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Curriculum Statement

Curriculum Statement 2019 - 2020


Shining bright – Aiming High!



At Miers Court Primary School we believe in promoting a lifelong love of learning for everyone. We believe that creating inspirational experiences will foster independence and build self-belief allowing learners to constantly grow. This will provide our children with the foundations to make a valuable contribution to their community and prepare them for their future in the wider world.


Our vision is a commitment to create an inclusive, safe and stimulating environment where we work and learn together. We help one another to overcome challenges with confidence and resilience, having respect for ourselves and each other. We celebrate hard work and effort and our successes are shared because we know that together we can achieve more.


We believe in the concept of lifelong learning and regard the teaching and learning which takes place in our school to be part of a learning continuum which begins before the child comes to school and continues into adulthood.  Both adults and children learn new things every day.  Learning should be a rewarding and enjoyable experience for everyone; in short, it should be fun.  Through our teaching, we equip children with the skills, knowledge and understanding necessary to be able to make informed choices about the important things in their lives.  We believe that appropriate teaching and learning experiences help children to lead happy and rewarding lives.


Our Curriculum Offer

At Miers Court Primary School we offer an exciting child-led curriculum which is broad and balanced, and which builds upon the knowledge, understanding and skills of all children, whatever their starting points, as they progress through each Key Stage. 


The aim of our curriculum is for pupils to have the requisite skills to be successful, independent, inquisitive, resilient and motivated learners in readiness for their next stage of education.  This aim is underpinned by our core vision, aims and values.


Our curriculum is delivered using the National Curriculum requirements as a basis to ensure coverage and progression throughout the school, but with an exciting child-led approach to learning. 

  • Teachers use questions to engage children in learning. 
  • Children are encouraged to ask their own questions in order to drive their curiosity and this is used to shape learning and research.
  • Trips, visitors and spotlight events are included to ensure that the curriculum is bought to life and is as creative, exciting and interesting as possible.


End of Year Expectations set out what children should be taught in each subject.  This guides what they should know, remember and/or be able to do by the end of each academic year. Further information is available in the Knowledge Mats which we are currently developing.


Children who are more able are challenged further in their learning and children who find aspects of their learning more difficult are appropriately supported so that they are enabled to experience success. 


The spiritual, moral, social and cultural development of our pupils and their understanding of fundamental British Values are woven throughout the curriculum.  This is supported by our Global Learning Programme, assemblies, Spotlight Events and PSHE, as well as projects led by our Pupil Leadership team.


The English curriculum

Phonics is taught from EYFS and throughout Key Stage 1 following the Letters and Sounds programme.  This is then followed on by the No Nonsense spelling programme across Key Stage 2.

Reading is taught across Key Stage 2 using the Destination Reader approach.  Key Stage 1 and EYFS follow a school developed programme using the same principles to ensure continuity and consistency.  Writing is linked, wherever possible, to the topic the class are studying, so that pupils can write from a position of knowledge.  Carefully chosen core texts are used to provide a stimulus for writing. 


The mathematics curriculum

Maths is taught following the Maths No Problem scheme and is supplemented by other resources, including White Rose materials, for problem solving and reasoning.


Physical and mental health and well-being

PE is taught across the school in formal lessons by the class teachers.  Every year group has the opportunity for PE lessons to be taught by a qualified PE specialist for one term in order to provide additional professional development for the teachers.  Children are encouraged to be active at playtimes through the use of equipment that is made available to them.  MMS have received training in leading activities at lunchtimes.


Mental health and well-being lessons are taught explicitly as part of our PSHE curriculum.  Strategies to support well-being are incorporated into everyday life at Miers Court as well.


The RE Curriculum

RE is taught separately to the creative topic curriculum following the LA’s agreed syllabus.


Outdoor Learning

The outdoor environment and the local community are considered a key opportunity for active learning for all our pupils. The school grounds have been developed so that they can enrich different curriculum areas, particularly science.

All EYFS and KS1 classes have the opportunity to experience a school developed programme called ‘Wild About Miers Court’ based in our grounds.  KS2 children have opportunities for outdoor learning within their topics.



Homework is an important feature of school life which helps children build skills for life and work.  At Miers Court Primary School we encourage the formation of partnerships between home and school.  Homework across the school involves daily reading, weekly phonics or spelling activities and maths consolidation. Each year group also has a number of creative projects which for homework which are linked to the topic being undertaken.


Extra-curricular opportunities

Extra-curricular clubs are encouraged with staff or outside providers running a variety of clubs for pupils across the academic year.  Where the school is unable to provide suitable extra-curricular opportunities, families are signposted to relevant clubs in the local area.


In order to enhance learning, staff plan for visitors, visits and trips within the curriculum.  These could take place at any point in the learning journey in order to springboard the start of a new topic or to consolidate learning towards the end of the topic.


Opportunities for visitors to attend and present school assemblies are encouraged, such as:

  • the local vicar attending our Harvest Festival
  • presentations such as the Anti-bullying Roadshow

Peripatetic music teachers work in the school, providing lessons for pupil’s learning to play the violin, keyboard, clarinet, saxophone, violin and guitar.


Celebrating Achievement

Pupils have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances, competitions and events involving other schools. 


Developing children’s independence, resilience and motivation as learners and their sense of responsibility as future citizens, is at the heart of all of our teaching and learning.


  • In class assemblies, children have the opportunity to share their learning with parents/carers and the other classes. 
  • Weekly celebration assemblies provide an opportunity for teachers to recognise achievements across a range of skills and values. 
  • Learning Points are awarded in recognition of learning skills such as active listening, resilience, giving clear explanations or asking questions.  Once a number of these have been awarded, children receive certificates and post-cards home to share their achievements in learning.
  • Children’s achievements outside of school are recognised and celebrated on our Shining bright – Aiming High display board.


Monitoring of the Curriculum

  • The Curriculum leader is responsible for the oversight of the curriculum alongside the individual subject leaders. 
  • The Curriculum leader is responsible for ensuring that the curriculum across all subjects is broad and balanced and supports the subject leaders in monitoring individual subjects.
  • Subject leaders are responsible for the allocation of the content of their curriculum area to each year group. 
  • Subject leaders have opportunities for monitoring of their subject throughout the school year.  This takes the form of planning scrutiny, book scrutiny, pupil voice, data analysis and lesson drop ins or observations amongst other activities.
  • Class teachers are responsible for the planning of the curriculum for their year group. 


Changes to the curriculum may take place after discussion with the subject leaders and curriculum leader, mainly in response to pupil voice.


The Curriculum Statement should be read in conjunction with the following policies:

Early Years Curriculum Statement

Teaching and Learning Policy

Behaviour for Learning and Conduct Policy

Individual Subject policies


Wild About Miers Court


Also see:

Whole School Topic overview

Long term plans

Knowledge mats

Curriculum maps – subject leaders

Extra-curricular clubs

Whole School Topic Overview 2020/2021