Central Education

Curriculum Overview

Pupils develop a strong sense of moral purpose in addition to a respect for and understanding of people. 

The curriculum is all the planned activities that we as a school organise in order to promote learning, personal growth and development. It includes, not only the formal requirements of the National Curriculum, but also the range of activities and challenges designed to enrich the curriculum and the experiences of our pupils.  We aim to teach children how to grow into positive, responsible people, who can work and cooperate with others, whilst developing knowledge, skills and attitudes to learning, in order to achieve their true potential.


At Central Education we strive to ignite our pupils passion for learning and make their learning as much fun and as meaningful and relevant as possible.

We offer an excellent education in a safe, calm, creative, inclusive and stimulating environment.

Every child is valued as an individual

We aim to nurture well rounded, respectful and confident pupils who will develop skills for life-long learning.

We encourage them to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world. We take our responsibility to prepare children for life in modern Britain very seriously and ensure that the fundamental British Values are introduced, discussed and lived out through the ethos and work of our school.  

We value the spiritual and moral development of each person, as well as their intellectual and physical growth. We organise our curriculum so that we promote co-operation and understanding between all members of our community. To teach respect for our world, and how we should care for it for future generations, as well as our own. 


At Central Education, we aim to offer a balanced and broad based curriculum which enables all pupils to: 

  • Enjoy learning.
  • Feel successful in their learning and to promote high self-esteem.
  • Become creative, independent learners
  • Be given significant time to learn new skills and have time to practice those skills  
  • Have the flexibility to decide how best to learn in different situations  
  • Have the flexibility to decide what they are going to learn and how  
  • Be given the opportunity to decide upon the final outcome of their learning  
  • Be able to set own targets for learning  
  • Know what their strengths are and which areas they need to develop  
  • Become successful lifelong learners who are able to reach their full potential 
  • Be able to evaluate and assess their own learning  
  • Develop their critical thinking  
  • Understand and value the importance of truth, fairness, right and wrong  
  • Nurture positive relationships promoting working co-operatively with one another  
  • Help children understand Britain’s cultural heritage  
  • Explore their spiritual, moral, cultural, mental and physical development  
  • Learn and practice the basic skills of English, Mathematics and Computing  
  • Makes learning more meaningful by putting it into context  
  • Challenge themselves and engage themselves in deeper learning

Organisation and Planning


It is delivered using a variety of approaches and resources depending on the nature of the subject being taught and the needs of the pupils.

For more information see separate curriculum statements:

All teachers are responsible for planning, evaluating and teaching in their classes. The National Curriculum stipulates the expectations which form the long-term plan from which the teachers write medium-term plans to achieve balance and coverage over a term or half term. The more detailed weekly/fortnightly short term planning will focus on the teaching process. The planning in each subject is designed to focus on learning expectations and for teachers to map the sequence of learning clearly showing differentiation, teaching assistant direction, and resources required. Class teachers meet regularly to ensure continuity of provision and moderation in terms of expectations and outcomes across the year groups.  

Short term plans outline the individual lessons and adaptations made for individual classes and pupils along with assessment opportunities and expected outcomes. Particular attention is given to clear and appropriate differentiation, progression and attainment. Curriculum coverage is mapped against long term plans to ensure there are no gaps in our curriculum. 

Assessment, Recording, Monitoring and Evaluation

Short and medium-term assessment is the responsibility of the class teacher and is in line with the assessment policy.

However, teachers will use informal assessment and observation on a daily basis to determine what children can do independently and therefore plan next steps for learning.

Formative assessments take many different forms and are reflected in the pupil’s books/work in the detailed marking and provision of constructive feedback. Feedback follows the school’s policy and identifies areas for children to improve giving focused challenges and expecting children to take ownership of their learning and respond and reflect in order to improve. Summative assessments support teacher assessments in the core subjects and children are presented with these in a relaxed format so as to cause minimal anxiety for pupils. These are used to help prepare pupils for the end of key stage testing as required by law.

Pupil’s progress and attainment in each subject will be assessed by their teacher against the learning outcomes and end of year expectations. Pupil progress will be reported to parents at three points in the year either in writing or at an appointment where parents are invited to discuss their child’s progress.

The roles of the Subject Leaders and Curriculum Leader

It is the role of each subject leader and the curriculum leader to keep up to date with developments in their subject, at both national and local level.

They review the way the subject is taught in the school and plan for improvement. This development planning links to whole-school objectives. Each subject leader reviews the curriculum plans for their subject, ensures that there is full coverage of the National Curriculum and that progression is planned into schemes of work. The subject leader also keeps a portfolio of children’s work, which she/he uses to show the achievements of children at each key stage and to give examples of expectations of attainment. Where appropriate, teachers will share responsibility for the cross-subject implementation of the thematic curriculum.

The role of the subject leader is to:

  • Provide a strategic lead and direction for the subject
  • support and offer advice to colleagues on issues related to the subject
  • support staff development and improve the quality of teaching and learning over time
  • monitor pupil progress in that subject area by working alongside colleagues, pupil interviews, lesson observations and planning scrutiny
  • monitor and evaluate teacher’s planning and teaching
  • keep self and other staff up to date with developments in their subject by relevant reading, INSET and policy development and update
  • to liaise with appropriate bodies e.g. other schools, governors, the LEA etc. about matters relating to their subjects
  • provide efficient resource management for the subject.
  • map coverage of the curriculum to long term plans

The Principal has responsibility for the organisation of the curriculum. To monitor provision, ensuring that all classes are taught the full requirements of the National Curriculum and that all lessons have appropriate learning objectives. The Principal oversees the work of the subject leaders and works collaboratively to ensure the support is there for subject development and there is a consistency across all areas of the curriculum. Their role is to share good practice and ensure high standards are consistently maintained.

Risk Assessment

Whilst planning for the curriculum, teachers will give consideration to any relevant risks.

If appropriate, these will be highlighted on planning and the appropriate documents completed to meet with health and safety regulations.

For further guidance reference needs to be made to:

The school’s Health and Safety Policy 

Inclusion and Differentiation

In order to provide all pupils with relevant and appropriate work at each stage:

  • We set suitable learning challenges
  • Respond to pupils’ diverse needs
  • Endeavour to overcome potential barriers to learning
  • Learning is planned and adapted to enable children to broaden, deepen and accelerate their understanding and development of skills and knowledge. Pupil’s are challenged to think at depth and deepen their learning across the curriculum. Regular formative assessments identify pupils, groups of pupils for differentiated activities.
  • Subject to financial constraints, we aim to provide and maintain appropriate resources to support the delivery and development of the curriculum.
  • Our school governor and proprietor are responsible for monitoring the way the school curriculum is implemented. This committee reviews curriculum development via the Principal’s report.