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The intent


Our intention is to provide a broad a balanced curriculum, delivered through a culture of high expectations, principled and caring relationships and consistent routines.  We use our expert subject knowledge to inspire and enthuse children, sparking curiosity and risk taking.


Throughout the school, the intention of our curriculum and teaching is to develop vocabulary, knowledge, skills, character and culture over the long term. We support this through our ‘Pillars of Excellence’; strategies that represent best practise throughout the curriculum.


The Pillars of Excellence


The Pillars of Excellence represent best practise for developing the intention of our curriculum. They are based on best practice, such as Rosenshine’s Principles for evidence based strategies that lead to better child outcomes.


The pillars are not a checklist to be seen in every lesson but a set of principles for teachers to use when planning, teaching and assessing.


The pillars will be used at appropriate times by the teacher to support the development of vocabulary, skills and knowledge needed for a deeper learning within our curriculum.


Through effective implementation, the Pillars of Excellence will inspire and enthuse children, sparking curiosity and risk taking. Our Pillars of Excellence are built upon our teachers’ expert knowledge alongside a culture of high expectations, principled and caring relationships and consistent routines. 



The Pillars of Excellence are:


We sequence learning and use a range of metacognitive and retrieval strategies to plan development and retention of vocabulary, skills, knowledge and understanding over the long term


We use modelling and provide scaffolded practise to introduce new vocabulary, skills, knowledge and understanding.


We provide timely feedback in a variety of forms to promote the children’s continued development of vocabulary, skills, knowledge and understanding for the long term


We plan to ask a wide range of factual and procedural questions and use a variety of questioning strategies to assess and adapt the learning.



We plan and provide opportunities for independence so children can practise their vocabulary, skills, knowledge and understanding,


We plan for children to be able to reflect and evaluate their own and each other’s learning so they review their progress over time.


We use differentiation to ‘teach to the top’ with planned scaffolds for lower attaining students so all children have the opportunities to reach their highest potential.


We model thinkingand provide opportunities for students to think about their learning in a variety of ways so children are better able to control their own learning and have empathy for other points of view.


We model and provide opportunities to practise the skills necessary to conduct inquiry and research, communicating findings in a variety of ways, so our children are better able to find possible solutions to particular problems and be able to educate others.


We plan opportunities to model and practise debating and collaborative work to develop a wider range of transferrable skills.


Curriculum INTENT



All children, whether they are disadvantaged or SEND, will follow the full national curriculum.


Throughout the school, the curriculum has been planned and sequenced based around topics. These topics are chosen to spark curiosity and interest in the children. Through this topic based approach, our intention is that knowledge, skills and vocabulary across a range of subjects are integrated and children develop the ability to transfer and link ideas from one area to another. Opportunities to practice knowledge, skills and vocabulary in the wider community are encouraged.


Children in Preschool and Reception will follow the Early Years Foundation Stage Curriculum. This is designed to give them the very best grounding and preparation for starting Key Stage One. Teaching will enable the children to explore, discover and create in the different EYFS curriculum areas within a happy, safe and playful environment. The curriculum within EYFS has been designed to be flexible, meeting the needs of the wide range of prior knowledge, skills and vocabulary that our children start with. All children in EYFS will participate in activities to promote health and wellbeing; this includes regular physical activity and Forest Schools.


Because of their low ability starting points, some children when starting Key Stage One will continue to learn in a play based, child initiated, environment. Children in Key Stage One will follow the national curriculum, where teachers will integrate a range of knowledge, skills and vocabulary across a range of subjects into topics. This will help support children to link knowledge and transfer skills. In Key Stage One, children will start to develop methods for retaining and retrieving simple knowledge such as times tables, meanings of key words and spellings. They will start to participate in both formative and summative assessments that will check their progress in developing skills, knowledge and vocabulary over the long term. All children in Key Stage One will continue to participate in activities that promote health, wellbeing and relationships as well as following a Personal Health and Social Education programme.


