Curriculum Statement

Curriculum Statement

At South Wilford we provide all children with a global curriculum based on Christian values. Through these values we aim to empower and equip children with the skills, knowledge, compassion, wisdom and hope to make a sustained difference in our ever changing world.

Leadership is the golden thread that runs throughout our curriculum and we believe this along with a passion for exploration and creativity and personal development will enable our children to be the change makers amidst the complexities of life in the 21st century.

Through a knowledge rich curriculum, we aim to spark individual flames, ignite courageous advocacy and go on to light up the world leading a legacy of change for the better.

As with many other religious leaders and pioneers of human achievement over time, our benefactor, Revd. Benjamin Carter demonstrated this example in 1736 when the school was founded. Through his courageous advocacy, his legacy still has a positive impact today. Our curriculum emulates this and extends outwards as we create an environment where pupils, staff and the wider community are inspired to use their gifts and talents to graciously and responsibly challenge global and local issues for the better.


Our curriculum plans have been devised with a creative approach in mind with links made to cross‐curricular learning where possible. These plans have all been updated, for the academic year 2018/2019, ready for single year group classes with the 2014 National Curriculum objectives.

Curriculum Rationale
• It has 4 main elements in its design:
• It is cross-curricular in order to make links and allow learning to be in greater depth.
• It has Christian distinctiveness at its heart with the use of What If learning strategies.
• It has outdoor learning at its centre to enhance pupil engagement.
• It has breadth and creative learning opportunities for the whole child.

Curriculum English
• Reading is taught using a variety of reading strategies using book banded books from a variety of schemes and real books. Shared reading is used throughout the school.
• Phonics is taught from letters and sounds and is supplemented by the City scheme and phonics play online resources.
• Spelling is taken directly from the spelling appendix of the National curriculum 2014.
• Grammar is taught both discreetly and directly in English lessons on a weekly basis.

Curriculum Maths
• In key stage 1 Maths is taught using materials from Maths no problem and is supplemented using NCTEM maths and White rose maths.
• In key stage 2 Maths planning is based on materials from White Rose, using Maths No Problem and NCTEM resources to support learning. See also a copy of our curriculum overview.

Curriculum RE
In RE we follow the Agreed syllabus for Nottinghamshire “RE for all” and use ‘Understanding Christianity’ resources. Around two thirds of the RE curriculum relates to Christianity and one third to the other main world faiths. Our aim is to help children to become deep thinkers with respectful attitudes and a growing understanding of faith and its impact on individual lives, communities and cultures. In addition, we aim to see children grow spiritually as they explore, develop and express their own ideas and convictions in a supportive and respectful environment.

Curriculum PSHE and Sex Education
• The school follows the ‘You, Me, PSHE’ scheme of work, which comprises of a comprehensive spiral curriculum covering PSHE and Sex and Relationships education. Both are taught in accordance with the Government’s Statutory Guidance, and guidelines issued by the Local Authority.
• Sex and Relationships Education is linked to the study of Life Processes and Living Things in science.
• Parents are informed when specific sex education is being planned and can view the materials used in advance. They may exercise their right to withdraw their child if they wish to do so; the only exceptions to this are the biological aspects of human growth and reproduction that are essential elements of National Curriculum Science. Children’s questions about sex are answered honestly and sensitively by the teachers with due regard to the child’s age and maturity.

British Values

Promoting British Values at South Wilford Endowed Church of England Primary School

In 2011, the government defined British Values as democracy, the rule of law, individual liberty, mutual respect, and tolerance of different faiths and beliefs. We regularly promote these values through our own school values, curriculum and wide range of enrichment activities.

Early Years Foundation Stage (EYFS)

EYFS Curriculum

We provide a high quality learning environment that enables our children to learn and develop, and stay healthy and safe, thus building a strong foundation for their future progress in school, and in life. We aim to create a welcoming and stimulating setting, where our children enjoy learning and grow in confidence. We value their parents/carers as partners, and seek to include them in all aspects of their child’s development. Our curriculum of learning activities and experiences is shaped by the seven areas of learning:

  • communication and language
  • physical development
  • personal, social and emotional development
  • literacy
  • mathematics
  • understanding the world
  • expressive arts and design

All of these areas are important and inter-connected, and are implemented through planned, purposeful play and a mix of adult-led and child-initiated activity. We also support our children in developing the characteristics of effective learning (playing and exploring, active learning, creating and thinking critically) through our Learning Heroes:

EYFS Assessment
We use ongoing observations and informal assessments to track and monitor our children’s progress, understand their needs, and plan activities to support their next steps. At the end of June, we complete the EYFS Profile for each child. The Profile provides parents/carers and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. We assess each child’s level of development against the Early Learning Goals1, and make a judgement of whether a child is meeting expected levels of development, exceeding expected levels, or not yet reaching expected levels (‘emerging’). Copies of the EYFS Profile are shared with our Year 1 teachers, ready for transition, and also with the child’s parents/carers; opportunities are provided to discuss the results with us. We also report this data to Nottingham City Council, who return it to the Government.

EYFS Safeguarding
We take all necessary steps to keep children safe and well by promoting good health; managing behaviour; and maintaining records, policies and procedures.

For further information regarding statutory requirements for EYFS, click here.

For further information regarding the Early Learning Goals and the EYFS Profile, click here.


What does Year 6 and Year 2 writing look like?

If you are interested to know how a child’s writing is assessed; follow the link below where it is possible to see examples of children’s writing from year 2 and 6, plus a detailed breakdown of the criteria they are assessed against.

Year 2:

Year 6:


What are the spelling expectations for each year group?

If you would like to know the spelling expectations for your child’s year group then click the link below to take you to a breakdown of the rules and patterns taught in each year. There is also a bank of example words, although this is not an exhaustive list.

Curriculum Plans

Click here for the National Curriculum downloads

If you would like further information about the curriculum please contact our Curriculum Lead, Mrs B Rodel.