with an aim of preserving the unique nature of each subject and allowing children to see that nature clearly, giving them a better understanding of each. The risk, however, is children don't then see the links between subjects and view these in isolation. We therefore aim to adopt a measured approach that retains subject disciplines but makes connections where they are appropriate. 

When making decision about how we plan and implement  our curriculum we have looked at the curriculum design principles of Dylan Williams.

We have worked hard to establish our key drivers in each subject area. We like to think of a key driver as 'growing' through carefully chose units of work in each year group. Thinking in this way helps us establish the most important knowledge we ensure each pupil acquires through a specific unit of work. We have also ensured that we have clear progression documents that cover knowledge as well as skills. As school is a 1.5 form entry school we run a two year cycle, so whilst knowledge is key it is also important that skill progression is also mapped out

The following is an example of how we do this within History - our aim is that pupils know more, understand more and remember more. 

Ensuring the curriculum has impact.

If the intended curriculum is to be remembered we know we have to make knowledge and behaviours systematic across the school so that every child benefits from them, not just the lucky ones who happen to be in the right classroom. This means whilst staff are not pushed to a use a particular method of delivery we plan each unit in detail to ensure we can check the curriculum is learnt and knowledge retained. Each Unit builds on the knowledge that in prior units and provides essential opportunities for pupils to retrieve knowledge from their long term memories

Lesson Design

In order to make sure the curriculum is delivered in he most effective was we also ensure we choose the best practice for lesson design across the school. This still enables staff to have autonomy in how they deliver lessons but provides a framework for staff based on what we know supports highly effective teaching 

Primrose Vale, Knottingley, West Yorkshire, WF11 9BT

01977 677494