All Year 3 children commence the Key Stage 2 curriculum at the same time. All children will follow the national curriculum. The curriculum is organised so children will be taught English, Maths and wider curriculum subjects every day. Science will be delivered in age based classes to avoid unnecessary repetition as they progress through the Key Stage. In order to prepare the children for secondary school, they will receive some specialist teaching in subjects such as Music, Physical Education and Modern Foreign Languages. Teachers will continue to develop a range of metacognitive and retrieval strategies to enable children to acquire and practice more complex knowledge, skills and vocabulary.  They will continue to participate in both formative and summative assessments that will check their progress in developing skills, knowledge and vocabulary over the long term. All children in Key Stage Two will continue to participate in activities that promote health, wellbeing and relationships and will follow a Personal Health and Social Education programme. Children will also have opportunities to develop leadership and character through taking on responsibilities.


Children in Year 5 and Year 6 participate in a transition programme to support their successful progression to Secondary School.


Throughout all years, the school has a Learning Journey outside of the traditional curriculum and this is integral to our children’s success. The Learning Journey will outline the wide range of opportunities available to children. Through participating and achieving these, children can develop a broader range of knowledge and skills to help prepare them better for the next steps.


Measuring the impact of our curriculum intent


We will measure the impact of our curriculum intent through:


The Pupil Achievement Cycle, involving leaders at all levels, that takes place three times a year. This will include:

  • The collection of attainment data. This will be assessed against age related learning objectives. Progress will be measured for all learner groups from their starting points to assess the impact of teaching and the curriculum.
  • Peer and Leader scrutiny of the Record of Progress (designed to demonstrate the progress made by pupils over time) three times a year. 

Peer and Leader lesson observations focussed on identifying strengths and areas for development within the Pillars of Excellence and within pupil work.

Monitoring the number of children who have left the school over time or are at risk of not completing their public examination courses.

Monitoring of the aspirations and the planned and actual destinations of our children.

Monitoring the success of a sample of children who left the school three years previously to assess the impact of our curriculum.

Annual parent, staff and student surveys to gauge the views of stakeholders as to the impact of our curriculum and teaching.


Feedback from the evaluation of the impacts will inform changes to the implementation throughout the academic year to ensure the agreed intentions are achieved. We will review our intention annually in light of the evaluation of the impact.




 This year we are also developing the richness of our curriculum through forest schools, using our large outside areas, engaging and participating in more extra curricular activities and clubs, ensuring all children have the opportunity to attend a range of trips throughout the year and inviting visitors in. Alongside this Long Mead is also developing its links with the community and local area, as well as having its own allotment. In order to continue to make our curriculum and the opportunities we offer the children more unique, throughout the year Long Mead will also be hosting sporting events, developing our parental workshops and carrying out focused days/weeks. 

In addition to our academic skills our curriculum is designed to nurture the following life skills: The children will aim to develop these top 8 life skills throughout the year in order to earn a skills badge. 

* Leadership skills



*Problem Solving

* Aiming High

* Listening

* Staying positive



Throughout the school we will also be focusing on and promoting:

* Promoting the 5R's (Resilience, resourcefulness, risk-taking, reflectiveness and relationships)

* Promoting British Values (Democracy, rule of law, individual liberty, mutual respect and tolerance)

* Care for ourselves, others and the surroundings

* Self confidence

* Pride in themselves and their achievements

* Independence

* Skills to resolve arguments and disagreements

* Promote active and healthy lifestyles

* Mind Stimulation

* Increasing a rich and varied vocabulary

* Experimentation 

* Organisation and presentation 

* Inspiration 


Curriculum Plans:


Years 1 - 6

Please find the full National Curriculum here:



We teach a mastery approach to Maths.

Please see the overview for each year group below.

Maths Year 1

Maths Year 2

Maths Year 3

Maths Year 4

Maths Year 5

Maths Year 6


For Science we also follow the Kent Primary Science Scheme of work alongside the National Curriculum.


Keep up to date with what we are doing using the overviews above and remember to have a look at photos and our School Facebook account.

Please note that the school reserves the right to make changes and amendments to the curriculum, based on reviews and evaluations.


If you would like any further information about the curriculum please contact the school office on office@long-mead.kent.sch.uk